distance learning packet week 1€¦ · multi-digit by single-digit multiplication learning...
TRANSCRIPT
4th GRADE
Distance Learning Packet
Week 1
1
Table of Contents ENGLISH LANGUAGE ARTS
ELA Lesson 1………………………………………………………………………… page 2
ELA Lesson 2………………………………………………………………………… page 6
ELA Lesson 3………………………………………………………………………… page 12
MATHEMATICS
Math Lesson 1………………………………………………………………………… page 18
Math Lesson 2………………………………………………………………………… page 23
Math Lesson 3………………………………………………………………………… page 28
SCIENCE
Science Lesson 1……………………………………………………………………... page 32
Science Lesson 2……………………………………………………………………... page 36
SOCIAL STUDIES
Social Studies Lesson 1……………………………………………………………... page 47
Social Studies Lesson 2……………………………………………………………… page 50
2
ENGLISH LANGUAGE ARTS - Week 1 Lesson 1: Main Idea and Details Learning Objective: Good readers determine the main idea of a passage by identifying what it is mostly about and finding details that connect. English Language Arts Standard:
• 4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
________________________________________________________________________________ Directions: First, complete the Warm-Up. Then, read the passage “They Need A Fire!” Once
finished, complete the two main idea and details graphic organizers. Last, respond to the Exit
questions.
Warm-Up: Please answer these questions in complete sentences.
What do you already know about forest fires? How are they different from other types of fires?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_______________________
3
4
Main Idea and Details for Paragraph 1. Please tell what paragraph 2 is mostly about. Then, find 3 details that support it.
2. What is the main idea of the whole passage (paragraphs 1-5)? Find 3 details in the text that support it.
5
Exit: Please answer in complete sentences.
What are some new things you learned from reading this passage? Did anything surprise you?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
____________________
6
ENGLISH LANGUAGE ARTS - Week 1 Lesson 2: Cause and Effect Learning Objective: Good readers identify cause and effect relationships between events in a story by noticing why things happen and thinking about what happens as a result. English Language Arts Standard:
• 4.RL.2: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
________________________________________________________________________________ Directions: First, complete the Warm-Up. Then, read the passage “Reading to Max.” Once finished,
complete the Cause and Effect graphic organizers. Last, respond to the Exit questions.
Warm Up: Please answer these questions in complete sentences.
What kind of animal would you like to have as a pet? Give at least three reasons to explain why. _________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_______________________
7
Before reading the passage “Reading to Max,” review the Cause and Affect image below:
….to be continued…
8
Let’s Practice: Fill out the graphic organizers below for the first half of the story.
What happens as a result?
Why did something happen?
Ben loves cats and hears about the cat-reading program at the
library.
Ben tells his dad that Max is the best cat ever.
9
Continue reading about Ben and Max.
10
Let’s Practice: Fill out the graphic organizers for the second half of the story.
What happens as a result?
Ben’s mom is allergic to cats.
Why did something happen?
Ben gets better at reading and even wins the
Most Improved Reader Award!
11
Exit: Please answer these questions in complete sentences.
Based on what Mrs. Patel does in this story, how would you describe her? Explain why!
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
12
ENGLISH LANGUAGE ARTS - Week 1 Lesson 3: Textual Evidence Learning Objective: Good readers provide textual evidence by finding details and examples in the text to prove their answers. English Language Arts Standard:
• 4.RI.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
________________________________________________________________________________ Directions: First, complete the Warm-Up. Then, read the passage “MVP.” Once finished, complete
the Textual Evidence activities. Last, respond to the Exit questions.
Warm-Up: Please answer these questions in complete sentences. .
Do you have a favorite sport? If so, tell about what it is and why you like it. If not, tell about another fun activity that you like to do. ___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___
13
….to be continued…
14
Let’s Practice: For each statement below, prove whether it is true or false using a detail from the story.
True or False? (circle one) Prove it with a detail from the story!
At the beginning of the story, the game has just begun.
True False
Cole is telling this story.
True False
MVP stands for “most valuable player.”
True False
Keep reading about the game.
15
16
More Practice: For each statement below, prove whether it is true or false using a detail from the story.
True or False? (circle one) Prove it with a detail from the story!
When the clock was at 6:00, the score was tied.
True False
When the clock was at 5:00, Derek (the narrator) misses a shot.
True False
When the clock was at 4:00, Cole got hurt.
True False
At the end of the story, Derek is angry at Cole.
