Week 1-2

Week 3

Week 4-5

Week 6  

Week 7

Week 8  

Week 9

Essential Questions

1.Since we now have

personal GPS devices, why is it important to have map skills at all?

2.How do maps

reflect the reality and differences of our societies and cultures around the world?

3. Has our world

metaphorically grown smaller/more interconnected with the advent

of technology?

4. How have

cartographers affected

our perspective of

national events/disaster preparation/human-environmental interaction etc?

1. Which basic map

skills do we need to

understand and identify

the continents and

oceans?

2.  How do continents

and oceans affect the way in which cultures evolve?

3. The

earth is an ever

changing planet.How

could future continental

movement/political changes/environmental changes shape our perspective or world view/circumstances?

1. How do landforms

affect the topography of the surface of the globe; and, how do they contribute to natural boundaries?

2. What central factors contribute to the formation and

unification of regions?

3. How do nations react when landforms, such

as mountain ranges are shared between

countries? Does it allow for shared cultures or

border wars?

1. What impact does

time have on our lives?

2. How does math affect time?

3. Why do we, as

humans, feel compelled to tell time?

4. How does a time

zone map work?

5. How do landforms

create cultural

geographical differences?

6. Why do we associate landforms so strongly with specific geographic regions?

1.How are cultures

affected by the physical processes of the region

in which they form?

2.How do we apply the scientific knowledge we

have of earthquakes and

volcanoes to improve our chances of survival

from these natural

disasters?

3.Earthquakes and

volcanoes are viewed in

a negative light by

humans, but can we

apply what we learn

scientifically to find

any positive effects

on

the environment?

1.In recent years, major environmental

accidents such as the British Petroleum oil

spill in the Gulf of

Mexico in 2010 have been shown to have affected certain ocean currents. What could the long term effects of altering any aspects of our ocean currents? How would it affect

mankind on a global

level?

2.Erosion may have

negative effects on the environment, but how might civilization in

certain parts of the

world have failed to

prosper without the process?

3.The water cycle is a never ending process that occurs even when we are not noticing it in the form of rain, etc.

How does the water

cycle affect the lives of humans on the planet in

less noticeable ways?

1.Although you are a resident of this state,what do you really

know about AZ?

2.How does geography

determine what the major products of a

state will be?

3.How do the major

rivers of the state affect

the commerce and culture of communities?

4. How do communities

in AZ differ in

culture according to the

geographic divisions of

the various physical regions

of the state.  

Skill(s)/

Vocabulary

Skill 1. Identify and use the

basic elements of

maps and mapping.

Skill 2.Locate on a map specific lines of longitude and

latitude. (i.e., Prime

Meridian,

International Date

Line, Equator, North

and South Poles,

Tropics of

Cancer and

Capricorn, Arctic

Antarctic circles).

Skill 3. Distinguish between

types of maps. (i.e.

political, physical,

climatic,

land use resource,

contour, elevation,

topographic.)

Tier III:

Equator

Prime Meridian

GPS

Cartographer

Map projection

Globe

Map

Thematic Map

Political Map

Physical Map

Location

Legend

Latitude/Parallel

Longitude/Meridian

Cardinal Direction

Intermediate Direction

Compass Rose

Tier II:

Arrange

Assemble

Categorize

Collect

Combine

Compose

Construct

Create

Design

Develop

Devise

Explain

Generate

Plan

Prepare

Reconstruct

Relate

Revise

Rewrite

Summarize

Synthesize

S.P.I. 7.3.2

Locate the Earth’s

major physical

characteristics (i.e.,7 continents, 5

oceans).

Generate a list of renewable/non-renewable resources and their respective locations.

Tier III:

Equator

Prime Meridian

GPS

Cartographer

Map projection

Globe

Map

Thematic Map

Political Map

Physical Map

Location

Legend

Latitude/Parallel

Longitude/Meridian

Cardinal Direction

Intermediate Direction

Compass Rose

Tier II:

Arrange

Assemble

Categorize

Collect

Combine

Compose

Construct

Create

Design

Develop

Devise

Explain

Generate

Plan

Prepare

Reconstruct

Relate

Revise

Rewrite

Summarize

Synthesize

• 3.04

Understand the physical

and human characteristics of

place.

