5/17/2017
Teacher Guide
Teacher Guide
TEKS, ELPS, and CCRS
TEKS:
WGS.9A Identify physical and/or human factors such as climate, vegetation,
language, trade networks, political units, river systems and religion that constitute a
region
WGS.13A Interpret maps to explain the division of land, including man-made and
natural borders, into separate political units such as cities, states, or countries.
WGS.21C Create and interpret different types of maps to answer geographic
questions, infer relationships, and analyze change
ELPS:
ELPS C.3b Expand and internalize initial English vocabulary by learning and using
high-frequency English words necessary for identifying and describing people, places,
and objects, by retelling simple stories and basic information represented or supported
by pictures, and by learning and using routine language needed for classroom
communication;
CCRS:
CCRS 1.A1 Use the tools and concepts of geography appropriately and accurately.
CCRS 1.A6 Analyze the relationship between geography and the development of
human communities.
CCRS 3.A1 Distinguish spatial patterns of human communities that exist between or
within contemporary political boundaries.
21st Century Skills: Critical Thinking, Collaboration, Communication
Essential Understandings and Guiding Questions
Essential Understanding:
Regions often reflect similar human and/or physical characteristics.
Guiding Question:
1. What are the differences between formal, functional, and perceptual regions? Explain
your answer using examples
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Teacher Guide
2. Are regional divisions always the same or can they differ? Explain your answer using
examples
3. How are ___ and ____ [two regions] similar in terms of physical and human geography
factors such as climate; vegetation, language, religion, or governments? How are they
different?
DO NOW
Have students complete the Learning Targets Pre‐Assessment for today's lesson on Interpre�ng Maps About Regions.
WGS Learning Targets Unit 1.docx
Engage
Say:
1. As a quick review of formal, functional, and perceptual regions think about 5 regions that
Texas is a part of or that are within Texas and be able to identify whether that is a formal,
functional, or perceptual region.
2. Turn to a partner and discuss your examples, compiling a list that the two of you agree
on.
Note to Teacher:
Call on each pair to share one example from the list and state whether it is an example of a
formal, functional, or perceptual region. After each pair has shared ask for volunteers to state
any other regions they had on their list not previously mentioned.
NEW LEARNING
Say:
Access, download, and save the WGS_Africa_SW Asia_Physical Map_Unit 1 in the WGS folder on
your desktop. We will be using this map as we learn more about the geography of this
particular continent. As the lesson proceeds please use the pdf tools in the Comment Section
on the right to highlight, mark and label, or add text/sticky notes to your map as we learn more
about this continental region.
Note to Teacher:
Project this map and use the WGS_Teacher Notes_Africa_Geography_Unit 1 to conduct a
discussion.
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Guided Practice
Say:
1. Working in your regional groups, access and interpret maps and other information to
complete the first column of the WGS_Exploring Regions Graphic Organizer_Unit 1
document making notes that include physical, climate, religions, political and economic
resources for the assigned region. 2. As you work to complete the graphic organizer determine and select which ESPN factor is
best represented by the information.
Note to Teacher:
Monitor student work and allow a reasonable time for each student in the group to complete
the first column.
Say:
1. Please find a partner from a different regional group and stand with that partner to wait
for instructions.
2. The “Rules” for the pair/share are:
a. Your graphic organizer cannot leave your hand. As you share, your partner can add that
information to column #2 of his/her graphic organizer.
3. Person #1 begins by discussing the first category while Partner #2 records the
information in Column 2 of the Exploring Regions Graphic Organizer. Then person #2
should share about that section while Person #1 completes his/her handout. Do that one
section now.
4. Continue alternating sections and speakers until each partner has a completed twocolumn chart. Note to Teacher:
If you have an odd number of students, have that student form a group of three with someone
who researched the same region as they did and these two people will take turns being either
Person #1 or Person #2.
Independent Practice
Say: Return to your assigned seats and use the completed handout to underline similarities
between the two regions and circle differences.
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Close/Assess
Say:
Go to the Exploring Regions Quick Write­Assignment and complete the "quick write assignment"
Using the sentence starters that are on page 2 of the WGS_Exploring Regions Graphic
Organizer_Unit 1 handout please complete a “quick write” answering the guiding question:
Why are economic, social, political and environmental factors so important in helping
determine a region?
This is also where you submit the completed Exploring Regions Graphic Organizer.
Note to teacher:
Make adjustments, as needed, to "deadline", "assessment", and "deadline" features in the
assignment.
Say: Revisit the Learning Target and complete the post­assessment, citing evidence from your
learning.
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