Lesson 3: Creating and Interpreting Data
Supporting Videos
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Academic Vocabulary
pictographs
bar graphs line graphs multi-line graphs circle graphs scatter plot cartograms population pyramids table/chart GPS [Global Positioning System] GIS [Geographic Information System] |
Learning Targets and Language Objectives
Learning Targets:
Language Objectives:
- I can design, create [draw] and/or interpret maps and other forms of geographic data including diagrams, tables and graphs to answer geographic questions and describe geographic relationships, using geographic terminology correctly.
- I can describe how the Internet, GPS and GIS have affected work and lifestyles.
Language Objectives:
- I will summarize the uses of multiple types of geographic tools by taking notes.
- I will use geographic tools to analyze data about an assigned world region and record factual evidence about that region based on my analysis.
Engage
Draw a sketch a map for a friend detailing how to get to a specific location [their home, the mall, Reliant Stadium…] or sketch the route you take to get from home to school [via vehicle or foot].
What might they need to add to make their map more “readable” to a stranger?
What might they need to add to make their map more “readable” to a stranger?
New Learning
Download and save the WGS_Types and Uses of Geographic Tools_Unit 1 handout to use as a reference and as a note-taking guide as we view and discuss the PowerPoint.
You can also download and save the WGS_Reading a Population Pyramid.Unit 1 handout if you need help with this type of tool.
Please Note:
In the latest version of Adobe Reader students can click on the Comment tab in the upper right corner to digitally add text or sketches [in the Drawing Markups section] to pdf handouts. Students can also click on the Comment tab to add Sticky
Note comments or to highlight text. Adobe Reader also has a Read Aloud function that can be activated using Shift+Ctrl+Y.
QSSSA:
Think about how you currently use the internet or GPS map systems using the QSSSA strategy:
Q – What impact have the availability of the Internet and GPS maps on life in the 21st century?
S – Stand up when you have thought about an answer to the question.
S – Use this stem: I think the internet and GPS systems have had a significant impact (made a difference) because…
S – Share with a partner
A – share responses.
Access the GPS.gov website and briefly scan the site to determine various uses for Global Positioning Systems [GPS].
Another useful internet based mapping tool is GIS – Geographic Information Systems.Use the ESRI Understanding Our World site and click on any of the suggested map links to display information to the students.
You can also download and save the WGS_Reading a Population Pyramid.Unit 1 handout if you need help with this type of tool.
Please Note:
In the latest version of Adobe Reader students can click on the Comment tab in the upper right corner to digitally add text or sketches [in the Drawing Markups section] to pdf handouts. Students can also click on the Comment tab to add Sticky
Note comments or to highlight text. Adobe Reader also has a Read Aloud function that can be activated using Shift+Ctrl+Y.
QSSSA:
Think about how you currently use the internet or GPS map systems using the QSSSA strategy:
Q – What impact have the availability of the Internet and GPS maps on life in the 21st century?
S – Stand up when you have thought about an answer to the question.
S – Use this stem: I think the internet and GPS systems have had a significant impact (made a difference) because…
S – Share with a partner
A – share responses.
Access the GPS.gov website and briefly scan the site to determine various uses for Global Positioning Systems [GPS].
Another useful internet based mapping tool is GIS – Geographic Information Systems.Use the ESRI Understanding Our World site and click on any of the suggested map links to display information to the students.
Guided Practice
Regroup using the same regional groups as in our previous lesson. Go to Stratalogica to access graphs and other geographic tools (photographs) of your assigned region.
Independent Practice
- Using the same regional groups from the previous lessons, work with your group members to access at least three types of graphs, population pyramids, charts, or other tools and two photographs related to your assigned region.
- As a group list the type of geographic tool accessed and at least two facts or conclusions you can draw about your region based on this data
Close/Assess
Exit Ticket
Click on the link to Exit Ticket-Interpreting Regional Geographic Tools in the Hub and complete. Use the following sentence stem:
Revisit the Learning Target and complete the post-assessment, citing evidence from your learning.
Click on the link to Exit Ticket-Interpreting Regional Geographic Tools in the Hub and complete. Use the following sentence stem:
- Three interesting facts I learned from analyzing geographic tools of ____ [name of the region] were….
Revisit the Learning Target and complete the post-assessment, citing evidence from your learning.
Teacher's Guide
| teachers_guide_unit1_part1_lesson3_creating_and_interpreting_data_.pdf |