True False
17
Exit: Please answer these questions in complete sentences.
Why do you think people sometimes struggle being part of a team? What are some hard things about working on a team or in a group? What are some good things about it?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
18
MATHEMATICS - Week 1 Lesson 1: Multi-Digit by Single-Digit Multiplication Learning Objective: You will be able to multiply multi-digit numbers (factors) by single digit numbers (factors). Math Standard:
• 4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations
________________________________________________________________________________ Directions: First, slowly and carefully review the lesson on multiplication. Once you are finished,
complete the Lesson Review problems.
Multi-Digit by Single-Digit Multiplication
Multiplication problems are best understood by understanding the meaning of the problem. Let’s
look at an example of this: 14 × 7 = 98 This means that 7 groups of 14 is equal to or the same as
98. Using the language of math, we would say that the numbers 7 and 14 are factors and the
product (answer) is 98. If we didn’t know that the correct product was 98, we would have to work the
problem using an efficient traditional strategy, which we call an algorithm. In this case, we will use the
traditional strategy or algorithm:
tens place ones place 14 × 7
• Note that we must place one factor above the other factor, using place value as our guide. It is
usually helpful to place the larger factor on top. Next, we place the multiplication symbol " × " in front of the bottom factor. In other words, the ones digits must always be atop each other,
and the tens digit must be in the tens place.
19
• The first step is to multiply the factor 14 by the factor 7. Starting with the digit 4 in the factor 14,
7 × 4 = 28 (7 groups of 4 is 28). Since 28 has both a ones digit (8) and a tens digit (2), we
must carry or regroup the tens digit (2) atop the tens place.
• Here’s what our product (answer) looks like after the first step:
2 14 × 7 8
• But we are not done yet, since we must now multiply the digit 1 in the factor 14 by the factor 7.
Note that even though the digit is a 1, it really represents 10, since the digit 1 is in the tens place.
So 7 × 1 = 7 (7 groups of 1 is 7). We must now also add the digit 2 that we carried or regrouped
to the tens place, so 7 + 2 is 9. We can now place the 9 in the tens place in our product.
• Here’s what our problem looks like now:
2
14 × 7
98
• We have now completed our problem, and the correct product (answer) is 98. We can say that
7 groups of 14 is the same as 98, or 7 × 14 = 98.
• Note that to prove our product, we could simply add 7 groups of 14, and the answer would also
be 98. (14+14+14+14+14+14=14 = 98)
Lesson Review: Solve all 20 multi-digit by one-digit multiplication problems on the next few pages,
using the traditional strategy modeled above. In order to be successful, you must get at least 16 of the 20 problems correct (16 is 80% of 20).
20
17 × 9 = 11 × 3 = 10 × 9 = 13 × 4 =
23 × 2 = 24 × 3 = 28 × 7 = 26 × 4 =
21
30 × 2 = 37 × 5 = 39 × 3 = 35 × 8 =
50 × 3 = 53 × 4 = 68 × 5 = 62 × 2 =
22
81 × 2 = 80 × 7 = 94 × 5 = 99 × 28 =
23
MATHEMATICS - Week 1 Lesson 2: Multi-Digit by Single-Digit Multiplication Learning Objective: You will be able to multiply multi-digit numbers (factors) by single digit numbers (factors). Math Standard:
• 4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations
________________________________________________________________________________ Directions: First, slowly and carefully review the lesson on multiplication. Once you are finished,
complete the Lesson Review problems.
Multi-Digit by Single-Digit Multiplication
Multiplication problems are best understood by understanding the meaning of the problem. Let’s
look at an example of this: 14 × 28 = 392 This means that 14 groups of 28 is equal to or the same
as 392. Using the language of math, we would say that the numbers 14 and 28 are factors and the
product (answer) is 392. If we didn’t know that the correct product was 392, we would have to work
the problem using an efficient traditional strategy, which we call an algorithm. In this case, we will use
the traditional strategy or algorithm:
tens place ones place 28 × 14
• Note that we must place one factor above the other factor, using place value as our guide.
Then we place the multiplication symbol " × " in front of the bottom factor. In other words, the
ones digits must always be atop each other, and the tens digits must be atop each other as
well.
24
• The first step is to multiply the factor 28 by the 4 in the factor 14. So, 4 × 8 = 32(4 groups of
8 is 32). Since 32 has both a ones digit (2) and a tens digit (3), we must carry or regroup the
tens digit (3) atop the tens place.
