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Differentiated Instruction for the World Geography Classroom

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Differentiated Instruction for the World Geography Classroom Differentiated Instruction for the World Geography Classroom WWGC©08_DIWGC_TP_878566-9.inddGC©08_DIWGC_TP_878566-9.indd 1 33/6/07/6/07 112:57:522:57:52 PPMM Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with World Geography and Cultures. Any other reproduction, for use or sale, is prohibited without written permission from the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-878566-5 MHID: 0-07-878566-9 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 047 10 09 08 07 00ii-0iv_DIGC_878566.inddii-0iv_DIGC_878566.indd iiii 33/6/07/6/07 112:53:422:53:42 PPMM Contents To the Teacher . iv ACTIVITIES Chapter 1 How Geographers Look at the World . 1 Chapter 2 The Physical World . 5 Chapter 3 Weather and Climate . 9 Chapter 4 The Human World . 13 Chapter 5 Physical Geography of the United States and Canada . 17 Chapter 6 Cultural Geography of the United States and Canada . 21 Chapter 7 The Region Today: The United States and Canada . 25 Chapter 8 Physical Geography of Latin America . 29 Chapter 9 Cultural Geography of Latin America . 33 Chapter 10 The Region Today: Latin America . 37 Chapter 11 Physical Geography of Europe . 41 Chapter 12 Cultural Geography of Europe . 45 Chapter 13 The Region Today: Europe . 49 Chapter 14 Physical Geography of Russia . 53 Chapter 15 Cultural Geography of Russia . 57 Chapter 16 The Region Today: Russia . 61 Chapter 17 Physical Geography of North Africa, Southwest Asia, and Central Asia . 65 Chapter 18 Cultural Geography of North Africa, Southwest Asia, and Central Asia . 69 Chapter 19 The Region Today: North Africa, Southwest Asia, and Central Asia. 73 Chapter 20 Physical Geography of Africa South of the Sahara . 77 Chapter 21 Cultural Geography of Africa South of the Sahara . 81 Chapter 22 The Region Today: Africa South of the Sahara . 85 Chapter 23 Physical Geography of South Asia . 89 Chapter 24 Cultural Geography of South Asia . 93 Chapter 25 The Region Today: South Asia . 97 Chapter 26 Physical Geography of East Asia . 101 Chapter 27 Cultural Geography of East Asia . 105 Chapter 28 The Region Today: East Asia . 109 Chapter 29 Physical Geography of Southeast Asia . 113 Chapter 30 Cultural Geography of Southeast Asia . 117 Chapter 31 The Region Today: Southeast Asia . 121 Chapter 32 Physical Geography of Australia, Oceania, and Antarctica . 125 Chapter 33 Cultural Geography of Australia and Oceania . 129 Copyright © Glencoe/McGraw-Hill Companies, a division of The McGraw-Hill Companies, Inc. Companies, The McGraw-Hill a division of Companies, © Glencoe/McGraw-Hill Copyright Chapter 34 The Region Today: Australia and Oceania . 133 Differentiated Instruction for the Geography Classroom iii 00ii-0iv_DIGC_878566.inddii-0iv_DIGC_878566.indd iiiiii 33/6/07/6/07 112:53:422:53:42 PPMM To the Teacher Guide to Using the Differentiated Instruction for the Geography Classroom This Differentiated Instruction for the Geography Classroom booklet accompanies the World Geography and Cultures student textbook. These Strategies and Activities are designed to give you additional resources to differentiate your instruction, addressing the different types of learners in your classroom. For each Strategy and Activity, the following information is provided to you in the outer margin. General Purpose Each Strategy and Activity is labeled as to its general type—Interdisciplinary Activity, Cooperative Learning, Enrichment, and Classroom Discussion, for example. Skill The skill being learned and/or exhibited in the activity is highlighted. For example, students may be identifying central issues, creating a chart, conducting research, making connections, writing a dramatic scene, analyzing literature, or making a map. Recommended Use A recommended use for each Strategy and Activity is suggested—for example, Team-Teaching Activity, Reinforcement, Independent Practice, Chapter Review, and so on. The recommendations may help you plan the point at which to have students complete the activity. Copyright © Glencoe/McGraw-Hill Companies, a division of The McGraw-Hill Companies, Inc. Companies, McGraw-Hill The of division a Companies, Glencoe/McGraw-Hill © Copyright Level To help you plan for the varying levels of your students, each Strategy and Activity is also leveled. These levels include Below Grade Level (BL), On Grade Level (OL), and Advanced Learners (AL). An additional level is noted for those activities that would be helpful for English Learners. Additional Features This booklet also includes short, high-interest items interspersed with Strategies and