• 3.05

Understand that

common physical and cultural

characteristics create regions.

• 3.06

Understand how

physical processes shape the

Earth’s natural landscapes and

affect environments

Tier III:

Equator

Prime Meridian

GPS

Cartographer

Map projection

Globe

Map

Thematic Map

Political Map

Physical Map

Location

Legend

Latitude/Parallel

Longitude/Meridian

Cardinal Direction

Intermediate Direction

Compass Rose

Tier II:

Arrange

Assemble

Categorize

Collect

Combine

Compose

Construct

Create

Design

Develop

Devise

Explain

Generate

Plan

Prepare

Reconstruct

Relate

Revise

Rewrite

Summarize

Synthesize

• 3.03

Understand the

characteristics and uses of spatial organization of Earth’ssurface.

-S.P.I. 7.3.6.

Locate on a map

specific lines of

longitude and

latitude. (i.e., Prime

Meridian,

International Date

Line...)

-S.P.I. 7.3.17

Read and interpret a time zone map.

Tier III:

Equator

Prime Meridian

GPS

Cartographer

Map projection

Globe

Map

Thematic Map

Political Map

Physical Map

Location

Legend

Latitude/Parallel

Longitude/Meridian

Cardinal Direction

Intermediate Direction

Compass Rose

Tier II:

Arrange

Assemble

Categorize

Collect

Combine

Compose

Construct

Create

Design

Develop

Devise

Explain

Generate

Plan

Prepare

Reconstruct

Relate

Revise

Rewrite

Summarize

Synthesize

S.P.I.7.3.10

Identify the

characteristics that

define a region

geographically

S.P.I. 7.3.16

Demonstrate

understanding of

characteristics and

implications of a

diverse

global

culture.

S.P.I. 7.3.11

Recognize specific

physical processes

that operate on the

Earth's surface (i.e.,

erosion, volcanoes,

earthquakes, wind

and water currents,

plate tectonics, and

weathering).

Tier III:

Equator

Prime Meridian

GPS

Cartographer

Map projection

Globe

Map

Thematic Map

Political Map

Physical Map

Location

Legend

Latitude/Parallel

Longitude/Meridian

Cardinal Direction

Intermediate Direction

Compass Rose

Tier II:

Arrange

Assemble

Categorize

Collect

Combine

Compose

Construct

Create

Design

Develop

Devise

Explain

Generate

Plan

Prepare

Reconstruct

Relate

Revise

Rewrite

Summarize

Synthesize

S.P.I. 7.3.11

Recognize specific

physical processes

that operate on the

Earth's

surface (i.e., erosion,

volcanoes,

earthquakes, wind

and water currents,

plate

tectonics, and

weathering).

Tier III:

Equator

Prime Meridian

GPS

Cartographer

Map projection

Globe

Map

Thematic Map

Political Map

Physical Map

Location

Legend

Latitude/Parallel

Longitude/Meridian

Cardinal Direction

Intermediate Direction

Compass Rose

Tier II:

Arrange

Assemble

Categorize

Collect

Combine

Compose

Construct

Create

Design

Develop

Devise

Explain

Generate

Plan

Prepare

Reconstruct

Relate

Revise

Rewrite

Summarize

Synthesize

S.P.I. 7.3.3

Identify the major river systems of

AZ.

S.P.I. 7.3.5.

Select the natural resources found in the divisions

of AZ

(coal, copper, timber,

plants, animals.)

S.P.I. 7.3.7

Compare the two largest cities of AZ using a bar

graph.

S.P.I. 7.3.12

Identify the

physical regions of AZ.  