• Here’s what our answer looks like after the first step: 3
28 × 14 2
• Next, we must now multiply the digit 2 in the factor 24 by the factor 4. Note that even though the
digit is a 2, it really represents 20, since the digit 2 is in the tens place.
So 4 × 2 = 8 (4 groups of 2 is 8). We must now also add in the digit 3 that we carried or regrouped
to the tens place, so 8 + 3 is 11. We can now place the 11 in our product.
• Here’s what our problem looks like now:
3
28 × 14 112
• Now we are ready to multiply the factor 28 by the digit 1 in the factor 14. Note that the digit 1 in
the factor 14 represents 10, since the digit 1 is in the tens place, and we must first place a 0 in
the ones place before multiplying by 1.
• Here’s what the problem looks like after this step:
28 × 14 112 0
• Next, we will multiply each digit in the factor 28 by the digit 1 in the factor 14. So, 1 × 8 = 8 and
1 × 2 = 2. We can now place those numbers into our problem as follows:
28 × 14 112 280
25
• The final step is to add 112 + 280.Of course, the answer is 392. Using the language of math,
we can say that the product of the factors 14 and 28 is 392, or 14 × 28 = 392:
28 × 14 112 +280
392
Lesson Review: Solve all 20 multi-digit multiplication problems on the next few pages, using the
traditional strategy modeled above. In order to be successful, you must get at least 16 of the 20 problems correct (16 is 80% of 20).
14 × 14 = 12 × 16 = 10 × 15 = 11 × 18 =
26
13 × 24 = 14 × 30 = 15 × 17 = 19 × 24 =
20 × 10 = 21 × 13 = 27 × 11 = 20 × 14 =
27
30 × 14 = 33 × 17 = 38 × 12 = 34 × 15 =
21 × 29 = 30 × 31 = 44 × 50 = 22 × 28 =
28
MATHEMATICS - Week 1 Lesson 3: Finding the Area of Rectangles Learning Objective: You will be able to use multiplication to find the area of rectangles. Math Standard:
• 3.MD.C.7: Relate area to the operations of multiplication and addition. b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. (3rd Grade Review)
________________________________________________________________________________ Directions: First, slowly and carefully review the lesson on finding the area of rectangles. Once
you are finished, complete the Lesson Review problems.
Finding the Area of Rectangles
Area is a measurement of the number of square units that it would take in order to completely cover a
shape, in this case, rectangles. If every rectangular shape were already divided into equal square
units, the all we would have to do is to count the number of square units in the rectangular shape.
For example:
By counting the number of squares in the above rectangle, we could determine that the area would
be 9 square units. In mathematics, we would write the area as 9 𝑢𝑛𝑖𝑡𝑠6. The small number 2 above
the word units is called an exponent and in the case of area, it means that the units covering the
rectangle are squares.
29
In many real-world situations, rectangular shapes are NOT usually already divided into equal
squares, so we must use measurements, or dimensions, to find the area of a rectangle. Rectangular
shapes have two dimensions: length and width. Length is usually the larger of the two dimensions.
For example: The following rectangle has a length of 9 feet (ft.) and a width of 4 feet (ft.) 9 ft. 4 ft.
In order to find the area of this rectangle, we would multiply the length × width, or 9 × 4 = 36. It is
very important to realize that the correct area is NOT 36, but instead should be 36 square units
(36𝑓𝑡.6 or 36 square feet). Your answer will always contain the square units of measurement, such as
inches (in.), feet (ft.), yards (yds.), miles (mi.), etc. If no specific measurement unit is given, then then
area will be stated as the number of square units or 𝑢𝑛𝑖𝑡𝑠6.
In the real world, area measurements have many uses, such as determining the number of square
yards of carpet that would be needed to fully carpet a rectangular room. For example, If the room had
a length of 10 yards and a width of 5 yards, we could calculate the area, or number of square yards of
carpet needed by multiplying 10yds. × 5yds. = 50𝑦𝑑𝑠.6 and this would tell us that we would need to
purchase 50 square yards of carpet in order to re-carpet the rectangular room.
To summarize, in order to find the area of a rectangular shape, we can always use the multiplication
formula: Area = Length × Width or A = L ×W. Your answer must always be written as square units
of measurement.
Lesson Review: Solve all 5 of the area problems on the next few pages, using the multiplication
formula shown above.
