cga atlas ccss_2012_abrev
DESCRIPTION
CCSS 2012 presentation by CGA on California Atlas; some photos and cover art deleted due to size of file; contact Emily Schell at [email protected] for more information; go to calgeography.org for resourcesTRANSCRIPT
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Atlas of California: A Changing State
California Geographic Alliance CCSS Conference
March 3, 2012
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Funding and Support for this work provided by:
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Atlas ExploraEon
• Use the atlas and page 5 in your parEcipant notebook to explore the atlas.
• Record your answers to share. • Work with your elbow partner to find the items and develop responses.
• Stay with your elbow partner and share ideas for atlas exploraEon with your students.
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Discovery
• Did you discover something unexpected about the California Atlas?
• How can the atlas help your students to meet standards?
• What maps will be most helpful in your classroom?
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Map Skills
DemonstraEon Lesson #1
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Standards
• Demonstrate an understanding of the physical and human geographic features that define places and regions in California.
• Explain and use the coordinate grid system of laEtude and longitude to determine the absolute locaEons of places in California and on Earth.
• DisEnguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locaEons.
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ObjecEves
• Understand specific map skills outlined in the California Atlas (use of symbols, laEtude and longitude, scale, projecEon, etc.)
• Apply these maps skills to selected maps in the California Atlas
• Describe the importance of the map skills
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Procedures
• Set the stage by examining a map to idenEfy what is visible
• Compare and contrast maps to idenEfy similariEes and differences
• IdenEfy and read about different map skills
• Develop quesEons about maps and the elements that make up a map
• Research map skills
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LocaEon: Where I Live
DemonstraEon Lesson #2
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Standards
• IdenEfy the state capital and describe the various regions of California
• IdenEfy the locaEons of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns
• Use maps, charts, and pictures to describe how communiEes in California vary
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ObjecEves
Students will be able to: • Locate their own county • IdenEfy the local physiographic region, physical geography, nearby highways and rivers, or other landmarks using the appropriate maps
• Describe their county or community in relaEve terms
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Procedure
• Set the stage with images • IdenEfy the locaEon of the local town or community
• Provide instrucEon about how to read key/legend
• PracEce idenEfying locaEon • Assess students’ ability to describe a locaEon in relaEve terms
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Our Community
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Our Community
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Our Community
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County Map
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Physiographic Map
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Water Resources Map
San Diego Bay
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Major Highway Map
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Assessment
• My town is located near _______.
• My town is part of the ______ region.
• ______ River is near my town.
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Lesson Plan Debrief
• How might this lesson help your students to know more about where they live?
• How might the strategies help support all learning be successful?
• What type of prior knowledge might students need before you deliver this lesson?
• How might you adapt this lesson for your own classroom?
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California’s Economy
DemonstraEon Lesson #3
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Standards
• Describe the development and locaEons of new industries since the turn of the century
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ObjecEves
• Students will idenEfy and locate the CA regions that produce one of the state’s leading agricultural commodiEes
• Students will describe and summarize the physical geography and climate of the commodity’s producEon region
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Sample Commodity: Strawberries
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Agricultural Products Map
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Physical Geography Map
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Urban and Agricultural Lands Map
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Minimum January Temperatures Map
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Maximum July Temperatures Map
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Procedure
• Using a chart paper, list student background knowledge of sample commodity
• Define commodity and yield
• Use CA Leading Producers and County maps to point out unique features for sample commodity
• Record informaEon onto Commodity Fact Sheet
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Lesson Debrief
• How might this lesson help your students to know more about California’s economy and land organizaEon?
• What type of prior knowledge might students need before you deliver this lesson?
• How might the strategies help support all learning be successful?
• How might you adapt this lesson for your own classroom?
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More Geography…
• Where to find more lesson plans, digital maps, etc.
• Literature ConnecEons • WriEng AcEviEes
• Resources for your classroom
• QuesEons? • Conclusion & Thanks • Go forth and teach GEOGRAPHY!!!!