Curriculum Framework: Grade 5 Extensive List of World & Country Maps
Big Idea: Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. Academic Expectations: 2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. Grade 5 Skills and Concepts Students will demonstrate an understanding of patterns on the Earth’s surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs): o locate, in absolute or relative terms, major landforms and bodies of water in the United States o locate and explain patterns on Earth’s surface (e.g., how different factors such as rivers, mountains and plains impact where human activities are located) investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental): o explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water) o locate and describe patterns of human settlement and explain how these patterns were influenced by the physical characteristics (e.g., climate, landforms, bodies of water) of places and regions in the United States o investigate how advances in technology (e.g., dams, roads, air conditioning, irrigation) over time have allowed people to settle in places previously inaccessible in the United States investigate how humans modify the physical environment: o describe how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs during the early settlement of the United States o analyze how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and restricted human activities during the early settlement of the United States o explain how different perspectives of individuals and groups impact decisions about the use of land (e.g., farming, industrial, residential, recreational) in the United States
Content	Activities/Resources Technology Resources Assessment Resources Map Study General Resources Clipart and outline maps
National, State and Local Standards What concepts and understandings do students need to learn? ~ (Use for Essential Questions)	Core Content for Assessment What do students need to understand and be able to apply to new situations?
Grade 5 Enduring Knowledge – Understandings Students will understand that · The use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help interpret information, understand and analyze patterns, spatial data and geographic issues. · Patterns emerge as humans move, settle and interact on Earth’s surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict. · Regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups. · People depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of the United States.	SS-05-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climates, roads and bridges) and analyze patterns of movement and settlement in the United States. DOK 3 SS-05-4.1.2 Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. DOK 2 *SS-05-4.1.3* Students will describe how different factors (e.g., rivers and mountains) influence where human activities were/are located in the United States. SS-05-4.1.4 Students explain how factors in one location can impact other locations (e.g., natural disasters, building dams). *SS-05-4.3.1* Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, and bodies of water). DOK 2 SS-05-4.3.2 Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States. DOK 2 *SS-05-4.4.3* Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational).	· Notebook= Landforms definitions · Notebook=Students create a map according to a key to show the major landforms of the US. · Interactive landform map · KET Encylomedia- do search for "Natural Resources" i.e. The Biggest Treasure Chest: Our Natural Resources Compare the affects of natural resource (crops,) and landform with a population map &graphs. A river in Southeastern Ky was rerouted causing Martin, Ky to be flooded often. What happened to Martin, KY over time? Analyze the information from following sites to determine pattern of population growth over time then refer back to the landform and natural resource maps to see if there is a common factor. TIME; Animated Map Create a Wiki on Ischool with the following question: How did the Hoover Dam change the Southwest area of the United States? Note: Ischool is for FCPS only. Other school wiki sites are available.
Vocabulary: What terms could students use to clarify communication about this content?	Physical maps, thematic maps, political maps, region, location, human characteristic, physical characteristic, mountain ranges, latitude, longitude
Assessment: How will students be assessed to find out what they already know and what they’ve learned?

Curriculum Framework: Grade 5 Extensive List of World & Country Maps

Topic: Geography (Instructional Days 1-21 )

Big Idea: Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

Academic Expectations:

2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

Grade 5 Skills and Concepts

Students will

demonstrate an understanding of patterns on the Earth’s surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs):

o locate, in absolute or relative terms, major landforms and bodies of water in the United States

o locate and explain patterns on Earth’s surface (e.g., how different factors such as rivers, mountains and plains impact where human

activities are located)

investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

o explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious

beliefs) and physical characteristics (e.g., climate, landforms, bodies of water)

o locate and describe patterns of human settlement and explain how these patterns were influenced by the physical characteristics (e.g.,

climate, landforms, bodies of water) of places and regions in the United States

o investigate how advances in technology (e.g., dams, roads, air conditioning, irrigation) over time have allowed people to settle in

places previously inaccessible in the United States

investigate how humans modify the physical environment:

o describe how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs during the early settlement of

the United States

o analyze how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and

restricted human activities during the early settlement of the United States

o explain how different perspectives of individuals and groups impact decisions about the use of land (e.g., farming, industrial,

residential, recreational) in the United States

Content

Activities/Resources

Technology Resources

Assessment Resources

Map Study General Resources

Clipart and outline maps

National, State and Local Standards

What concepts and understandings do students need to learn? ~ (Use for Essential Questions)

Core Content for Assessment

What do students need to understand and be able to apply to new situations?

Grade 5 Enduring Knowledge – Understandings

Students will understand that

· The use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help interpret information, understand and analyze patterns, spatial data and geographic issues.

· Patterns emerge as humans move, settle and interact on Earth’s surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

· Regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups.

· People depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of the United States.

SS-05-4.1.1 Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climates, roads and bridges) and analyze patterns of movement and settlement in the United States. DOK 3

SS-05-4.1.2 Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. DOK 2

SS-05-4.1.3 Students will describe how different factors (e.g., rivers and mountains) influence where human activities were/are located in the United States.

SS-05-4.1.4 Students explain how factors in one location can impact other locations (e.g., natural disasters, building dams).

SS-05-4.3.1 Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, and bodies of water). DOK 2

SS-05-4.3.2 Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States. DOK 2

SS-05-4.4.3 Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational).

· Notebook= Landforms definitions

· Notebook=Students create a map according to a key to show the major landforms of the US.

· Interactive landform map

· KET Encylomedia- do search for "Natural Resources" i.e. The Biggest Treasure Chest: Our Natural Resources

Compare the affects of natural resource (crops,) and landform with a population map &graphs.

A river in Southeastern Ky was rerouted causing Martin, Ky to be flooded often. What happened to Martin, KY over time?

Analyze the information from following sites to determine pattern of population growth over time then refer back to the landform and natural resource maps to see if there is a common factor.

TIME;

Animated Map

Create a Wiki on Ischool with the following question: How did the Hoover Dam change the Southwest area of the United States?

Note: Ischool is for FCPS only. Other school wiki sites are available.

Vocabulary:

What terms could students use to clarify communication about this content?

Physical maps, thematic maps, political maps, region, location, human characteristic, physical characteristic, mountain ranges, latitude, longitude

Assessment:

How will students be assessed to find out what they already know and what they’ve learned?