| District 11 Educational Support Services |
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| Social Studies |
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StandardsEnduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.
Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.
Standards and Benchmarks | |||||||||||||||||||||||||||||||||||
LessonsLesson
1: What’s in a Map? Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments. Activities
Resources
Differentiation
Lesson 2: Label It! Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments. Rubric for Map
Activities
Resources
Differentiation
Lesson 3: Now
Study It! Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments. Rubric for Completed Map
Activities
Extension
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| 4 |
All Physical and Human Features are in their correct location |
| 3 |
Most Physical and Human Features are in their correct location. A few are missing or incorrectly placed. |
| 2 |
Only half of the Physical and Human Features are correctly placed. Many are missing or placed incorrectly. |
| 1 |
Most Physical and Human Features are missing or incorrectly placed or map is incomplete. |
Activities
* The pop-up portion is optional. You can simply paste them onto half of a file folder without creating the pop-up effect.
Creating the Pop-Up Portion
Activities
Resources
Construction paper,
Colorado Human and Physical Features Pictures,
scissors,
and file folder for each student
District 11 SchoolRooms Database - includes documents, images and
videos
Differentiation
Extension: Work independently and research other features specific to
Colorado that could be added to the folder for each category.
Support: Work with 4-5 pictures in each category or have a partner and work in a small group
matching the picture to the correct category. Use pictures that are already labeled and marked as physical or human
features. Paste on the correct file folder. Work with a bilingual partner.
* Lesson adapted from the Maryland Geographic Alliance, Geography Lessons and Activities
Lesson 5: Landforms
Duration: @ 30 – 45 minutes
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions.
Enduring Understanding: Physical and human characteristics of places define regions.
Essential Questions:
How are the regions of Colorado defined by its landforms?
What are the physical processes that shaped the earth's surface in
Colorado?
Assessment: Which landforms do we see most often in Colorado?
Which landforms make our state unique? Support your answer.
Which landforms are most often found in Colorado Springs? Can you
think of any unusual landforms in Colorado that don’t fit in with the
types discussed? (Sand Dunes, Garden of the Gods).
Activities
Resources
Rendezvous with Colorado History book (student),
paper or construction paper, pencil and colored pencils or crayons, Pictures of landforms (http://www.geocities.com/monte7dco/valley.htm)
or page 22 of student book
District 11 SchoolRooms Database - includes documents, images and videos
Differentiation
Extension: Compare and contrast the characteristics of two regions of Colorado,
and explain what adaptations would have to be made to live in each region,
or/in addition come up with locations in Colorado that represent each of
these landforms.
Support: Use pictures that are already labeled. Find the matching
word and definition and copy it under each picture.
Lesson 6: Geographic
Vocabulary and Cornell Notes (2-Column Notes)
Duration: 2
class periods
Geography 2: Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions.
Enduring Understanding: Physical and human characteristics of places define regions.
Essential Questions:
How are the regions of Colorado defined by its landforms?
Assessment
Which landforms are found most often in CO? Which are seldom of never found
and why?
Discuss advantages and disadvantages of using 2-column notes to learn
about landforms of Colorado? How are they helpful? When else might you use
2-column notes? Explain your thoughts.
Activities
Resources
Rendezvous with Colorado History book (student)
Student copies of the 2-column notes pages in Teacher’s guide called Geography of Colorado (4 pages starting with Colorado’s 7 neighbors)
Website:
How to Take Cornell Notes
Differentiation
Extension:
Lesson 7: Geography of
Colorado and Summary Notes, Part 1
Duration: @ 1 class period
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions.
Enduring Understanding: Physical and human characteristics of places define regions.
Essential Questions:
How are the regions of Colorado defined by its landforms?
Activities
|
Plateaus An area of high flat land, the Colorado Plateau is in the western part of the state and covers parts of 4 states (including Utah, Arizona and New Mexico). Orchards, oil shale and uranium are found there. |
Resources
Rendezvous with Colorado History book (student), Chapter 2
Paper (summary notes or lined paper), construction paper, and pencil
District 11 SchoolRooms Database - includes documents, images and videos
Differentiation
Extension:
Work independently.
