1. Notes: Migration 2. Reading- https://news.vice.com/article/the-year-europe-buckled-under-the-biggest-refugee-crisis-since-world-war-ii ![]()
1. students will choose one of the following i.Students will apply the information learned to write a letter to the Texas legislator proposing various methods of adaption and modification that should be implemented to protect citizens from extreme weather. ii.Students will create a poster explaining how various areas prepare for extreme weather by adapting or modifying the environment iii.Students will create a PSA about extreme weather and how to modify or adapt the environment 2. students will watch the video Caught on Camera 1)The students will be asked to name as many extreme weather conditions and natural disasters as they can, where they can be found, and possible impacts. They will work with a group or by themselves. We will go over the list as a class after 8 mins.
2) The students in groups will watch a YouTube clip over the 12 worst natural disasters which are listed below. https://www.youtube.com/watch?v=puu1pgHL83E
b.Tornado c.Wildfire d.Hurricane e.Heat wave f.Volcanic eruption g.Plague h.Floods i.Tsunami
worksheet to accompany game is below- start on pg 2 ![]()
.1. students will complete a vocabulary activity 2. students will receive information sheets about 1 of the 10 hardest to live in places on earth. Students will have to sketch the landscape and tell me 5 ways they would adapt the environment and 5 ways they would modify. What would the advantages of living in this place be what are the disadvantages of living in this place? Vocabulary Sheets- Adapt/Modify
1. Test 2. Map of the 50 top natural disasters in the United States ![]()
![]()
1. warm up 2. notes: Desert 3. Desert survival 4. work on review
1. Students will complete the activity from yesterday 2. take notes over mts. 3. students will complete orographic/rain shadow activity ![]()
Students will participate in a station activity. Station 1- Ocean Currents: Students will conduct an activity where they color pre-drawn currents red or blue to represent cold or hot and explain the effect this has on the temperature of the lands surrounding the water Station 2- students will use cloud dough to mold the following landforms into the correct shape. As a group, students will have to explain the physical processes that are responsible for the creation of each landform mountain, island, archipelago, rift, volcano, atoll, valley, delta, canyon, fjord, rain shadow, sand dune, escarpment, hill, plain, plateau, cape, peninsula, isthmus, strait, gulf, and bay Station 3- Students will fill out a chart explaining how each geographic term influences climate and temperature Station 4- finish tectonic forces map
|
Categories
All
|