2014-2015 6th Grade Social Studies (UDL Design Model)
Week of: January 12 - 16
Monday 1/12
Tuesday 1/13
Content:
Content:
Environmental Issues in Latin
America
Essential Question:
Location, climate and natural
resources of Latin America
Essential Question:
Why are Latin Americans
attracted to certain regions in
which to live?
What are the major
environmental concerns in
Latin America?
Focus: Geography of Latin America
PAQ # 9: January 22nd
Wednesday 1/14
Content:
nd
2 Semester SS Pre-test
Essential Question:
nd
2 Semester SS Pre-test
Thursday 1/16
Friday 1/17
Content:
Content:
Location, climate and natural
resources of Latin America
Essential Question:
Why are Latin Americans
attracted to certain regions in
which to live?
Comparing Latin American
Countries
Essential Question:
How do the countries of Cuba,
Mexico, Brazil and Venezuela
compare and contrast?
Standards of Learning:
Integrate visual information (eg. charts, graphs, photographs, videos, or maps) with other information in print and digital text
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6–8 texts and topics.
Vocabulary:
Pacific Ocean, Caribbean Sea, Gulf of Mexico, Panama Canal, Amazon River, Andes Mountains, Sierra Madre Mts, Atacama Desert, Deforestation, population
density, culture, literacy rate, standard of living
•
•
AKS Standards:
AKS Standards:
AKS Standards:
AKS Standards:
AKS Standards:
6SS_C2009-32
Explain the major
environmental concerns of
Latin America regarding the
issues of air pollution in
Mexico City, Mexico, the
destruction of the rain forest
in Brazil, and oil related
pollution in Venezuela
6SS_C2009-33
Explain the impact of location,
climate, distribution of natural
resources and population
distribution on Latin America
and the Caribbean
2 Semester SS Pre-test
6SS_C2009-33
Explain the impact of location,
climate, distribution of natural
resources and population
distribution on Latin America
and the Caribbean
6SS_C2009-33
Explain the impact of location,
climate, distribution of natural
resources and population
distribution on Latin America
and the Caribbean
Material/Resources:
Material/Resources:
Material/Resources:
Material/Resources:
Material/Resources:
PowerPoint from SOAR
“Environmental Concerns”
Construction paper, markers
PowerPoint from SOAR
“Location, Climate and Natural
Resources”
2 Semester SS Pre-test
•Construction paper for
Double Bubble maps for
comparing, markers
TWIP textbook
Ahhh Haaa Chart
nd
nd
2014-2015 6th Grade Social Studies (UDL Design Model)
Week of: January 12 - 16
Warm-up:
Is air pollution healthy?
Focus: Geography of Latin America
PAQ # 9: January 22nd
Warm-up:
If you could live anywhere,
where would you go?
Anticipatory Set:
Warm-up:
What continent is Brazil
located on?
Anticipatory Set:
Discuss the following: “What
are some environmental
issues you see every day?”
•Snowball Activity
•Have students write down on
a sheet of paper where they
would most like to live in Latin
America
•Have students crumple
papers into “snowballs”
•Students will toss snowballs
into the air
•Students will then pick up
the closest snowball to them
and read it.
•Students will respond to
original snowball by agreeing
or disagreeing and explaining
why.
Mini-lesson:
Teacher will review
Environmental concerns
PowerPoint and assist
students in summarizing notes
for completing Cloze
notes/handouts
Anticipatory Set:
Warm-up:
What oceans border
Mexico?
Anticipatory Set:
Warm-up:
What is Venezuela’s main
source of income?
Anticipatory Set:
2 Semester SS Pre-test
•Name three: students will
name three facts about
Mexico, Brazil, Cuba and
Venezuela
•Students will take five
minutes timed write and
complete what they already
know about Mexico, Brazil,
Cuba and Venezuela
Complete part one of Ahhh
Haaa chart based on known
information on Mexico, Brazil,
Cuba and Venezuela
Mini-lesson:
Mini-lesson:
Mini-lesson:
Mini-lesson:
Teacher will display Location,
Climate and Natural Resources
Powerpoint and discuss with
class.
After powerpoint, students
will discuss in tables and
complete the graphic
organizer provided on the
SOAR
2 Semester SS Pre-test
Each table will be assigned a
country.
Each table will compile facts
on the listed countries from
classroom notes and textbook.
Students will begin the
textbook reading listed on the
Ahhh Haaa handout at tables
taking turns reading out loud.
nd
nd
2014-2015 6th Grade Social Studies (UDL Design Model)
Week of: January 12 - 16
Focus: Geography of Latin America
PAQ # 9: January 22nd
Student Tasks:
Student Tasks:
Student Tasks:
Student Tasks:
Student Tasks:
Students will create a
billboard advertisement on
how to solve the problem of a
selected concern in Latin
America
Students will create a travel
journal for all countries
studied in class. Each entry
will include the country listed,
facts concerning climate and
location.
2 Semester SS Pre-test
Students will create a double
bubble thinking map on the
similarities and differences in
the countries studied.
Students will determine topics
to be discussed and display in
thinking map format. Then
students will present
information discussed at
tables to the class.
Divide students into four
groups. Each group will be
assigned a country: Mexico,
Cuba, Brazil or Venezuela.
Students will use the Ahhh
Haaa handout as a guide to
complete information and
teach class about given
country.
Closure:
Closure:
Closure:
Closure:
Closure:
Fill in the bland TOD: The
most important thing about
environmental issues in Latin
America is
_________________.
Complete the following
statement about Latin
America’s location, climate
and natural resources:
It reminds me of _______.
2 Semester SS Pre-test
•Supply each student will an
index card. Have students
create a postcard from one of
the following (Mexico, Cuba,
Venezuela and Brazil)
•On the front, list physical
features found in this country.
On the back list three facts
about that country
SWBAT:
SWBAT:
SWBAT:
SWBAT:
•Supply each student will an
index card. Have students
create a postcard from one of
the following (Mexico, Cuba,
Venezuela and Brazil)
•On the front, list physical
features found in this country.
On the back list three facts
about that country
***Must be different from
day before
SWBAT:
Prepare suggestions for
solving the environmental
concerns in Latin America
Locate one country from Latin
America on a map with no
assistance and list one fact
about that country
2 Semester SS Pre-test
Compare a fact about Brazil
and Mexcio
Contrast a fact about Cuba
and Venezuela
Daily Lesson Format:
Warm-up
Anticipatory Set
Mini-lesson
Student Tasks
Closure
nd
nd
nd
*Plans may change to meet the needs of all students.
2014-2015 6th Grade Social Studies (UDL Design Model)
Week of: January 12 - 16
Focus: Geography of Latin America
PAQ # 9: January 22nd
**SWD/ELL Modifications: per IEP and/or WIDA standards, identified students will be given differentiated instruction to meet individual learner
needs.
Learning Barrier
Possible Solutions
Student cannot read at grade level
Preview text
Student has difficulty
comprehending the material
Post and review objectives for
daily/modeling/thinking map/minlesson/small groups/summarize
Student has difficulty mastering the
vocabulary
Pre-teach vocabulary/pictures,
symbol, & definitions charts
Student have limited prior
knowledge of content being
presented
Preview material by placing in
classroom website
Student has difficulty
understanding what is expected
Checklist/rubric
Student has difficulty expressing or
discussing what he/she learned
Audio/video demonstration with
teacher checklist or rubric
Student has difficulty with
transition and transitioning to new
Use a timer or music
Resources
2014-2015 6th Grade Social Studies (UDL Design Model)
Week of: January 12 - 16
concept
Focus: Geography of Latin America
PAQ # 9: January 22nd