Support: Listen to the chapter on tape and use the teacher-prepared notes using CLOZE
format.
Lesson 8: Geography of
Colorado and Summary Notes. Part 2
Duration: @ 1 class period
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions.
Enduring Understanding:
Physical and human characteristics of places define regions.
Essential Questions: How are the regions of Colorado defined by its landforms?
Assessment
Use
Summary notes to help complete Chapter 2 assessment from Teacher Edition of
Rendezvous with Colorado History. Discuss: How was using summary
notes helpful for organizing your learning? What could you do as a result
of writing the summary notes for each section? (Write a summary, use it
answer the essential question, give a presentation, etc.)
Activities
Continue reading through Chapter 2 as a read aloud or using a model reader.
Begin with section heading Mountains on page 29.
Stop after each section.
Discuss the most important points for each section, pick only 1-3 and write them as summary notes under the section heading on your paper. Example:
| Plateaus - An area of high flat land, the Colorado Plateau is in the western part of the state and covers parts of 4 states (including Utah, Arizona and New Mexico). Orchards, oil shale and uranium are found there. |
Resources
Rendezvous with Colorado History book (student)
Summary note booklet and pencil
One copy of the map found at:
http://www.eduplace.com/state/co/pdf/co_map.pdf or the blank
Colorado map in the Teacher’s Guide
District 11 SchoolRooms Database - includes documents, images and
videos
Differentiation
Extension: Work independently; write a step-up style summary of
the chapter using the notes.
Support: Listen to the chapter on tape: teacher-prepared notes
using CLOZE format.
Lesson 9: Geography
Challenge
Duration: @ 1 class period
Geography 1: Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
District Indicator:
Use tools (maps, globes, photographs, graphs, charts, and databases) to
locate information about places.
Identify and describe human and physical characteristics of places, and use
them to define regions.
Enduring Understanding: Maps, globes, and geographic tools are used to locate information about
places.
Essential Questions:
Which geographic tools can best be used to locate information about places
in Colorado?
How
are the regions of Colorado defined by its landforms?
What are the physical processes that shaped the
earth's surface in Colorado?
Assessment: Have
students answer multiple choice and other questions based on completed maps.
Activities
Work with a partner and complete the geography challenge by answering the riddles.
Use that information to complete the outline map.
You may use your student book, notes, and large Colorado road map to help you.
The teacher will model how to answer the riddles by doing number 1 for the class and using that information to correctly fill out the blank map with the appropriate colors.
Resources
Student copies of Geography Challenge Questions and blank map found in
Teacher Guide of Rendezvous with Colorado History.
Rendezvous with Colorado History book
(student)
http://www.netstate.com/states/maps/co_maps.htm
Pencil and
colored pencils or crayons
Differentiation
Extension: Work independently to create additional riddles.
Support: Use the
completed challenge questions. Transfer the answers correctly onto the
map using the correct symbols. The key has already been created.
Lesson 10: Building
My
Own Relief Map
Duration: 2 days @ 30-45 minutes (1 day to create then dry
and 1 day to paint – or 1 day using morning and late afternoon)
Geography 1:
Students know how to use and construct maps, globes, and other
geographic tools to locate and derive information about people, places,
and environments.
District Indicator:
Use tools (maps, globes, photographs, graphs, charts, and databases) to
locate information about places.
Identify and describe human and physical characteristics of places, and use
them to define regions.
Enduring Understanding: Maps, globes, and geographic tools are used to locate information about
places.
Essential Questions:
Which geographic tools can best be used to locate information about places
in Colorado?
How
are the regions of Colorado defined by its landforms?
What are the physical processes that shaped the
earth's surface in Colorado?
