Unit Summary: Environment and PeopleFor the second unit, students will study how human activities modify the environment andexplore the benefits and costs associated with climate, landforms, and vegetation.Students will also explore how the distribution of natural resources varies spatially andtemporally, resulting in different political and economic relationships.

Table of Contents:Week 9: Physical FeaturesWeek 10: Climate and WeatherWeek 11: Biomes of the WorldWeek 12: How People Interact with the EnvironmentWeek 13: South Carolina: Earth Features and Environments

9.2

Summary of the Week: Students will be introduced to unique landforms found in differentregions of the world.

Social Studies Standards:3.2.1.ER: Recognize and explain how physical features are distributed around the world.3.2.2.ER: Identify and analyze the ways people interact with physical features in differentregions of the state, the country, and the world.3.2.3.ER: Identify spatial variations in climates around the world and recognize therelationship between climate and human activities.

English Language Arts Standards:Apply Inquiry Based Literacy Standards:Standard 1: Formulate relevant, self-generated questions based on interests and/or needsthat can be investigated.Standard 2: Transact with texts to formulate questions, propose explanations, andconsider alternative views and multiple perspectives.Standard 3: Construct knowledge, applying disciplinary concepts and tools, to builddeeper understanding of the world through exploration, collaboration, and analysis.Standard 4: Synthesize information to share learning and/or take action.Standard 5: Reflect throughout the inquiry process to assess metacognition, broadenunderstanding, and guide actions, both individually and collaboratively.Apply and Build Upon Writing:Standard 1: Write arguments to support claims with clear reasons and relevant evidence.Standard 2: Write informative/explanatory texts to examine and convey complex ideasand information clearly and accurately through the effective selection, organization, andanalysis of content.Apply and Build Upon Communication:Standard 1: Interact with others to explore ideas and concepts, communicate meaning,and develop logical interpretations through collaborative conversations; build upon theideas of others to clearly express one’s own views while respecting diverse perspectives.Standard 2: Articulate ideas, claims, and perspectives in a logical sequence usinginformation, findings, and credible evidence from sources

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Standard 3: Communicate information through strategic use of multiple modalities andmultimedia to enrich understanding when presenting ideas and information.Standard 4: Critique how a speaker addresses content and uses stylistic and structuralcraft techniques to inform, engage, and impact audiencesStandard 5: Incorporate craft techniques to engage and impact audience and conveymessages

Teacher Background Knowledge: N/A

Essential Questions:“I can” statements for Environment and People

● I can explain landform distribution around the world.● I can explain climate distribution around the world.● I can explain biome distribution around the world.● I can identify the ways that people interact with physical features in different

regions of the state, country, and the world.● I can analyze the way people interact with physical features in different regions of

the state, country, and the world.● I can recognize the relationship between climate and human activities.● I can show how the features of our Earth affect the way we live.

Student Edition Vocabulary: N/A

Notes for Teacher: The sequencing of the articles this week is designed to both scaffoldand build upon each other.

Supports for All Learners:● Literacy● Writing:● Communication:

Ex: Intervention, enrichment, students below, at, and above, etc.

Think Deeply:● How do the features of our Earth affect the way we live?

Let’s Write: N/A

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Weekly Assessment Questions:1. Which is not a process that results in the creation of landforms? 3.2.1.ER

a. heatb. human behaviorc. movement on and below the Earth’s crustd. pressure

2. The movement of______________, water, and wind change the Earth's surface.3.2.1.ER

a. mountainsb. desertsc. iced. soil

3. Landforms are ___________________________that make up the Earth's surface.3.2.1.ER

a. natural shapesb. patternsc. geometric figuresd. models

4. Mountains can be formed by volcanoes, _____________, and the movement of theEarth's crust. 3.2.1.ER

a. waterb. erosionc. windd. ice

5. Mountains are found _________________and even under the ocean. 3.2.1.ERa. along riversb. in every statec. near volcanoesd. on every continent

6. Deserts are places where rainfall is usually less than _______inches per year. 3.2.1.ERa. 10b. 100c. 50d. 25

7. The temperature in some deserts can change __________________________. 3.2.1.ERa. a lotb. a littlec. over timed. not at all

8. Most rivers begin in the mountains and end by flowing into _______________. 3.2.1.ERa. creeksb. lakes and pondsc. other rivers

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d. the ocean9. Why are forests one of our most important ecosystems? 3.2.1.ER

a. They produce trees.b. They have lots of animals.c. They have good soil.d. They produce most of the oxygen.

