Mrs. Baylor

Africa's Geography and Environmental Concerns 11/16-11/20 and 11/30- 12/04

Unit 5: Physical and Cultural Geography of Africa

Elaborated Unit Focus: The focus of this unit is how the physical and cultural geography shapes the environment, nations, and people of Africa.

Geographic Understandings

SS7G1 The student will locate selected features of Africa. a. Locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert. b. Locate on a world and regional political-physical map the countries of, Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan.

SS7G2 The student will discuss environmental issues across the continent of Africa. a. Explain how water pollution and the unequal distribution of water impacts irrigation, trade, industry, and drinking water. b. Explain the relationship between poor soil and deforestation in Sub-Saharan Africa. c. Explain the impact of desertification on the environment of Africa from the Sahel to the rainforest.

SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa. a. Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest affect where people live, the type of work they do, and how they travel.

SS7G4 The student will describe the diverse cultures of the people who live in Africa. a. Explain the differences between an ethnic group and a religious group. b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups.

Unit 5 Enduring Understandings and Unit Essential Questions

Every place has unique geographic features that influence how cultures develop.

• Why are people attracted to certain regions in which to live? (G1a, b; 3a)

• How does the physical geography of Africa contribute to its culture? (G5a, b; 7a, b)

Different ethnic groups represent diverse cultural traditions.

• How are the various cultural groups in Africa similar and different? (G4a, b)

Limited resources are often the basis for power and conflict.

• How does the water supply influence the development of North Africa/Southwest Asia? (G2a, b, c) 

We had a quiz on Tuesday over the physical features

Students have been busy creating a Visual Organizer of the different regions of Africa. Sahara, Sahel, Savanna and the Rainforest. If you did not turn your mini-project on Wednesday, it must be turned in on Thursday. NO LATER!!

Thursday 11/19

Students will be reading 2 articles on "Farmland to Desert" and "More Farmland to Desert" and answering "How can farmland become desert?"

 They will then read a play 'point/counterpoint' and examine both sides of the Aswan High Dam issue. Their homework will be to respond with positives and negatives to both sides.

11/20

Share positive and negative viewpoints.

Students will study a population distribution map and a physical map to figure out what physical factors may affect the population density of Africa and answer 5 questions. All work must be completed any ready to hand in on Monday 11/30. Students can also refer to their textbook.

I will be out the next 2 days, as my daughter is getting married on Saturday. I want to wish everyone a safe and wonderful Thanksgiving with friends and family.

11/30 Monday

Today we'll begin the adventure of exploring environmental problems in Africa.  Perhaps there will be something we can do to help! We'll start with an advance organizer/anticipation guide where we will use the INTELLIGENT behaviors of drawing on past knowledge and questioning/problem posing so STUDENTS can use what they've studied in physical geography of Africa to identify the subsequent environmental problems that threaten the continent.  Then we'll take a look at an interesting website.

Problems in Africa 

12/1 Tuesday: Today we'll view a PowerPoint showing pictures of these environmental problems and further explaining the challenges.
For homework over the next week or so you will complete an activity called "The Water Bill", comparing your water usage with that of selected African countries.

12/2 Wednesday:  Today students will begin exploring sources of information about the seven environmental problems identified on Monday.  We'll record the information on a problem-solution chart for each environmental concern.  Then students will participate in a differentiated research project in groups and will need this information as baseline data for their research.

12/3 Thursday:  Students will continue their investigation and intelligence gathering regarding the environmental problems in Africa.

12/4 Friday: Today we'll use the strategy of Semantic Feature Analysis to examine the environmental policies of selected African nations.

Africa's Environmental problems

Elaborated Unit Focus: The focus of this unit is how the physical and cultural geography shapes the environment, nations, and people of Africa.

Geographic Understandings

SS7G1 The student will locate selected features of Africa. a. Locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert. b. Locate on a world and regional political-physical map the countries of, Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan.

SS7G2 The student will discuss environmental issues across the continent of Africa. a. Explain how water pollution and the unequal distribution of water impacts irrigation, trade, industry, and drinking water. b. Explain the relationship between poor soil and deforestation in Sub-Saharan Africa. c. Explain the impact of desertification on the environment of Africa from the Sahel to the rainforest.

SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa. a. Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest affect where people live, the type of work they do, and how they travel.

SS7G4 The student will describe the diverse cultures of the people who live in Africa. a. Explain the differences between an ethnic group and a religious group. b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups.

Unit 5 Enduring Understandings and Unit Essential Questions

Every place has unique geographic features that influence how cultures develop.

• Why are people attracted to certain regions in which to live? (G1a, b; 3a)

• How does the physical geography of Africa contribute to its culture? (G5a, b; 7a, b)

Different ethnic groups represent diverse cultural traditions.

• How are the various cultural groups in Africa similar and different? (G4a, b)

Limited resources are often the basis for power and conflict.