Assessment: How
is a relief map similar to and different from a road map?
| 4 |
Map is correct shape, flags are placed appropriately, colors are correct. Mountain ranges and other physical features are distinct and correctly located. |
| 3 |
Map is correct shape, flags are mostly correct, colors are mostly correct. Mountain ranges and other physical features are distinguishable and mostly correctly. |
| 2 |
Map may not be shaped like Colorado, many flags are missing or placed incorrectly, colors are somewhat correct. Mountain ranges and other physical features are hard to determine from each other. |
| 1 |
Map may not be shaped like Colorado, most if not all flags are missing or placed incorrectly, colors are missing or incorrect. Mountain ranges and other physical features are not determinable from each other. |
Activities
Observe a relief map or globe. What is the purpose of a relief map? Why would you want to use one instead of a flat variety?
How do you make a relief map? What are some important considerations?
Recipe for Salt Dough
3 cups of flour
1 cup of salt
1 tablespoon of cream of tarter
1 1/2 cups of water
food coloring (if desired)
Mix the flour, salt and cream of tarter together (the cream makes the dough stick together and not crack). Before putting the water in the dry mixture, put a few drops of food coloring in it. Then mix the water in. This evenly distributes the color. If you need to store it, keep it in a plastic baggie. The dough dries hard and sticks together well. If you make it and it feels really sticky or grainy, there is too much salt. Just add flour until the dough has the consistency of play dough.
Alternative Recipe
In a freezer gallon sized baggie: measure in flour and salt 2 to 1. Add a
splash of vegetable oil, and one cup of water to start with. Push out all
the air, and squeeze and squish until the dough is mixed.)
Make the dough according to one of the recipes listed.
Have the cardstock, poster board or cardboard cut into the shape of Colorado – this should be fairly large approximately 10 x 10 or larger.
Take the ball of dough and put it in the middle of the map and push and move it until it fills in the map. Pinch dough for mountains (make them various sizes to reflect the landscape of the various mountain ranges) and use a dull pencil to carve rivers.
Prepare “flags” (these can be made in advance) on toothpicks of important places such as the state capitol, mountain ranges, geography zones, etc. Push flags into soft dough.
After the map dries or while it’s slightly damp (this may take overnight) paint the maps using green for valley, plains and farm lands, brown for mountains, blue for rivers, black for the Black Canyon of the Gunnison, etc…
Resources
Salt Dough – approximately 3-5 batches depending on the size of the
class. Have students make it for homework or make it at school right
there.
Poster board, cardboard, or other tough paper (file folder)– enough so
that each pair of students had one
Paint and paintbrushes
http://geology.com/state-map/colorado.shtml
Differentiation
Extension: Work
independently, make additional labels and use other materials in their
relief map.
Support: Flags could be pre-made by instructor and students could place
them in the appropriate location.
Lesson 11: Colorado’s
Regions and Plant Life
Duration: @
1 class period
Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions. Use
tools (maps, globes, photographs, graphs, charts, and databases) to locate
information about places.
Enduring Understanding: Physical and human characteristics of places define regions. Maps,
globes, and geographic tools are used to locate information about places.
Essential Questions: How are the regions of Colorado defined by its landforms? What are the physical processes that shaped the
earth's surface in Colorado?
Assessment: Page 44 Teacher’s Resource book
Questions 1-7. This should be completed without using pages
11 and 12. (Answer key on page 150); Compare/Contrast two regions and
discuss what adaptations would have to be made to live in each region.
Activities
Partner-read, or read together as a class, the information located on pages 11 and 12.
Discuss the types of
plants that grow in each region and why those plants are so important to
that region.
What would happen if those plants stopped growing?
What happens when there is a drought?
How would it affect Colorado’s economy if the plants in the Plains and
Plateau regions were no longer able to grow there?
View pictures of the various plants in each region using PowerPoint or color prints from PowerPoint.
On page 46 complete the mapping activity. You may either describe the type of plant life found in each region or draw pictures of the types of plants found.
Keep this map at school for use in a later lesson.