10. How do the features of our Earth affect the way we live? 3.2.1.ER(Answers may vary.)

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Student Edition Week 9

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Article Background Information: N/A

Article 1: LandformsLexile® measure: 610L-800LWord Count: 167

Lesson plan : Landforms1. Allow students to preview the article for nonfiction text features that allow them to

determine a purpose for reading. Discuss observations, identify misconceptions,and establish a purpose for learning.

2. Read the article “Landforms.” Discuss the different ways that landforms are formed.3. Show the images of landforms in related media. Discuss each image. Have you

ever seen any landforms like these? (Answers may vary.) What was it like?4. Discuss any landforms or bodies of water in or near your community. Allow students

to share their experiences.5. To help students remember the landforms you can teach them hand gestures:

a. For a MOUNTAIN, put the tips of both hands together and form a sharp tallpoint. For a HILL, round the pointed fingers into a lower, softer form. For aVOLCANO, use the mountain shape and then open a gap between thefingertips for a vent or cone to show where the release of lava or steamoccurs. For a VALLEY, invert (turn upside-down) your mountain or hill.

b. For a PLAIN, put your hand out flat.c. For a RIVER, use your pointer finger and make an S shape to demonstrate

the path of a river.d. For a LAKE, form a small circle with the pointer finger and thumb of one

hand. For an OCEAN, form a large circle with the fingers and thumb of bothhands and put a space or gap between them.

6. Distribute the graphic organizer Defining Chart. Have the students collect data to fillout the “Landform” section on their graphic organizer.

Article Assessment:1. Which is not a process that results in the creation of landforms?

a. heatb. human behaviorc. movement on and below the Earth’s crustd. pressure

2. The movement of______________, water, and wind change the Earth's surface.a. mountainsb. desertsc. iced. soil

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3. Landforms are ___________________________that make up the Earth's surface.a. natural shapesb. patternsc. geometric figuresd. models

Vocabulary: landforms, mountains, desert,volcanoes, ice, water, wind, weathering

Materials Needed:graphic organizer Defining Chart

Online Related Media (Explore More):Video “Landforms, Bodies of Water, and Physical Features - 2nd”Video “U.S. Physical Features”

Article Background Information: N/A

Article 2: MountainsLexile® measure: 610L-800LWord Count: 106

Lesson plan: Mountains1. Read the article and stop after each sentence to have the students circle thelandforms mentioned in the article.2. Display the graphic organizer Defining Chart. Have students continue addingnotes to their Defining Chart graphic organizer “Landforms.”

Article Assessment:1. What are the key features of mountains?

a. They have flat sides and no peaks.b. They have sloping sides and peaks that can be sharp or round.c. They are the land surrounded by water.d. They are land at sea level.

2. Mountains can be formed by volcanoes, _____________, and the movementof the Earth's crust.

a. waterb. erosionc. windd. ice

3. Mountains are found _________________and even under the ocean.a. along riversb. in every statec. near volcanoesd. on every continent

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Vocabulary: peak, stream, mountain, volcanoes, erosion, movement

Materials Needed:graphic organizer Defining Chart

Online Related Media (Explore More):Video “Mountains Intro”

Article Background Information: N/A

Article 3: DesertsLexile® measure: 410L-600LWord Count: 104

Lesson Plan:1. Ask students to predict what they will read. Using prior knowledge and information

gathered from previewing. Invite students to set an expectation for reading. Ask:What type of information do they expect in an article called “Deserts”?

2. Ask students to read the article “Deserts” and add key features to the landformsgraphic organizer.

3. Ask students to describe how the features of the desert affect its climate. Havethem record features on the graphic organizer Describing Chart.

4. Have students continue to add notes to the graphic organizer Defining Chart in thesection “Landforms.”

Article Assessment:1. Deserts are places where rainfall is usually less than _______ inches per year.

a. 10b. 100c. 50d. 25

2. The plants found in a desert are mostly __________________________.a. cacti and grassesb. pine tree and cactic. pine trees and shrubsd. shrubs and short trees

3. The temperature in some deserts can change __________________________.a. a lotb. a littlec. over timed. not at all

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Vocabulary: shrubs, sand, temperature, surface

Materials Needed:Graphic organizer Describing Chart

Online Related Media (Explore More):Video: “Desert”

Article 4: Water: Oceans, Lakes, RiversLexile® measure: 610L-800LWord Count: 122

Lesson Plan:1. Invite students to close their eyes and visualize an ocean, lake, or river. What

images do they visualize based on their own experiences? Ask them what they sawand experienced.