Tier III:

Equator

Prime Meridian

GPS

Cartographer

Map projection

Globe

Map

Thematic Map

Political Map

Physical Map

Location

Legend

Latitude/Parallel

Longitude/Meridian

Cardinal Direction

Intermediate Direction

Compass Rose

Tier II:

Arrange

Assemble

Categorize

Collect

Combine

Compose

Construct

Create

Design

Develop

Devise

Explain

Generate

Plan

Prepare

Reconstruct

Relate

Revise

Rewrite

Summarize

Synthesize

Activities/

Resources

http://education.nationalgeographic.com/education/news/tech-support/?ar_a=1

https://docs.google.com/file/d/0B97hP-foMz-JQlpuZElwcS1Jc0U/edit?usp=sharing

http://classroom.jc-schools.net/basic/ssmaps.html

http://education.nationalgeographic.com/education/news/10-ways-give-your-students-world/?ar_a=1

Assessment: Use the following links/activities to aid in writing a reflective summation on the essential questions listed.   

Generate/categorize/explain a comprehensive chart of resources, then

categorize as renewable or

nonrenewable; explain their uses

locally, regionally, and globally

using graphic organizers and summative analysis.

http://www.sciencedaily.com/releases/2013/08/130801142420.htm

Use the article link above to to write a 2+ paragraph synopsis/analysis which addresses essential question #3.

Using specific lines of latitude, create climate zones on a world map; infer connections to the

ecosystems and cultural aspects

of people living in those zones. 2+ paragraphs.

http://www.proprofs.com/quiz-school/story.php?title=continents-oceans-review

Complete the above online landforms map activity.

http://education.nationalgeographic.com/education/news/tech-support/?ar_a=1

http://www.timeticker.com/

ID time zones and geographic characteristics from the above link provided.

http://education.nationalgeographic.com/education/news/tech-support/?ar_a=1

https://docs.google.com/a/goaj.org/presentation/d/16VdylYW4VeoEgt8VxJp8xEQ0ayI6yVraBFWS9pOljN0/edit#slide=id.i0

Use the PowerPoint link above for review/analysis/ and summative writing activity.

http://education.nationalgeographic.com/education/news/tech-support/?ar_a=1

https://docs.google.com/a/goaj.org/presentation/d/1N1jBuqexXeWo3fswww4unuVPDU5YcaoN-mRXwTBkAoQ/edit#slide=id.i0

Weathering PowerPoint link above for practice discussion etc.

http://www.regentsearthscience.com/jeopardy/erosion/jeopardy.htm

Use the above link to play environment Jeopardy.

Following the Jeopardy game, take the online summative assessment.

http://education.nationalgeographic.com/education/news/tech-support/?ar_a=1

Read this primary

document and

determine what

constitutes it as a primary document;

then, write a detailed

summary of the article

in chronological order.

Common Core Standards

CCSS

ELA

Literacy.RH.6

8.7

Integrate visual

information (e.g., in charts,

graphs, photographs, videos,

or maps) with other

information in print and digitaltexts.

ELA

Literacy/RH/6

Determine

the meaning of

words and phrases as they are

used in a text, including

vocabulary specific to

domains related to

history/social studies.

CCSS.ELA

Literacy.RH.6

8.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

ELA

Literacy.RH.6

8.7

Integrate visual information

(e.g., in charts, grap

hs,

photographs, videos, or maps)

with other information in print

and digital texts.

CCSS.ELA

Literacy.RH.6

8.3

Identify key steps in a text’s

description of a process

related to

history/social

studies

CCSS.ELA

Literacy.RH.6

8.2

Determine the central

ideas or information

of a

primary or secondary source;

provide an accurate summary

of the source distinct from

prior knowledge or opinions

CCSS.ELA Literacy.RH.6

8.3

Identify key steps in a text’s

description of a process

related to history/social studies

CCSS.ELA

Literacy.RH.6.8.8

Distinguish among fact,

opinion, and reasoned

judgment in a text.

CCSS.ELA

-

Literacy.RH.6

-

8.8

Distinguish among fact,

opinion, and reasoned

judgment in a text.

CCSS

ELA

Literacy.RH.6

8.7

Integrate visual

information (e.g., in charts,

graphs, photographs, videos,

or maps) with other

information in print and digitaltexts.

ELA

Literacy/RH/6

Determine

the meaning of

words and phrases as they are

used in a text, including

vocabulary specific to

domains related to

history/social studies.

CCSS.ELA

Literacy.RH.6

8.2

Determine the central

ideas or information

of a

primary or secondary source;

provide an accurate summary

of the source distinct from

prior knowledge or opinions