In order to be successful, you must get at least 4 of the 5 problems correct (4 is 80% of 5).
30
1. 9 in. 2 in. Area _______________ 2. 16 ft. 12 ft. Area _______________ 3. 32 yds. 11 yds. Area _______________ 4. 22 mi. 64 mi. Area _______________
31
5. Anna wants to buy new carpet for her rectangular bedroom. The dimensions of her bedroom are: length - 11 yds; width - 8 yds.
In the space below, draw and label a rectangle to represent Anna’s bedroom. Then, find the area and
make sure to draw a circle around your answer, making sure that your answer is labeled with the
correct measurement unit.
32
SCIENCE - Week 1 Lesson 1: What is a Scientist? Learning Objective: Students will be able to think like a scientist by identifying types of scientists and making observations. Science “Core” Standard:
• U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.
________________________________________________________________________________ Directions: Complete the following questions and tasks answer the question “What is a scientist?”
1. What do you think a scientist looks like? Draw scientist in the box
2. What makes the person in the box a scientist?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
33
A Scientist is someone who collects data in an organized format to test questions. Scientists
look for explanations and try to find solutions to problems. There are many types of scientists.
A scientist often focuses on a specific topic that falls within the realm of Physical Science,
Earth Science, and Life Science. There are many different types of scientists in each of these
categories.
3. First, complete the “Super Scientists” worksheet (located on page 36) to identify what
different types of scientists are called. Now that you have had an introduction to scientists; in
the box below pick your favorite type of scientist and draw yourself as one of them!
4. Scientists make observations about the natural world around them and use these observations
to develop testable questions. Observations are statements about something you have seen,
heard, or noticed. Testable questions are questions that can be tested through
experimentation.
a. Go outside and write down 5 observations:
i. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
34
ii. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
iii. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
iv. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
v. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. For your final activity for this lesson, develop one testable question for each observation.
Remember these are questions that can be tested by experimentation!
i. ________________________________________________________________
________________________________________________________________
________________________________________________________________
ii. ________________________________________________________________
________________________________________________________________
________________________________________________________________
iii. ________________________________________________________________
________________________________________________________________
________________________________________________________________
iv. ________________________________________________________________
________________________________________________________________
________________________________________________________________
v. ________________________________________________________________
________________________________________________________________
________________________________________________________________
35
36
SCIENCE - Week 1 Lesson 2: Lab Safety Learning Objective: Students will be able to make safe lab decisions by identifying the safety rules. Science “Safety Expectations” Standards:
• Identify hazards. Hazards may be physical, chemical, health, or environmental. • Evaluate the type of risk associated with each hazard. • Instruct students on all procedures and necessary safety precautions in such a way as to
eliminate or reduce the risk associated with each hazard. • Prepare for any emergency that might arise despite all the required safety precautions.
________________________________________________________________________________ Directions: Use the PowerPoint slides pages to fill in the blank spots on the notes. Make sure you
study these notes, there will be a safety quiz when we return to in person classes! Do not forget to
get the contract at the end of the notes page signed by both you and your parents!
37
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
38
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
39
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
40
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
41
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
42
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
43
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
44
Lab Safety Notes and Contract
Reasons for lab safety Science is a laboratory class. You will be doing laboratory activities, which require the use of
________________ chemicals and ______________ lab equipment. ____________________ in the science classroom is the #1
_________________. A signed lab ____________________ and a score of _______ or better on
the _____________________ are required to participate in labs. General Safety Rules
1. Follow all _________________ given by the teacher. Do not _________ anything __________ the instructions are given.
2. Wear safety goggles to protect your __________ from _____________, ______________ materials, or things that might be able to _________________.
3. Notify your teacher if any ___________ or ___________ occur. 4. After handling chemicals, always wash your _____________ with
___________ and water. 5. During lab work, keep your hands away from your _________. 6. Tie back long _____________. 7. No __________ clothing or _________ ________ shoes. 8. Keep your work area _________ and _________. 9. Clean up your lab area at the ___________________ of the laboratory
period. 10. Never put anything into your ______________ during a lab experiment. 11. Never “horse around” or play _______________ _______________ in
the laboratory. Glassware Safety
1. Report chipped or cracked glassware to the ____________. 2. Broken glassware is thrown away in a _____________ glass disposal
container, _____ the classroom trashcan. 3. Always keep glassware at least a _______________ _______________
from the edge. 4. Pour down a glass stirring rod to prevent liquids from _______________. 5. If a piece of glassware gets broken, do not try to clean it up by yourself.
