Sub-Saharan Africa

Courtney Phillips, Maggie Pogue, Hayley Redding

EDUC 36511/27/2012

The Energized Exhilarators

7th grade

Science- Courtney

Social Studies- Hayley

English Language Arts- Maggie

Overview

We will investigate how geography, demographic trends, and environmental conditions affect the modern societies in Sub-Saharan Africa. We will focus on the urban, rural, and tribal regions of Sub-Saharan Africa and investigate how trends in weather patterns, disease, and other genetic conditions affect cultures and societies.

Integrated Unit Projects

Tribes Museum Box

*We are a one-to-one school.*

Museum Box

Focus

Science: Water Cycle, Disease, Heredity

Social Studies: Sub-Saharan Africa• Geography and Culture

English Language Arts: Culture of Sub-Saharan Africa

Science

Thursday: Heredity

Focus: Genetic Traits

TLW (general topic): Practice using Punnett Squares to show how traits are passed genetically

Activity: “Where’d you get those genes?,” Birth Certificate

Social Studies

Tuesday: Urban regions of Sub-Saharan Africa

Focus and Review: Population Density

TLW (general topics): Natural resources, competition, mining industry

Activities: “Mining for Mysteries” and digital advertisement for mining company

Day: Tuesday Subject: Social Studies

Goals & Objectives: Social Studies: 7.G.1.1. Explain how environmental conditions and human response to those conditions influences modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement). 7.E.1.1. Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization and interdependence). English Language Arts: 7.SL.5. 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Information and Technology: 7.TT.1.1 Use appropriate technology tools and other resources to access information. 7.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files).

Activity Description of Activities and Settings Materials/Supplies Needed Time Allocated 1. Focus & Review (initial motivation and relationship to previous learning or prior experiences)

The teacher will write “How does the environment affect the availability of natural resources?” on the board. (Theme of the day from Advisement period.) Students will review countries that make up Sub-Saharan Africa using the interactive map on http://worldmap.harvard.edu/africamap/. Students will apply the “Population Density” feature and, based on what they have learned about climate and geographic regions, make predictions about why there are more people living in certain geographic regions than others.

Laptops Pencil Paper

10 minutes

2. Statement of Objectives (specification of behaviors students will perform; TSW)

The students will investigate how environmental conditions such as

drought led to the development of the mining industry in Sub-Saharan Africa. Students will connect the competition for natural resources to the large migration of the population to urban settings in order to work in the mines. Students will also learn about the types of natural resources found in Sub-Saharan Africa and their uses.

3. Teacher Input (Through some means, teacher presents information; tell, read, relate, show, model)

1. Students will present their theories about population migration that they compiled during the Focus & Review to the class. The teacher should ask probing questions that guide discussion toward the scarcity of and competition for natural resources.

GP

Paper from previous activity

10 minutes

4. Guided Practice/Distributive

21st Century Skills __TC X CT X TL __A X GA

TLW:

English Language Arts

Thursday: Folktales

Focus and Review: “Mufaro’s Beautiful Daughters”

Activities: PowerPoint, folktale activity, write own folktale

TLW (general topics): Four types of folktales and the elements of each

African Culture Day

Students will present the information about their tribes.

Museum Box

Rain dance

Tribe member

Folktale

Mining Company Advertisement

Resourceshttp://worldmap.harvard.edu/africamap/ http://www.sheppardsoftware.com/Africa-georegion.htmlhttp://www.pbs.org/wnet/africa/explore/index_flash.html http://www.wunderground.com/ http://www.climate-zone.com/continent/africa/http://exploringafrica.matrix.msu.edu/teachers/curriculum/m6/activity4.phphttp://worldmap.harvard.edu/africamap/http://www.afro.who.int/en/clusters-a-programmes/dpc/malaria/features/2287-10-facts-on-malaria-in-africa.htmlhttp://news.nationalgeographic.com/news/2003/06/0612_030612_malaria.htmlhttp://www.time.com/time/health/article/0,8599,2068667,00.htmlhttp://www.africaguide.com/culture/tribes/index.htmhttp://newswatch.nationalgeographic.com/2011/04/01/uncontacted-tribes-the-last-free-people-on-earth/http://www.exploratree.org.uk/http://www.child-sponsorship.com/kalahari_desert.htmlhttp://myths.e2bn.org/mythsandlegends/origins2490-kaangs-people.htmlhttp://www.jpanafrican.com/docs/vol4no6/4.6-10KilumiRain.pdfhttp://www.krugerpark.co.za/africa_bushmen_p2.htmlhttp://wiki.ulwazi.org/index.php5?title=South_African_Traditional_Healers_-_Inyanga_and_Isangomahttp://images.library.uiuc.edu/projects/tdc/lessonplans/AfricanFolkTales.asphttp://www.slideshare.net/amie2372/elements-of-a-folktale#btnNext