Activities. These include Learn More About . activities that provide skill practice in researching the history or explanation of a place, event, or person(s). Launching questions or activities may be included, which help students connect information already learned to the new information to be researched. People and Places and Internet Learning are activities that provide background information and/ or Web sites to help students clarify main ideas, apply comprehension through visuals, and practice kinesthetic skills to learn more about historical events. iv Differentiated Instruction for the Geography Classroom 00ii-0iv_DIGC_878566.inddii-0iv_DIGC_878566.indd iviv 33/6/07/6/07 112:53:422:53:42 PPMM CHAPTER 1 HOW GEOGRAPHERS LOOK AT THE WORLD Key Terms and Reinforcement Key Terms and Reinforcement Independent Practice Strategy and Activity Skill: Use Word Webs to Analyze Compile a list of key terms for this chapter. Include words such as: Important Terms map Northern Hemisphere situation Recommended Use: Reinforcement cartographers Southern Hemisphere place OL map projection Eastern Hemisphere region planar Western Hemisphere formal region cylindrical scale functional region conic relative location perceptual region location physical map ecosystem grid system topography movement latitude human-made human-environment absolute location thematic maps interaction longitude qualitative maps cartography Prime Meridian flow-line maps geographic information hemisphere site systems (GIS) Ask students to complete a word web. Demonstrate for students the structure of a word web that includes the following components: • word history • related words • synonyms • antonyms • part of speech • dictionary definition • original sentence using the word • how it relates to the chapter As students encounter the word in the text, they should add to their word webs the sentence from the text that uses the word. Supply college-level dictionaries, thesauri, and word origin dictionaries. Provide a model of the word web using the overhead projector. Absolute and Relative Location Absolute and Relative Location Class Discussion Strategy and Activity Recommended Use: Review with students the difference between absolute and relative location, Practice and then practice this concept with their school’s location. Remind them that the OL absolute location would include the latitude and longitude and the school’s address. Then, as a whole class or with partners, come up with a list of at least 10 ways to describe the school’s location relative to other places (next to the mall, across the street from the post office, ten miles from the rival high school, etc.). Discuss the merits and use of both absolute location and relative location in describing a place. This skill can be practiced using other locations (the mall, the movie theater, the fire station, etc.). Copyright © Glencoe/McGraw-Hill Companies, a division of The McGraw-Hill Companies, Inc. Companies, The McGraw-Hill a division of Companies, © Glencoe/McGraw-Hill Copyright Differentiated Instruction for the Geography Classroom 1 0001-052_DIGC_878566.indd01-052_DIGC_878566.indd 1 33/5/07/5/07 44:03:26:03:26 PMPM How Geographers Look at the World, continued Human-Environment Interaction Human-Environment Interaction Guided Practice Recommended Use: Strategy and Activity Enrichment Introduce the concept of human-environment interaction and provide students BL with examples of how this happens throughout the world (building dams, clearing forests, etc.). Then, as a whole class or in partners, ask students to apply this concept to their community. Have students brainstorm as many examples as they can think of where human-environment interaction can be found in their own community. List examples on the board and ask students to discuss whether they think they have a positive or negative effect on the environment. Are there any examples where people have had to adapt to the environment more than they have adapted the envi- ronment to their own purposes? Latitude and Longitude Latitude and Longitude Guided Practice Strategy and Activity Recommended Use: Reinforcement It can be difficult for some students to remember the difference between latitude BL and longitude. On their own or with partners, ask students to come up with their own way to remember the difference and record their ideas on the board. Students can then choose the strategy that works best for them. Geography as a Career Geography as a Career Create a Brochure Strategy and Activity Recommended Use: Chapter Introduction Students may wonder how learning geography might be of use to them in their or Conclusion careers. Have students read the final section of the chapter
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