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 44
and 46 of Teacher’s Resource book for each student
Copies of Page 11
and 12 of Teacher’s Edition book for each student
Colored pictures or
a computer and LCD projector to show different types of plants found in
Colorado –PowerPoint
Colorado’s Plants
Pencil and colored
pencils
District 11 SchoolRooms Database - includes documents, images and videos
Differentiation
Extension: As a language extension have students complete page 45 Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for Punctuation and
Capitalization. Research other plants for each region. What is their impact on that
region?
Support: Have labels for
each region and have students paste them in the correct location. Also
have small pictures of the types of plants found and have students paste
them in the correct region.
Lesson 12: Mapping
Rivers, Lakes and Dams
Duration: @ 1
class period
Geography 1:
Students know how to use and construct maps,
globes, and other geographic tools to locate and derive information
about people, places, and environments.
Geography 2: Students know the physical and human characteristics of places, and use
this knowledge to define and study regions and their patterns of change.
District
Indicator: Identify and describe human and physical characteristics
of places, and use them to define regions. Use tools (maps, globes,
photographs, graphs, charts, and databases) to locate information about
places.
Enduring
Understanding: Physical and human characteristics of places define
regions. Maps, globes, and geographic tools are used to locate
information about places.
Essential
Questions: How are the regions of Colorado defined by its landforms?
What are the physical processes that shaped the earth's surface in
Colorado?
Assessment: Page 47 Teacher’s Resource book Questions 1-8. Pages 13-15 can be
used to answer the questions. (Answer key on page 150)
Activities
Review the vocabulary: tributary, reservoir. Have you ever been to the Pueblo Reservoir? What does it look like? What is it used for?
Partner read with
another student or have the class read together the information located
on pages 13-15.
Complete the mapping activity on page 49-50.
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 47,
49-50 of Teacher’s Resource book for each student
Copies of Page 13-15
of Teacher’s Edition book for each student
Pencil; Colored
Pencils
http://www.pueblo.us/images/album/MoreOfPueblo/slides/
http://www.secwcd.org/www.secwcd.org/puebres.htm for picture of Pueblo dam and
reservoir
http://en.wikipedia.org/wiki/Virgin_River map of Virgin
River-tributary of the Colorado
Differentiation
Extension: As a language extension have students complete page 48
Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for Punctuation and
Capitalization.
Why do you think there so many reservoirs in Colorado? Do we
need more? Write a paragraph explaining your viewpoint.
Support: Have much of
the map filled out in advance. Have students label 3 rivers, 2-3 lakes
and 2 dams. Have the labels typed up and printed off so they just copy
and past in the correct location. They should work in pairs or small
groups.
Lesson 13: Colorado’s
Mammals
Duration:
@ 1 class period
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator: Identify and describe human and physical characteristics of places, and use
them to define regions.
Enduring Understanding: Physical and
human characteristics of places define regions.
Essential Questions:
How are the regions of Colorado defined by its landforms?
Assessment: Page 59 Teacher’s
Resource book Questions 1-7. Pages 25-29 can be used to answer the
questions. (Answer key on page 151)
Activities:
Pull out the map you created in lesson 11 (Regions and plants).
Think about it as you read about Colorado’s Mammals. Which region is home to which mammals? Why do you think those mammals live there?
Cut out your Mammal Expert’s Journal (page 62-70). Arrange the book using the directions on page 61.
Partner-read or have the class read together the information located on pages 25-29.
After each mammal description, use that information to take notes in your mammal expert’s journal. For example for Black Bears look up omnivores in a dictionary or encyclopedia: write “Omnivores are animals that eat both meant ad plants. …females can weigh 600 pounds…males can way 1200 pounds. Two interesting facts about black bears are:
If there are time constraints during a center activity, use encyclopedias to find two other interesting facts about each mammal.
Also during a center time you may use colored pencils to correctly color each mammal.
Use your map from lesson 11 and write the name of each mammal in the area where they can be found.
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 59
and 61-70 of Teacher’s Resource book for each student
Copies of Page 25-29
of Teacher’s Edition book for each student
Pictures of Colorado Mammals
Pictures of Endangered Mammals
Pencil, colored pencils, scissors, stapler
District 11 SchoolRooms Database - includes documents, images and videos
Differentiation
Extension: As a language extension have students complete page 60 Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for Punctuation and
Capitalization. Pick a mammal native to Colorado and write an in-depth report
describing it, including location, habitat and diet. Use three sources, one
of which must be other than web-based.