2. Read the article “Water: Oceans, Lakes, Rivers” using the “popcorn reading”strategy. With popcorn reading, a student reads out loud for a time, and then callsout “popcorn” before selecting another student in class to read.

3. Have students continue to add notes to the graphic organizer Defining Chart in thesection “Landforms.”

Article Assessment:1. Using text evidence, the Earth is always being changed by _____________.

a. sandb. soilc. vegetationd. water

2. Rivers help move ___________________.a. soil and rockb. animals and vegetationc. goods and peopled. ice and snow

3. Most rivers begin in the mountains and end by flowing into _______________.a. creeksb. lakes and pondsc. other riversd. the ocean

Vocabulary: river, glacier, population, irrigation, coast, port, ocean, lake, creek, stream

Materials Needed:Graphic organizer Landforms and bodies of waterGraphic organizer Defining chart

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Online Related Media (Explore More):Video: “Landforms, Bodies of Water, and Physical Features - 1st”

Article 5: ForestsLexile® measure: 610L-800LWord Count: 132

Lesson Plan:1. Preview the article “Forests” and ask students to anticipate the text by making a

connection. Remind students that when we make a connection to the text, weconnect our reading to real events, emotions, and ideas. Ask students to share theirconnections.

2. Read the article “Forests” and ask students to think about the things that comprisea forest. Brainstorm a list of those things. Ask: What do we find in the forest?

3. Invite students to draw and label a diagram of the forest with the things on this list.Specifically including the different layers of the forest.

4. Have students continue to add notes to the graphic organizer Defining Chart in thesection “Landforms.”

Article Assessment:1. Why are forests one of our most important ecosystems?

a. They produce trees.b. They have lots of animals.c. They have good soil.d. They produce most of the oxygen.

2. The floor level of the forest is made up of _____________________.a. tree tops and canopyb. droppings and decaying plantsc. wildflowers and fernsd. shrubs and trees

3. The __________ shades the whole forest.a. canopyb. forest floorc. herb layerd. shrub layer

Vocabulary: ecosystem, oxygen, layers, decaying, droppings, soil, decomposing, shrubs,canopy, floor, herb layer

Materials Needed:Graphic organizer Defining chart

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Online Related Media (Explore More):Video ”Forests Intro”

Article 6: The Earth’s SurfaceLexile® measure: 410L-600LWord Count: 70

Lesson Plan:1. Invite students to examine the map of South America. Ask: What do they notice?2. Ask students to locate key features on the map. Ask: Can they locate the equator?

Can they locate the oceans on each side of the continent? What landforms dothey see? What inferences can they make about climate in South America? Wheredo they think the majority of people might live?

Article Assessment: N/A

Vocabulary: surface, topography, physical features, ocean, river, mountain range

Materials Needed:Topographical Map of South America

Online Related Media (Explore More): N/A

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Name ___________________________________________________________ Date _____________

South Carolina Studies Weekly – World Geography

Physical Features

Week 9 Assessment

1. Which is not a process that results in the creation of landforms?

a. heat

b. human behavior

c. movement on and below the Earth’s crust

d. pressure

2. The movement of_________________, water, and wind change the Earth's surface.

a. mountains

b. deserts

c. ice

d. soil

3. Landforms are ___________________________that make up the Earth's surface.

a. natural shapes

b. patterns

c. geometric figures

d. models

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4. Mountains can be formed by volcanoes, _________________, and the movement of the

Earth's crust.

a. water

b. erosion

c. wind

d. ice

5. Mountains are found ______________________and even under the ocean.

a. along rivers

b. in every state

c. near volcanoes

d. on every continent

6. Deserts are places where rainfall is usually less than _________ inches per year.

a. 10

b. 100

c. 50

d. 25

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7. The temperature in some deserts can change __________________________.

a. a lot

b. a little

c. over time

d. not at all

8. Most rivers begin in the mountains and end by flowing into ____________________.

a. creeks

b. lakes and ponds

c. other rivers

d. the ocean

9. Why are forests one of our most important ecosystems?

a. They produce trees.

b. They have lots of animals.

c. They have good soil.

d. They produce most of the oxygen.

10. How do the features of our Earth affect the way we live?

Physical Features | Week 9

Name: Date:

Defining ChartWork with a partner or in a small group. You will brainstorm ideas and show what you already know about the topic. Your teacher will tell you what topic belongs in the center circle. In the outside circle you will write words or draw pictures that puts the topic in context.

Label the center bubble with your topic. Fill in all other bubbles by describing different details you have learned about your topic.

Name: Date:

Describing Chart

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