Ledyard Public Schools

Unit 4: Rainforests as a Region of the World

(Suggested amount of time to spend on unit: Beginning of April to the end of May)

FOCUS QUESTIONS

FQ1: What defines this region? (EQ1)

Map skills
Identify the unifying characteristics of the region
Identify the states within the region

S9; PS4 Observe and describe how places and regions are identified, defined and bounded.

S9; PS5 Locate places within their own and nearby communities in Connecticut.

S10; PS1 Identify the types of physical systems and their characteristics that affect the earthÕs surface.

S10; PS3 Explain the factors that affect the location, distribution and associations of features of the physical environment.

S11; PS6 Describe the characteristics of a physical and human system.

S12; PS1 Explain the characteristics and purposes of maps, globes, and other geographical tools and technologies.

S12; PS2 Create information from maps, globes, and geographic models in graphs, diagrams and charts.

S12; PS3 Use maps, globes, graphs, models, computer programs, and texts as appropriate.

FQ2: What are the different ways you can locate the region on the map? (EQ1)

Use cardinal directions
Use both latitude and longitude
Use a road map
Discuss region in relationship to other geographical boundaries (states, nations, the world)

S9; PS4 Observe and describe how places and regions are identified, defined and bounded.

S9; PS5 Locate places within their own and nearby communities in Connecticut.

S10; PS5 Draw a simple map of continents and oceans.

S10; PS6 and S11; PS4 Locate earthÕs major physical and human features (including cities, countries, bodies of water etc.).

S11: PS7 Locate places within their own and nearby communities in Connecticut.

S12; PS1 Explain the characteristics and purposes of maps, globes, and other geographical tools and technologies.

S12; PS2 Create information from maps, globes, and geographic models in graphs, diagrams and charts.

S12; PS3 Use maps, globes, graphs, models, computer programs, and texts as appropriate.

FQ3:How do climate and landforms influence the people who live in this region? (EQ2)

Shelter
Jobs
Transportation
Clothing
Recreation

S3; PS4 Describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people.

S9; PS1 Define and identify natural and human characteristics of places.

S9; PS3 Provide reasons why and describe how places and regions change and are connected.

S9; PS6 Locate major physical and human features in the New England region and the United States.

S10; PS2 Demonstrate how Earth-sun relationships shape climate and vegetation patterns.

S10; PS4 Define local environmental features.

S11; PS8 Locate major physical and human features in the New England region and the United States.

S12;PS5 Explain ways in which humans use and interact with environments.

S13; PS3 Identify and give examples of resources: human, natural and capital, and explain how they are used.

FQ4:How does the movement of people, products, information and ideas impact rainforests? (EQ3,4)

Population distribution
Goods and services
Communication and technology
Traditions and customs

S3; PS1 Recognize that people develop traditions that transmit their beliefs and ideals.

S3; PS4 Describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people.

S3; PS5 Describe some goods, products and ideas which were exchanged as the result of movement.

S3; PS6 Describe the impact of various technological developments on the local community and on the nation.

S8; PS1 Explain how communities and nations interact with one another.

S8; PS2 Describe ways in which communities and nations influence each other.

S9; PS1 Define and identify natural and human characteristics of places.

S9; PS2 Explain how human and natural processes shape places.

S9; PS3 Provide reasons why and describe how places and regions change and are connected.

S9; PS6 Locate major physical and human features in the New England region and the United States.

S11; PS1 Explain the patterns, relocations and distributions of people.

S11; PS2 Identify the political, social and economic units of an area.

S11; PS3 Understand the elements of culture and how they change.

S11; PS8 Locate major physical and human features in the New England region and the United States.

S12; PS4 Explain how human and natural processes shape places.

S12; PS5 Explain ways in which humans use and interact with environments.

S12; PS6 Identify locations of various economic activities and understand how physical and human factors influence them.

S12; PS7 Describe how and why physical and human systems function and interact and the consequences of these interactions.

S13; PS 2 Identify goods and services and give an example of each.

S13; PS3 Identify and give examples of resources: human, natural and capital, and explain how they are used.

S14; PS1 Identify the three basic questions all economic systems must answer: What will be produced? How will it be produced? For whom will it be produced?

S14; PS3 Explain that a market exists whenever buyers and sellers exchange goods and services.

S15; PS1 Describe how voluntary exchange benefits all parties involved in the exchange of goods and services.

S15; PS2 Describe how the exchange of goods and services around the world creates interdependence among people in different places.

The students are acquiring skills using the Five Themes of Geography which will allow them to evaluate any region. Refer to the Five Themes of Geography (& see video).

RESOURCES:

Provided resources:

Rainforests (Kids Discover)
Life in the Rainforest (Twocan)
What about Rainforests?
People in the Rainforest
True Tales from the Jungle (Teacher reference)

RECOMMENDED ACTIVITIES:

Play " Where in the World is ____?".
Give longitude and latitude coordinates. Have students locate them on the map and globe.
Create a travel brochure including the unifying characteristics of the region.
Using the internet graph/chart weather of rainforest regions.
Research and list important imports/exports of the region.

ASSESSMENTS:

Essential questions
Focus questions
Performance tasks
Tests/quizzes
Teacher observation