Support: Have students fill in the short blank answers. They should
work with other students or with the teacher in a small group. The passage
should be read to them so they can follow along. Use a map to point out
where each mammal is found in Colorado.
Lesson 14:
Colorado’s Birds
Duration: @ 1
class period
Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
Geography 2: Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator:
Identify and describe human
and physical characteristics of places, and use them to define regions.
Use tools (maps, globes, photographs, graphs, charts, and databases) to
locate information about places.
Enduring Understanding: Physical and human characteristics of places define regions. Maps,
globes, and geographic tools are used to locate information about places.
Essential Questions:
How are the regions of Colorado defined by its landforms? What are the physical processes that shaped the
earth's surface in Colorado?
Assessment: Page 71 Teacher’s Resource book Questions 1-8. Pages 30-33 can be used to
answer the questions. (Answer key on page 151)
Activities
Pull out the map you created in lesson 11 (Regions and plants). OR use page 74 to create a new regions map if more space is needed.
Cut out the bird pictures on mage 73. Put them face up on your desk and be careful not to loose them.
Partner read with another student or have the class read together the information located on pages 30-33.
After each passage is read about a particular bird have students glue that bird onto the correct area of the regions map.
If time permits color the bird pictures to match their descriptions in the passage.
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 71
and 73-74 of Teacher’s Resource book for each student
Copies of Page 30-33
of Teacher’s Edition book for each student
Pictures
of Colorado Birds
Pencil, Colored Pencils, Glue, Scissors
Differentiation
Extension:
As a math extension have students use pages 30-33 to chart each
birds nesting patterns. Determine by the picture which bird it is and then
the number of days to hatch the eggs and the number of days to leave the
nest. (Found on page 75 and 76). Next take that information and graph it
on page 77. Students can work in pairs or groups. Students can work
individually and Tier 2 students could have the chart filled out for
them so that they focus on graphing the data.
As a
language extension have students complete page 72 Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for Punctuation and
Capitalization. Using birds, mammals, plants and fish and reptiles, create a diorama
of a Colorado ecosystem. Make sure landforms are accurate as well.
Support: Work with partners or small groups. Use Think/Pair/Share
strategies. Have pages 30-33 read aloud.
Lesson 15: Colorado’s Fish and Reptiles
Duration: @ 1
class period
Geography 2: Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator: Identify and
describe human and physical characteristics of places, and use them to
define regions.
Enduring Understanding: Physical and human characteristics of places define regions.
Essential Questions:
How are the regions of Colorado defined by its landforms? What are the physical processes that shaped the
earth's surface in Colorado?
Assessment: Page 78 Teacher’s Resource book Questions 1-8. Pages 34-35 can be used to
answer the questions. (Answer key on page 151)
Activities
Partner- read with another student or have the class read together the information located on pages 34-35.
View pictures of the Colorado’s fish, reptiles and lizards in each region using PowerPoint or color prints from PowerPoint.
Complete page 80 following the direction for coloring the pattern of a coral snake versus a milk snake.
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 78,
80 of Teacher’s Resource book for each student
Copies of Page 34-35
of Teacher’s Edition book for each student
Colored pictures or
a computer and LCD to show different types of plants found in Colorado
–go to PowerPoint
Colorado’s Fish and Reptiles
Pencil and Colored Pencils
Differentiation
Extension:
As a language extension, complete page 79 Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for punctuation and
capitalization. Students can also create a diorama of a Colorado ecosystem (one of the
state’s main regions). They should include what they have learned about
mammals, plants, fish, reptiles, birds, and other physical features.
Investigate the snakes found in CO and categorize them. Should we
worry?
Support:
Work with partners or small groups. Think/Pair/Share
strategies. Have pages 34-35 read aloud.
