The focus of my unit plan will be
with 6th grade students and the SOLs of World Geography listed below
(as accessed from: http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_worldgeo.pdf).
1. WG.1
The student will use maps, globes, satellite images, photographs, or
diagrams to
1. a)
obtain geographical information about the world’s countries, cities, and
environments;
2. b)
apply the concepts of location, scale, map projection, or orientation;
3. c)
develop and refine mental maps of world regions;
4. d)
create and compare political, physical, and thematic maps;
5. e)
analyze and explain how different cultures use maps and other visual
images to reflect their own interests and ambitions.
2. WG.2
The student will analyze how selected physical and ecological processes
shape the Earth’s surface by
1. a)
identifying regional climatic patterns and weather phenomena and their
effects on people and places;
2. b)
describing how humans influence the environment and are influenced by it;
3. c)
explaining how technology affects one’s ability to modify the environment
and adapt to it.
Adhering to the purpose of these standards and the focus of
geography, the students will use a variety of technologies to gain the
necessary knowledge and skills of how technologies gather information about the
environment, how that information can be utilized allowing for a deeper
understanding of the world, and how different cultures have adapted to or
utilized or “modified” the environment for various purposes over time.
Ideas for
using these SOLs with the different learning styles (a.k.a. Howard Garner’s “Multiple
Intelligences”) and Integrating the SOLs Across the Curriculum Include:
Math/Science – Weather measurements (such as
barometric pressure). Use of Doppler radar images and accessing NOAA’s website
to understand “weather phenomena.” Activities
could include hands-on measurements and incorporation of measurement tools,
interactive use of technology, and tapping into real-time resources and creating
resulting interpretations. Elements of
design, physics and engineering could also be tapped into when discussing
hydroelectric power damns and uses of natural resources for manmade
purposes. This would provide learning
opportunities for those who learn best kinesthetically as well as visually/spatially.
Math SOL 6.11 – “The student will identify the
coordinates of a point in a coordinate plane and graph ordered pairs in a
coordinate plane.” Ideas include tapping into visual and special learners again
as well as the logical thinkers by graphing, charting, and other map making and
map-reading activities.
English – The students will gain the necessary skills
of word origins and derivations, utilizing poetry, drawing conclusions, and comparing
and contrasting by accomplishing such activities as locating and reading
books/poems about weather conditions, folktales that center on weather or
seasons, and learning about various cultures around the world and how they have
adapted to the environment. Analyzing of
specific terminology used by cartographers could also be incorporated. These activities would provide opportunities for
those who are linguistic learners opportunities to utilize and showcase their
strengths the way they are most comfortable.
Technology & Visual Arts – 2-D and 3-D mapping,
interactive software, graphing, virtual field trips, Doplar radar research,
NOAA website access. By utilizing satellite
images and other digital photography and technologies those who are technologically
savvy or creative thinkers could feel most comfortable. A sample assignment that could also
incorporate the artistic learners could require the use of photographs taken by
the students themselves of weather-related or environmental conditions and creating
unique works of art.
I think these SOLS and their incorporation throughout
the curriculum provide something for every learning style!
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