__________________ the teacher. 6. Do not place hot glassware in _____________. Rapid cooling may make
it ____________________.
45
First aid if someone gets a cut: 1. Tell the _______________. 2. ___________ with a clean paper towel and apply _______________. Chemical Safety
1. Wear protective ______________ and a lab ____________ whenever _____________ chemicals.
2. Never mix chemicals _________________ unless you are told to do so. 3. Never ____________ any chemicals. All chemicals, including
___________ in the lab are considered _______________. 4. If you need to smell the ___________ of a chemical, ___________ the
fumes toward your nose with one hand. Never directly __________ the fumes.
5. Always pour _____________ into ____________. Remember alphabetical order, A to Z.
6. Follow the instructions of your teacher when disposing of all __________________.
7. Wash your hands after handling ____________ chemicals. 8. Never _________ any chemicals from the lab or store room.
First aid if someone gets poisoned: 1. Stay calm, and tell the ________________. 2. _________ the chemicals that were being using. First aid if someone spills a chemical on them: 1. Tell the ________________. 2. __________ the area with running water.
Electrical Safety 1. Plug in electrical cords where no one can trip on them or get
_______________ in them. 2. Be sure your hands and your lab area are __________ before using
electrical equipment. 3. Never poke anything into electrical ________________. 4. Unplug cords by pulling the _______________ and not the cord. 5. Unplug all electrical equipment at the end of the __________
____________. First aid if someone gets an electrical shock:
1. Tell the ________________. 2. Shut off the current at the _____________. 3. Remove wire with ____________ gloves.
Heating Safety 1. Let burners and hotplates cool down before __________ them. 2. Use tongs and/or protective gloves to handle ____________ objects. 3. Never reach across an open _____________ or _______________.
46
4. Always point the top ends of test tubes that are being heated _______________ from people.
5. Only _________ glassware should be heated. 6. Heat glassware by placing it on a wire gauze platform on a
___________________. Do not hold it in your _______. 7. Hot plates or glassware do NOT turn _______ when they are hot! 8. Never leave a burner or hotplate _____________________.
First aid if someone gets burned: 1. Tell the ________________. 2. Immediately flush with ________________ water until burning sensation is lessened. First aid if someone faints: 1. Provide __________________ air and have the person recline so that
their head is _______________ than the rest of their body. First aid if someone gets something in their eye: 1. Flush eyes immediately with plenty of _____________ for several
minutes. 2. If a foreign object is lodged in the eye, do not allow the eye to be
_______________. Remember to…
• Stay at your work station • Maintain a clean work area • Read and follow all directions • Report any spills, accidents,
or injury to the teacher immediately • Clean and put away all equipment at the end of the
lab period • Dispose of waste products according to instructions
________________________________________________________________________________ I agree to abide by the above safety rules. I understand that the consequence for not following them is to no longer be allowed to participate in lab at school. ________________________________ _______________________________
Print Student’s Name Student’s Signature ________________________________ _______________________________
Parent’s Signature Date
47
SOCIAL STUDIES Week 1 Lesson 1: An Introduction to Geography
Learning Objective: Students will become familiar with the study of geography by completing comprehension questions and using the 5 themes of geography to analyze their home’s location. Social Studies “Anchor” Standards:
• G1: The use of geographic representations and tools helps individuals understand their world.
• G2: Human-environment interactions are essential aspects of human life in all societies. • G3: Examining human population and movement helps individuals understand past, present,
and future conditions on Earth’s surface. • G4: Global interconnections and spatial patterns are a necessary part of geographic
reasoning. ________________________________________________________________________________ Directions: Read the following social studies reading passage; highlight or underline any information (key terms, previously unknown information, etc.) that you believe is important to the passage. Once finished, answer the corresponding comprehension questions.
What is Geography?
Geography is the study of Earth and its people. Geographers
are scientists who study where things are and how things got there.
Geographers also study how people use the Earth’s resources.
Exploration and the discovery of new places is an important part of
geography. Geographers seek an understanding of Earth—not simply
where objects on Earth can be found, but also why they are there, and
how they develop and change over time.
Geographers often use models of the Earth, like globes and maps.
A globe is a spherical model of the Earth (like the Earth, a globe is the
shape of a sphere, or ball). A world map is a flat representation of the
surface of the Earth.
