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CCSS 2012 presentation by CGA on California Atlas; some photos and cover art deleted due to size of file; contact Emily Schell at eschell@mail.sdsu.edu for more information; go to calgeography.org for ...

CCSS 2012 presentation by CGA on California Atlas; some photos and cover art deleted due to size of file; contact Emily Schell at eschell@mail.sdsu.edu for more information; go to calgeography.org for resources

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Cga atlas ccss_2012_abrev Cga atlas ccss_2012_abrev Presentation Transcript

  • Atlas  of  California:     A  Changing  State  California  Geographic  Alliance   CCSS  Conference   March  3,  2012  
  • Funding  and  Support  for  this  work   provided  by:  
  • 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.  
  • 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?  
  • Map  Skills  DemonstraEon  Lesson  #1  
  • 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.  
  • 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  
  • 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  
  • LocaEon:  Where  I  Live   DemonstraEon  Lesson  #2  
  • 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  
  • 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  
  • 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  
  • Our  Community  
  • Our  Community  
  • Our  Community  
  • County  Map  
  • Physiographic  Map  
  • Water  Resources  Map  San Diego Bay
  • Major  Highway  Map  
  • Assessment  •  My  town    is  located  near  _______.  •  My  town  is  part  of  the  ______  region.  •  ______  River  is  near  my  town.  
  • 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?  
  • California’s  Economy     DemonstraEon  Lesson  #3  
  • Standards  •  Describe  the  development  and  locaEons  of   new  industries  since  the  turn  of  the  century  
  • 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  
  • Sample  Commodity:  Strawberries  
  • Agricultural  Products  Map  
  • Physical  Geography  Map  
  • Urban  and  Agricultural  Lands  Map  
  • Minimum  January  Temperatures   Map  
  • Maximum  July  Temperatures  Map  
  • 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  
  • 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?  
  • 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!!!!