• How does the water supply influence the development of North Africa/Southwest Asia? (G2a, b, c) 

We had a quiz on Tuesday over the physical features

Students have been busy creating a Visual Organizer of the different regions of Africa. Sahara, Sahel, Savanna and the Rainforest. If you did not turn your mini-project on Wednesday, it must be turned in on Thursday. NO LATER!!

Thursday 11/19

Students will be reading 2 articles on "Farmland to Desert" and "More Farmland to Desert" and answering "How can farmland become desert?"

 They will then read a play 'point/counterpoint' and examine both sides of the Aswan High Dam issue. Their homework will be to respond with positives and negatives to both sides.

11/20

Share positive and negative viewpoints.

Students will study a population distribution map and a physical map to figure out what physical factors may affect the population density of Africa and answer 5 questions. All work must be completed any ready to hand in on Monday 11/30. Students can also refer to their textbook.

I will be out the next 2 days, as my daughter is getting married on Saturday. I want to wish everyone a safe and wonderful Thanksgiving with friends and family.

11/30 Monday

Today we'll begin the adventure of exploring environmental problems in Africa.  Perhaps there will be something we can do to help! We'll start with an advance organizer/anticipation guide where we will use the INTELLIGENT behaviors of drawing on past knowledge and questioning/problem posing so STUDENTS can use what they've studied in physical geography of Africa to identify the subsequent environmental problems that threaten the continent.  Then we'll take a look at an interesting website.

Problems in Africa 

12/1 Tuesday: Today we'll view a PowerPoint showing pictures of these environmental problems and further explaining the challenges.
For homework over the next week or so you will complete an activity called "The Water Bill", comparing your water usage with that of selected African countries.

12/2 Wednesday:  Today students will begin exploring sources of information about the seven environmental problems identified on Monday.  We'll record the information on a problem-solution chart for each environmental concern.  Then students will participate in a differentiated research project in groups and will need this information as baseline data for their research.

12/3 Thursday:  Students will continue their investigation and intelligence gathering regarding the environmental problems in Africa.

12/4 Friday: Today we'll use the strategy of Semantic Feature Analysis to examine the environmental policies of selected African nations.

Africa's Environmental problems

11/30 Monday

Today we'll begin the adventure of exploring environmental problems in Africa.  Perhaps there will be something we can do to help! We'll start with an advance organizer/anticipation guide where we will use the INTELLIGENT behaviors of drawing on past knowledge and questioning/problem posing so STUDENTS can use what they've studied in physical geography of Africa to identify the subsequent environmental problems that threaten the continent.  Then we'll take a look at an interesting website.

Problems in Africa 

12/1 Tuesday: Today we'll view a PowerPoint showing pictures of these environmental problems and further explaining the challenges.
For homework over the next week or so you will complete an activity called "The Water Bill", comparing your water usage with that of selected African countries.

12/2 Wednesday:  Today students will begin exploring sources of information about the seven environmental problems identified on Monday.  We'll record the information on a problem-solution chart for each environmental concern.  Then students will participate in a differentiated research project in groups and will need this information as baseline data for their research.

12/3 Thursday:  Students will continue their investigation and intelligence gathering regarding the environmental problems in Africa.

12/4 Friday: Today we'll use the strategy of Semantic Feature Analysis to examine the environmental policies of selected African nations.

11/09 Africa Edible Maps

Students worked well today, only two children forgot to bring in the cookie for their group, not too shabby for 25 groups! I want to thank all the parents who helped their students come prepared. They are quickly learning the geography of Africa. Just walking into the room gives you a sugar high. We should finish Tuesday, grade on Wednesday and EAT !!  As the day went by and the maps progressed, I could tell not everything would fit,therefore, I have altered the rubric and the requirements. See new: Download AfricaRubric
Download AFRICA EDIBLE MAP REQUIREMENTS

New ppt on Government: revised

Download Forms of Government and their power

11/2 Forms of government and how power is distributed

We have been taking notes, discussing the different types of government, how power is distributed, and the rights of citizens within the types of government. Students will have a Quiz, not a test, on government Monday. Students are to bring a ziplock sandwich baggie or envelope to school on Thursday and they will make their own flashcards to use for studying the 10 terms. 5 additional questions will be asked using the countries we have studied in the Middle East stating their form of government and the students will apply their knowledge to identify the government.

ON TO AFRICA: Thursday,the students will be assigned to a group to create an edible physical map of Africa Monday Think of this as a great way to use up the Halloween candy :-)  The base may be a large cookie or cake and no smaller than 13" x 15" rectangle. I am giving them the weekend to prepare, start on Monday and finish Tuesday.

Download Whohasihavegovernment 

Download Forms of Government and their power

Please note there have been changes in the schedule again this week due to the number of interruptions we have had from other activities and celebrations.The Government Test has been reduced to a Quiz.