Geography is often defined in terms of two branches: human geography and physical
geography. Human geography is concerned with the study of people and their communities,
48
cultures, and interactions with their environment. Physical geography is concerned with the study of
the natural environment, like land formations, soil, and climate.
The 5 Themes of Geography When geographers study Earth and its geography, they often
think about the five main themes, or topics. Keeping these themes in
mind as you explore history and geography will help you think like a
geographer. The five themes of geography are listed below:
1. Location: Everything on Earth has its own location—the place where it can be found. 2. Place: Every place has physical and human characteristics, or features, that make it
different from all other places. Physical features are formed by nature. Human features are
created by people. 3. Human-Environment Interactions: People and their surroundings interact, or affect each
other. People’s activities may modify, or change, the environment. The environment may
affect people, requiring them to adapt, or adjust, to their surroundings. 4. Movement: Every day, people in different states and countries exchange products and
ideas. 5. Regions: Areas of Earth with main features that make them different from other areas are
called regions. A region can be described by its physical features or its human features.
Comprehension Questions:
1. In your own words, define geography:
________________________________________________________________________________
________________________________________________________________________________
2. How is a world map different from a globe?
________________________________________________________________________________
________________________________________________________________________________
49
3. How does human geography differ from physical geography?
________________________________________________________________________________
________________________________________________________________________________
4. In Arizona, people must learn to live with the blazing heat during the summer months. In which of
the five themes of geography does this fact belong? Explain your reasoning.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5. Think about where you live (it could either be your city or your state). Can you describe your home
city or state using the five main themes of geography: location, place, human-environment
interactions, movement, and region? What about any other locations that you are familiar with?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
50
SOCIAL STUDIES Week 1 Lesson 2 – Looking at Earth: Continents and Oceans Learning Objective: Students will review the Earth’s seven continents and five oceans, as well as different key geographical features, by responding to comprehension questions and using a map to find different locations. Social Studies “Anchor” Standards:
• G1: The use of geographic representations and tools helps individuals understand their world.
• G4: Global interconnections and spatial patterns are a necessary part of geographic reasoning.
________________________________________________________________________________ Directions: Read the following social studies reading passage; highlight or underline any information (key terms, previously unknown information, etc.) that you believe is important to the passage. Once finished, answer the corresponding comprehension questions.
Earth’s Continents The Earth’s land is divided into seven large areas called continents. A continent is a large
area of land separated from other areas by water, mountains, and other natural features. Earth’s
continents, from largest to smallest, are Asia, Africa, North America, South America, Antarctica,
Europe, and Australia.
51
Earth’s Oceans The largest areas of water on Earth are called oceans. About three-fourths of the Earth is
covered with water. If you look at a map or a globe, you can see that these five “oceans” are
connected. The water is actually one huge body of water, called the global ocean. Although all of the
ocean water on Earth is connected together, geographers have given different names to the sections
of water separated by land. Long ago, people only know about the ocean next to where they lived.
Today, we say there are five oceans. Earth’s oceans, from largest to smallest, are the Pacific,
Atlantic, Indian, Southern, and Arctic.
Hemispheres, the Equator, and the Prime Meridian Due to its shape, you can see only one-half of Earth at a time when you look at a globe.
Halfway between the North Pole (the northernmost point on Earth) and the South Pole (the
southernmost point on Earth) on a globe is a line called the equator. The equator divides Earth into
two equal halves, or hemispheres. The Northern Hemisphere is north of the equator, and the
Southern Hemisphere is south of it.
Another line, the prime meridian, runs from the North Pole to the South Pole. It is often used
to divide Earth into the Western Hemisphere and the Eastern Hemisphere.
A location on Earth can be found in more than one hemisphere at the same time. For
example, find Australia on the map above. Notice how it is entirely in the Eastern Hemisphere—
however, it is also in the Southern Hemisphere. Some continents, like South America, are located in
three hemispheres.
52
Comprehension Questions:
1. In which two hemispheres is Asia primarily located?
________________________________________________________________________________
2. If you were to fly east from North America to Australia, what two oceans would you cross?
________________________________________________________________________________
3. True or False: Antarctica is located in the Eastern, Western, and Northern Hemispheres.
________________________________________________________________________________
4. Rank the following four continents from largest to smallest: Africa, Antarctica, Asia, Australia.
________________________________________________________________________________
5. The prime meridian divides the earth into _______________ and _______________ hemispheres.