Land-forms and Resources

Land-forms and Resources
Land-forms and Resources
Land-forms and Resources
Land-forms and Resources
Land-forms and Resources
Land-forms and Resources
Land-forms and Resources
Land-forms and Resources
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13 MB|15 pages
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Lesson Topic: Landforms & Resources

Essential Question(s):
What are key physical features of the United States and Canada?

Enduring Understandings: [The purpose of this lesson is for students to understand…]

• The United States and Canada have vast lands and abundant resources.
• These two countries share many of the same landforms.

Big Ideas for Unit being addressed:

• Appalachian Mountains
• Rocky Mountains
• Great Plains
• Canadian Shield
• Continental Divide
• Great Lakes
• U.S. Rivers Instructional Objectives: [Knowledge, Procedure, Skills]

Students will be able to:

• Identify the U.S. and Canada’s main geographic features.
• Examine varied landforms in relation to American and Canadian lifestyles.
• Identify important U.S and Canadian natural resources and how they influence life in each country.

Performance Task(s) this lesson supports. Students will demonstrate their understanding by…
[Student-Centered Activities]

• Answering questions provided by the teacher.
• Follow along with teacher’s lecture.
• Provide accurate notes from PowerPoint Presentation.

Evidence of Student Learning:
[Assigned Classwork, Homework, Formative Assessments, Checks for Understanding, etc]

• Checks for Understanding
• Students will create a Venn-Diagram resulting in resources in both U.S. and Canada


Colorado K-12 Content Standard(s)/Grade Level Expectation(s) Being Addressed
• 2. Explain and interpret geographic variables that influence the interactions of people, places, and environments.
o Apply geography skills to help investigate issues and justify possible resolutions involving people, places, and environments. Topics to include but not limited to how people prepare for and respond to natural hazards (DOK 1-3)
o Define sustainability and explain how an individual’s actions may influence sustainability (DOK 1-2)

Strategies for Differentiating Instruction for ALL STUDENTS:
• I Do, We Do, You Do: Venn Diagram
• Checks for Understanding-Thumbs up/Thumbs down
Sequence of Activities: Estimated Time (5 mins)
(1)
Students will complete the warm-up given on the board. “What are key physical features of the U.S. and Canada?”



(2) Estimated Time (1-2 mins)
Students will pull out notes and writing utensils to start the class for the day. Answer any questions regarding the previous week, or ask generalized questions regarding weekend or weekdays.




(3) Estimated Time (10-15 mins)
Students will then watch the teacher create a Venn-Diagram on the board. The teacher will give a few examples, and then ask for help from the students. Once a small amount of data has been discussed, the students will then create their own Venn-Diagrams regarding landforms and resources in the U.S. and Canada.

(4) Estimated Time (20 mins)
Students will follow along in a PowerPoint Presentation regarding U.S. and Canada landforms and resources.


(5) Estimated Time (5 mins)
Review/Closure:
Review the Venn-Diagram and see if those resources are crucial to our existence in the U.S. and Canada.




Total Pages
15 pages
Answer Key
Not Included
Teaching Duration
50 minutes
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