Matthew A. Dooley
The actual introduction to the unit curriculum should be a review of the seven continents. As many of the students have not learned the continents by seventh grade, it is necessary to ensure they have this background knowledge to be effectively processed. This development should not take longer than one or two days and should also be accompanied with the introduction of the theory of plate tectonics. It may well also be of benefit to ensure that the students have learned the major oceans and seas. Again in this environment, student comprehension of basic geography is severely limited and this elementary knowledge must be memorized before one can delve into deeper material of higher level thinking skills.
Lesson Plan: Plate Tectonics
Objectives
Students will be able to explain and demonstrate the theory of plate tectonics
Materials
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1. one blank world map (in which the continents can be cut out)
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2. pair of scissors
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3. colored pencils
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4. glue stick
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5. piece of construction paper (to be used for backing)
Introduction
Plate Tectonics should be introduced with the concept of Pangaea. Pangaea should be defined to the students.
Procedure
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1. Students should be asked to cut out the continents from a map provided to them.
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2. Students should paste the continents to a construction paper backing in a shape that should approximate what Geologists believe Pangaea (the super continent) may have looked like two-hundred and twenty million years ago.
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3. Students should also draw and label a rough sketch of what the continents look like today.
Evaluation
Students will have completed the puzzle/piecing of the continents together to form Pangaea. Students will also have to drawn rough sketches of the present-day location of the continents.
Narrative
This activity will introduce the concept of plate tectonics and reinforce knowledge of the seven continents. Students will be able to visualize what geologists believe the continents to have looked like two-hundred and twenty million years ago. Students will also have the chance physically put the continents where they are located today next to their Pangaea puzzle.
The actual movement of plates need not go beyond the idea that plates and the continents are basically floating on top of heavier material below. Terms such as divergence zone, subduction zone and transform fault should all be introduced to the students so they will understand the concepts behind plate tectonics and the resulting earthquakes and volcanoes which they cause. It is recommended at this point that a documentary or excerpts be shown on earthquakes. National Geographic has a large selection of films on earthquakes and even a series titled "Forces of Nature" which if accompanied by a question list to be answered during the viewing should reinforce the concept introduced previously.
Students should also have been already introduced to the concept of climate zones, so some review should take place after plate tectonics, volcanoes, earthquakes have been assimilated by the students. Climate zones should be reviewed and re-taught in concert with the causes of hurricanes. Terms such as tropical depression, tropical disturbance, humidity, pressure, tropical storm, cyclone, hurricane, typhoon and tropical cyclone should be introduced to the students. The National Geographic website could be utilized as it reviews many of the aforementioned terms and also allows the students to play with various factors which will create a hurricane in the Caribbean Sea.
After students have been assessed on their comprehension of the material, the concepts of the Five Themes of Geography should be introduced. The introduction of this material should be combined with student research into their assigned natural disasters. At this point, examples of hurricanes, volcanoes, earthquakes and tsunamis should have been reviewed with the students. In this way the Five Themes of Geography can be applied to actual historical events that will model teacher-student expectations for student research. The instructor should create a rubric and a fact sheet which students will be required to fill out as they research their particular natural disaster.
Lesson Plan: Natural Disaster PowerPoint Storyboard
Objectives
Students will be able to explain the relationship of a geographical area and the societies which reside near it
Materials
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1. Computer with internet access
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2. Question sheet created by instructor to allow students to gather pertinent information
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3. Colored pencils
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4. Large piece of white construction paper (12x18)
Introduction
Students will have been assigned a particular natural disaster from the list previously cited.
Procedure
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1. Students will be given the opportunity to research their particular natural disaster on the internet.
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2. Once the question sheet has been filled out and reviewed by the instructor, students should use the information gather to begin work on their PowerPoint storyboard.
Evaluation
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- Slide one would be a map of where the actual event occurred combined with any pertinent information such as proximity to cities and the scope of the event.
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- Slide two would include pictures gather from the internet. If there are no pictures of the event of its aftermath then the students should draw.
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- Slide three would include bullet points of different facts which are associated with the natural disaster.
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- Slide four would include a narrative from the perspective of someone who had survived the particular natural disaster describing the actual occurrence of the event.
Students will have created a storyboard which describes a natural disaster and the people it has affected.
Lesson Plan: The Five Themes of Geography Applied
Objectives
Students will apply the concepts within the Five Themes of Geography to various natural disasters
Introduction
The instructor will review a previously created PowerPoint board with the class.
Procedure
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1. Students will be broken up into groups.
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2. Students will be asked to discuss their PowerPoint storyboards in relation to the five themes of geography.
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3. Students should discuss how or if the deaths caused by their particular natural disaster could have been avoided.
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4. Students will report back their finds to the group
Evaluation
Students will be asked to write a one - two page paper explaining how the five themes of geography related to their natural disaster and also recap the group's ideas as to whether or not it was avoidable.