5 Themes of Geography Unit Plan Adapted for English Language Learners Amanda Clarkson Day 1 Standard: 4 G1.0.

.2 Use cardinal and intermediate directions to describe the relative location of significant places in the United States. I canDetermine the relative location of a place. Objective: Students will be able to use cardinal and intermediate directions to describe different locations on a map. Minilesson: Teacher explicitly teaches cardinal/intermediate directions after activating background knowledge. Students look at the map of a town (on powerpoint) and describe the location of different places using cardinal directions. Teacher also introduces words like next to, beside, near, etc. Teacher picks 5 volunteers and assigns them to spots around th e classroom. Students describe their relative location using cardinal directions. Application: Students receive a map with a home location as well as several other locations. (Students should add a compass to their map). Students should come up with at least five questions about locations on their map. [Teacher example: Where is the house in relation to the bookstore? Where is the school in relation to the house?] Students write their answers on the back of the paper. Students switch papers with a partner and answer questions verbally. Vocabulary: Relative location (where a place is in relation to other places), cardinal directions (found on a compass rose label on foldable). ELL Accommodations: Students think-pair-share before sharing background knowledge about cardinal/intermediate directions. Teacher labels walls in classroom north, south, east, west. Academic vocabulary is on word wall with visuals.

Day 2 Standard: 4 G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. I canDetermine the absolute location of a place using coordinates. Objective: Students will be able to identify coordinates when playing the game Battleship. Minilesson: Show Teacher shows longitude and latitude video. (http://www.brainpop.com/socialstudies/geography/latitudeandlongitude/). Students fill in definitions of longitude and latitude on a graphic organizer. Teacher models how to determine

the longitude and latitude of a location. Several students come up to the board to answer longitude/latitude questions based on a map. Application: Battleship longitude/latitude practice (with a partner). http://www.momsminivan.com/battleships1-printable.html. Vocabulary: Absolute location: The exact location of a place (address or coordinates). Longitude/latitude. Homework: Latitude/longitude worksheet. ELL Accommodations: When paired with partners, ELLs will be strategically placed with students who also speak their language and/or students at a higher language proficiency to help with understanding. Academic vocabulary (longitude and latitude) are on the wall accompanied by visuals. Students use a graphic organizer to record information about vocabulary.

Day 3 Quiz: Relative/absolute location Standard: 4 G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the United States. I canIdentify different types of maps. Objective: Students will be able to identify the following types of maps: physical, political, economic, climate, and road. Minilesson: Background knowledge: What types of maps have you used before? Why are these maps useful? (Think-pair-share). Teacher shows maps powerpoint while students complete cloze notes (for SS notebooks). Student volunteers interact with different types of maps: http://education.nationalgeographic.com/education/mapping/interactive-map Application: Exit ticket--Students are given a scenario and decide what type of map should be used in each given scenario. Vocabulary: Political map, physical map, road map, climate map, economic map Homework: Bring in a map (find in newspaper, on the internet, etc.) Write 1-2 sentences telling what type of map it is and how you know. (Worksheet) ELL Accommodations: Visuals are included in the powerpoint. The think-pair-share model allows ELLs to practice talking with a partner before speaking in front of the class. Cloze notes reduce the amount of writing needed and focus ELLs on the main terminology or ideas associated with each type of map. If necessary, the exit ticket can be read by the teacher for ELLs.

Day 4 Standard: 4 G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. I canUse a scale to determine different distances on a map. Objective: Students will be able to find the distance from one location to another on a map using the map scale. Minilesson: Notes (scale, graphic scale, written scaledraw pictures). Show website: http://www.kidsgeo.com/geography-for-kids/0028-map-scale-types.php. Think-pair-share: Why are scales a necessary part of a map? Why cant maps show actual distances? Show a map with a graphic scale. How would you use this graphic scale to find distances on a map? What tools would you need? (Think-pair-shareinvite volunteers to come to the board and show their ideas). Practice several distances as a class. Show a map with a verbal scale. How would you use a verbal scale to find distances on a map? What tools would you need? (Think-pair-share invite volunteers to come to the board and show their ideas). Practice several distances as a class. Application: Students work in groups using Michigan map to answer questions about distances using the scale. Early finishers generate their own questions about the map and record them, as well as the answers. Vocabulary: Scale: The part of the map that represents an actual distance with smaller units. ELL Accommodations: The use of think-pair-share gives students processing time and more practice speaking with a partner. ELLs will be strategically paired with another student who speaks the native language but also English more proficiency, or with a student who is simply more proficient in English and can guide the language learner. The academic vocabulary (scale) is on the word wall with visuals.

Day 5 Standard: G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the United States. I canIdentify and use different parts of a map. Objective: Students will be able to identify the title of a map. Students will also be able to use a map key to answer various questions about a map. Minilesson: Students take notes on a graphic organizer. Teacher projects a map and asks students applicable questions about each part of the map. Each time a vocabulary word is defined and shown, ask students to discuss with a group: Why is this an essential part of a map? Students then share with the class.

Application: Students divide into groups of 4. Groups are each given a different type of map with a key and a title. Groups determine the type of map and complete note-taking sheet (p. 17 of foldables book). Groups share their findings with the class. Vocabulary: Key/legend: The part of the map that shows symbols. Symbols are pictures that represent something in the real word. Title: The part of the map that explains what information is being shown. Compass rose: The part of the map that shows cardinal and intermediate directions. Grid: The part of the map that helps us determine the longitude and latitude (absolute location) of a place. Homework: Map worksheet. ELL Accommodations: Students are given a graphic organizer to take notes, simplifying the language requirements for ELLs. Teacher and students discuss each vocabulary word, allowing ELLs the chance to build their background knowledge. (Teacher may also preteach the words to ELLs). The academic vocabulary is also on the word wall with visuals so the terms can be referred to throughout the lesson.