Lesson 16: Points of
Interest
Duration: @ 1 class
period
Geography 1:
Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator: Identify and describe human
and physical characteristics of places, and use them to define regions. Use
tools (maps, globes, photographs, graphs, charts, and databases) to locate
information about places.
Enduring Understanding: Physical and human characteristics of places define regions. Maps,
globes, and geographic tools are used to locate information about places.
Essential Questions:
How are the regions of Colorado defined by its landforms?
Assessment: Page 53 Teacher’s
Resource book Questions 1-8. Pages 16-24 can be used to answer the
questions. (Answer key on page 150)
Activities
Partner-read with another student or have the class read together the information located on pages 16-24.
Using your map from lessons 1-3 (road map) locate each item on the map. Discuss with a partner how you would get there in a car. Which route would be the fastest? Which routes could be affected by seasonal changes? (Snow)
Discuss with the class, partner or small group where you would like to visit and why.
Think/Pair/Share which attractions or points of interest are the most often visited? Why?
Discuss what these attractions and points of interest mean to our state, in terms of tourism, economy, etc.
How do Colorado’s landforms influence the points of interest in our state? What if there were no mountains? How might that change our attractions, tourism and even our economy?
Resources
Do Colorado!
Teacher’s Edition book and Teacher’s
Resource book by Amy Headley and Victoria Smith
Copies of page 53 of
Teacher’s Resource book for each student
Copies of Page 16-24
of Teacher’s Edition book for each student
Points
of Interest in Western Colorado
Differentiation
Extension: As a language
extension have students complete page 54 Teacher’s Resource book
Do Colorado! This is a CSAP type editing skill for Punctuation and
Capitalization. Continue to create a diorama of a Colorado ecosystem (one of the state’s
main regions). They should include what they have learned about mammals,
plants, fish, reptiles, birds, and other physical features. The diorama
could also include points of interest, etc. Pick a
point of interest not mentioned in the text and describe it for a tourist.
Continue to work on Diorama. Research
a point of interest they would like to visit in the state and then draw a
map of how to get there. Complete extension activities.
Support: Work with partners or small groups. Think/Pair/Share
strategies. Have pages 34-35 read aloud. Oral presentation for assessment.
Lesson 17 Title:
Colorful Colorado WebQuest – Culminating Project
Duration
@ 2 class periods
Geography 1: Students know how to use and construct maps, globes, and other geographic
tools to locate and derive information about people, places, and
environments.
Geography 2:
Students know the physical and human characteristics
of places, and use this knowledge to define and study regions and their
patterns of change.
District Indicator: Identify and
describe human and physical characteristics of places, and use them to
define regions. Use
tools (maps, globes, photographs, graphs, charts, and databases) to locate
information about places.
Enduring Understanding: Physical and
human characteristics of places define regions. Maps,
globes, and geographic tools are used to locate information about places.
Essential Questions: How are the regions of Colorado defined by its landforms? What are the physical processes that shaped the
earth's surface in Colorado? Which geographic tools can best be used to locate
information about places in Colorado?
Assessment: Have students share the results
of their WebQuest projects and respond to a prompt: If the Governor asked
you to identify one important point of interest selected by one of your
classmates and based on work completed by a different group, which would it
be and why?
Complete the WebQuest located at this site: http://portfolio.jensenweb.com/cogquest/index.html
|
Some important mini-lessons you may want to consider:
|
How to Create a Brochure in Microsoft Word
Resources
Computers for every 2-4 students
Access to a printer
Microsoft word or publisher if using it to create the brochure (Construction paper, glue, scissors, colored pencils, markers, pictures from the computer or magazines if not)
Handouts of the worksheets in the WebQuest (can be found under the process tab: steps 1, 3, 6 and 7)
Pencil
Differentiation
Support: Modify the WebQuest so that students are paired with others who can help them. Have students dictate to another their answers for the worksheets. If necessary have students write a sentence or two instead of a paragraph.
WebQuest written and designed by: Jennifer L. Jensen, Copyright 2002
| © 2007 Colorado Springs School District 11 |
