Subject: 6th Grade SSDate: 1/06– 1/09

Monday- Acquisition Lesson Tuesday-Acquisition Lesson

Wednesday- Acquisition Lesson Thursday –Extend / Refine Lesson

Friday-Extend / Refine Lesson

CCGPS Standard/Element• SS6G1 The student will locate selected features of Latin America and the

Caribbean. – a. Locate on a world and regional political- physical map: Amazon River, Caribbean Sea,

Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.

– b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.

• SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean. – a. Compare how the location, climate, and natural resources of Mexico and Venezuela

affect where people live and how they trade.– b. Compare how the location, climate, and natural resources of Brazil and Cuba affect

where people live and how they trade..

Concepts/Vocabulary

Be able to locate the following :Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.Be able to locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.Students will draw/identify the climatic regions and resources found in Mexico, Brazil, Cuba, and Venezuela. Students will design a key to accompany their map. (suggested in the "Latin America Today" state framework)

Essential Question/ Lesson Objective Monday- Gen Ed/ Avd –Where are the nations of Latin America located?Tuesday – Gen Ed/Advanced - ESEP- Where are the major physical features of Latin America located ? Wednesday-Gen Ed/ESEP /Advanced- How does location, climate, distribution of natural resources, and population distribution affect Latin America and the Caribbean? Thursday-Gen Ed/ESEP/ Adv. – How do the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade? Friday- Gen Ed/ESEP /ESEP– How do the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade?

Opening

Beginning our CRCT review – starting with European Geography Big 20, 20 questions quiz Friday on weekly big 20. • Monday – Off • Tuesday- 1-10 on Big 20 Sheet • Wednesday- 11-15 on Big 20 Sheet • Thursday 16-20 on Big 20 Sheet • Friday Big 20 Quiz

Work Session

• Monday- Reg./ Adv. Students Holiday • Tuesday- Reg./Adv. –Wednesday-Reg./Adv. - Begin

map for Latin America w/ PPT • Wednesday- Complete map • Thursday-Reg./Adv- Physical Features reading with

Fill in the blank notes and using info from LA MAPS • Friday-, Reg./Adv-Use physical, climate, natural

resource and population density maps to complete the worksheet.

ClosingUnless otherwise stated, students will present their work session products to the class.• Monday- Student Hoiday • Tuesday – In your opinion, why are we learning about

these specific countries in LA? • Wednesday- In your opinion, why are we learning about

these specific physical features in LA? • Thursday- What is the purpose of a population density

map? Why is this information important? • Friday-Reg. - What is the purpose of a climate map? Why is

this information important?

DifferentiationMonday- ESEP-/GenEd – Directed PPT to help students map the area. Advanced- Will use atlases to complete the work session, will post PPT so students can check their work.

Tuesday-ESEP/GenEd –ESEP-/GenEd – Directed PPT to help students map the area. Advanced- Will use atlases to complete the work session, will post PPT so students can check their

work.

Wednesday- GenEd /ESEP/–Different GO than Advanced Advanced- Different GO than GenEd

Thursday- GenEd /ESEP- Advanced –Different GO than Advanced Advanced- Different GO than GenEd

Friday - GenEd/ ESEP- Different GO than Advanced Advanced- Different GO than GenEd

.

Data

• Students will be receiving individualized remediation by standard to assist them in developing a better understanding of the missed benchmark material. NBI time will be used to help students remediate these problems.