Content Standard: Geography Students will be able to: 1. Demonstrate an understanding of why
certain areas of the world are more densely populated than
others. Factors affecting density of
population would include: The students will demonstrate density
through role play. The students will explain why more
people live in Bath than on Mt. Katahdin. rural 2. Explain ways in which communities
reflect the backgrounds of their inhabitants. Ways would include: The students will discuss family
customs and traditions. They will research at home how these
customs got started. The students will explain how a
souvenir shop in Maine might differ from one in another
specific state. culture 3 Use a variety of materials and
geographic tools to explain how the physical environment
supports and constrains human activities. Students will discuss effects
of The teacher will expose the students
to a wide variety of geographical tools (contour maps,
physical maps, political maps, atlases, globes, etc.) Given a map of Maine, the students
will list jobs and recreational activities which are best
suited for Maine and explain why. contour maps
B. Human Interaction with Environments
Students will understand and analyze the relationships among people
and their physical environment.
Common
Assessment(s):
(Specific grade level learning
objectives)
The students will list various environments (mountains,
shoreline, desert, etc.) and discuss why one would choose to
live in these places now and in the past.
The students will make a booklet defining and illustrating
the terms natural resources, physical environment (physical
characteristics), and climate.
urban
country
densely populated
The students will discuss community festivals and how they
reflect the backgrounds of the inhabitants (Heritage Days,
Lobster Festival, Clam Festival, La Kermesse, Greek
Festival, etc.)
The students will use the booklet from Geography B1 to
define physical environment. They will brainstorm a list of
human activities.