Grade 6
Social Studies
Unit: 06
Lesson: 03
Suggested Duration: 3 days
Adapt or Modify the Environment
Lesson Synopsis:
This lesson mainly focuses on factors that have influenced economic development through modifying the environment or
adapting to the environment.
TEKS:
6.2
6.2B
6.5
History. The student understands the influences of individuals and groups from various cultures on various historical
and contemporary societies. The student is expected to:
Evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies,
past and present.
Geography. The student understands how geographic factors influence the economic development, political
relationships, and policies of societies. The student is expected to:
6.5A
Identify and explain the geographic factors responsible for the location of economic activities in places and regions.
6.6
Geography. The student understands that geographical patterns result from physical environmental processes. The
student is expected to:
6.6B
Identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels, fertile soils,
and timber.
6.7
Geography. The student understands the impact of interactions between people and the physical environment on the
development and conditions of places and regions. The student is expected to:
6.7A
Identify and analyze ways people have adapted to the physical environment in various places and regions.
6.7B
Identify and analyze ways people have modified the physical environment such as mining, irrigation, and
transportation infrastructure.
Social Studies Skills TEKS:
6.23
Social studies skill. The student uses problem-solving and decision-making skills, working independently and with
others, in a variety of settings. The student is expected to:
6.23
A
Use a problem-solving process to identify a problem, gather information, list and consider options, consider
advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Prepare and perform a role–play involving a Russian company planning to mine for diamonds in Siberia. Include
consideration of the adaptations that will be needed to live in a harsh environment as well as ideas to limit
environmental damage 6.7AB; 6.23A
• 3B; 3G
Key Understandings and Guiding Questions:
•
Economic and political decisions for adaptation or modification of the environment for short–term benefits may
result in long-term damage to the environment.
— How does climate affect the way people live in Siberia?
— How do political, economic, and cultural decisions impact the environment?
Vocabulary of Instruction:
•
emerging economy
•
ecological disaster
Materials:
•
Refer to the Notes for Teacher section for materials.
©2012, TESCCC
04/24/13
page 1 of 4
Grade 6
Social Studies
Unit: 06 Lesson: 03
Attachments:
•
Teacher Resource: PowerPoint: Adapt or Modify the Environment
•
Handout: Graphic Organizer Research Notes
Resources and References:
•
None identified
Advance Preparation:
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview materials and websites according to district guidelines.
Prepare materials and handouts as necessary.
Background Information:
The coldest winter temperatures occur in eastern Siberia. The largest Russian Republic in Siberia is Sakha (Yakutia)
Republic Yakutsk. Long frigid winters and short summers look like the following: January temperatures are approximately
-33 degrees Fahrenheit and in July, 64 degrees Fahrenheit. The subarctic is covered by snow for approximately 120-250
days a year. Russia adapts to the environment and modifies the environment. Much damage to the environment has
occurred because of few regulations on mining for diamonds, drilling for oil, nuclear power plants, and toxic waste. For
example, much of the source of water comes from the Volga River, yet there is much dumping of waste and has
consequently contaminated the river.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Natural Resources
1. Project an image of a diamond for students to view using the
Teacher Resource: PowerPoint: Adapt or Modify the
•• Diamonds
Fresh water
• Fertile soil
• Coal
• Oil
• Natural gas
• Timber
• Gold
• Silver
• Water
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 20 minutes
Attachments:
• Teacher Resource: PowerPoint: Adapt or
Modify the Environment
Instructional Note:
It may be necessary to review renewable
resources, nonrenewable resources, modification
of the environment, and adaptation to the
environment.
• A renewable resource is constantly being
recycled and replenished such as water.
• A nonrenewable resource is used up faster
than they can be replenished such as
3. Sketch a T-chart on the board and label the left side of the chart
diamonds.
renewable resources and on the right side of the chart nonrenewable resources.
TEKS: 6.2B, 6.5A, 6.6B,
4. With a partner, students categorize the words as either
renewable or nonrenewable.
5. Ask for student volunteers to write one of the words on the T©2012, TESCCC
08/07/12
page 2 of 4
Grade 6
Social Studies
Unit: 06 Lesson: 03
Instructional Procedures
Notes for Teacher
chart sketched on the board, continue the process with another
volunteer writing the second word, etc. After all words have
been categorized, ask the class if any of the words need to be
re-categorized.
6. This opens the floor for a discussion and review of the meaning
of, and differences between, renewable and nonrenewable
resources.
7. Pose the questions:
• If you were to put a dollar amount on these resources,
which are the most expensive? Why?
• Does acquiring each of these resources require you to
adapt to the environment or to modify the environment?
• How can political, economic, and cultural decisions
impact the environment?
8. After a short discussion, show the Teacher Resource:
PowerPoint: Adapt or Modify the Environment (Slide 3) for
students to view images of Siberia and then discuss with their
partner, critical thinking and problem solving skills.
EXPLORE
1. Group students into three or four.
2. Each group reads pertinent information about Siberia. Include
Siberia’s physical geography (Siberia tundra), population
distribution (Trans-Siberian railway), and economic activity
(emphasis on natural resources).
3. Groups use Handout: Graphic Organizer Research Notes as
a guide when doing their research focusing on the following
topics:
• Culture
• Government
• How technology influenced interaction with the environment
• How people have adapted to the environment
• How people have modified the environment
EXPLAIN – Summarize
1. Students write a summary based on their findings about Siberia
including the following academic vocabulary in their writing:
• Tundra
• Technology
• Adapt to environment
• Modify the environment
• Renewable resources
• Nonrenewable resources
ELABORATE – Adapt or Modify
1. Groups discuss ways in which the local, state or nation adapt to
or modify the environment.
2. Provide examples for groups (solar power, wind power, oil
drilling, building dams, etc.)
©2012, TESCCC
08/07/12
Suggested Day 1 – 30 minutes
Materials:
• Access to Internet, student atlas, textbook and
other available resources
Attachments:
• Handout: Graphic Organizer Research (1 per
group)
TEKS: 6.5A, 6.6B, 6.7A, 6.7C, 6.7B
Instructional Note:
Through an Internet search, find information about
Siberia’s geography/tundra, population and natural
resources
Suggested Day 2 – 20 minutes
TEKS: 6.5A, 6.6B, 6.7A, 6.7B, 6.7C
Suggested Day 2 (continued) – 30 minutes
Materials:
• pencil colors
• butcher paper or chart paper
Purpose:
page 3 of 4
Grade 6
Social Studies
Unit: 06 Lesson: 03
Instructional Procedures
Notes for Teacher
Ask:
• How has Texas dealt with the recent droughts?
• How has Texas dealt with the wild-fires?
• How has Texas dealt with power-outages during the
winter months?
Groups revisit ways in which humans adapt to or
modify the environment
TEKS: 6.2B, 6.5A, 6.6B, 6.7A, 6.7B
3. In small groups students create a drawing depicting pollution,
environmental degradation, and/or positive examples of human
environment interaction (e.g., hydroelectric power, solar power,
wind power, desalination plants etc.) locally to help them
comprehend the short and long term effects of adaptation
and/or modification of the environment.
EVALUATE
•
Prepare and perform a role-play involving a Russian company
planning to mine for diamonds in Siberia. Include consideration
of the adaptations that will be needed to live in a harsh
environment as well as ideas to limit environmental damage.
6.7AB; 6.23A
3B; 3G
©2012, TESCCC
08/07/12
Suggested Day 3 – 50 minutes
TEKS: 6.7AB; 6.23A
page 4 of 4