Day 6 Standard: 4 G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States (e.g., forms of shelter, language, food). I canDescribe a country in terms of place. Objective: Students will be able to identify landforms, climate, animals, and people of a country and other location they have been to. Minilesson: Teacher explains that place is the character of a location. It describes what the location looks like (landforms), climate, animals, and the type of people who live there (clothes, language, etc). Teacher shows clips from National Geographic of 2 different places (Cuba, Vietnam, Spain). Students fill out Venn diagram as they watch and include landforms, animals, climate, and people. Application: Students create a postcard of a place that they have been. Students include an element of landforms, animals, climate, and people. Students should label their illustrations. Homework: Interview your parents about the place they were born. Find out about the landforms, climate, animals, and people. ELL Accommodations: All students are provided with a Venn diagram to compare the two countries, lessening the writing difficulties that some ELLs face. Students will also have the opportunity to demonstrate their knowledge through visuals and labeling rather than writing a paragraph or two.

Day 7 Standard: 4 G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions). I canDescribe what a region is. Objective: Students will be able to explain the factors that make up a region by creating their own fictional country. Minilesson: Teacher shows class language map to show how language can determine regions. Teacher then shows class a United States region mapstudents decide how these regions were determined (climate, economy, landscape). Teacher reads aloud article of SE region of Michigan and students write down the characteristics that the region has to make it a region. Application: Students are given a map of a fictional country. Students divide the map into a key to show major landmarks and cities. Students write a paragraph explaining: the language that is spoken in the region, the climate, the major source of economy, the landscape (landforms), and any other common features. ELL Accommodations: ELLs will have opportunity to list rather than write a paragraph, eliminating some of the more difficult writing processes (transition words, topic sentences, etc). Teacher may preview SE Michigan article with ELLs and reread if necessary.

Day 8 Standard: 4 G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration. I canDescribe different types of movement. Objective: Students will be able to identify way that people, products, and information move in an article about the Underground Railroad. Minilesson: Teacher explains that movement refers to how people, products, or information goes from one place to another. Students and teacher create a three-column chart to show examples of the different types of movement. Teacher shows movement of people through National Geographic video: http://video.nationalgeographic.com/video/player/kids/ (Indian Railways). Students list all types of movement they see in their three-column chart. Application: Students work in partners to read an article. Students highlight sentences that show the theme of movement and label them as movement of people, products, or information (http://www.freedomcenter.org/underground-railroad/history/what/). Assess: Movement worksheet

ELL Accommodations: Students use a graphic organizer to record their examples of the three types of movement. ELLs are placed in strategic pairs, either with a student who speaks the same language and is more proficient in English or a student who is simply more proficient in English. Students may highlight and label their Underground Railroad article rather than writing in paragraph form.

Day 9 Standard: 4 G5.0.1 Assess the positive and negative effects of human activities on the physical environment of the United States. I canExplain different types of human/environment interaction. Objective: Students will be able to identify examples of positive, negative, and neutral humanenvironment interaction by listing all of the way that humans interact with the Nile river. Minilesson: Teacher gives definition of human-environment interaction. Teacher and students explore webpage: https://www.msu.edu/~murphyd9/ihumenv.htm. Teacher and students list other ways that humans can interact with the environment. Students categorize the types of interaction as positive, negative, or neutral in a graphic organizer. Application: Students read article http://www.socialstudiesforkids.com/articles/worldhistory/introancientegypt1.htm and students write down as many details that show how humans interact with the Nile river. Students answer comprehension questions: What are three ways that humans interact with the Nile river? Give an example from the article of a human-environment interaction that is positive. Give an example from the article of a human-environment interaction that is negative (continue adding to graphic organizer). Whole group discussion of questions. Homework: Make a list of human-environment interactions you see around your house and community (positive/negative/neutralworksheet). ELL Accommodations: Students use a graphic organizer to record their ideas about types of human-environment interaction. ELLs are placed in strategic pairs, either with a student who speaks the same language and is more proficient in English or a student who is simply more proficient in English). Partner discussion before whole-class discussion allows ELLs to practice speaking and listening to ideas before doing so in a whole-group setting.

Final Project/Assessment I canApply my knowledge of the 5 themes of geography to my own life. [ELL Accomodations for project: use of visuals and labeling, use of graphic organizers from class to aid in completing of project].

Five Themes of Meography Poster/Book Project Due: __________________________ Directions: Create a poster or book demonstrating the 5 themes of geography based on you. You must include visuals (illustration or photographs) and labels for each of the themes. Make sure to include all of the following: Location: Absolute location (coordinates of your town) Relative location (town and state) Place: (the visual for this could also represent the visual for location) Illustrate or glue a picture of your home. List or label at least 3 human features and 3 physical features. Human-Environment Interaction: Include humans affecting the environment and the environment affecting humans (one positive, one negative). Remember to focus on the experiences you have. Movement: People (how do you get from one place to another?) Products (What is a product you have from another country? Name the product. If you are stuck, look at the labels on food or tags on clothing items!) Information (How do you communicate with others?) Region:

 Identify one physical feature of the Great Lakes region and one human feature of the Great Lakes region. You may use your Social Studies notebook to help you!