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LESSON 3: Mapping Economic Regions

SUPPORTING QUESTION

How do geographers use maps to draw regions?

FOCUS SKILL(S)

Contextualization

Geographic Relationships

Quantitative Analysis

MATERIALS

TEACHER

Do Firsts + Exemplars

Mapping Economic Regions Student Worksheet + Exemplars

STUDENT

Do First Options

Printed Student Materials

Blank Regional Maps

DO FIRST

Option 1- Frayer: Pattern

Option 2- Quote Analysis

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand

ACTIVITY 1- LAUNCH

Students will watch a video about economic sectors to learn about how economic regions can be determined. As they watch, they will answer guided questions.

TEACHER ACTIONS

1. Hand out and direct students to pages 1-2 of the student worksheet
2. Play the video (view until 4:03)
3. Optional: Allow students time to share their answers with a peer
4. Facilitate class discussion of questions

STUDENT ACTIONS

1. Listen to video and follow along with transcript
2. Answer the questions
3. Participate in class discussion

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LESSON 3: Mapping Economic Regions - Continued

ACTIVITY 2 - PRACTICE

Students investigate how geographers use physical, cultural, and economic maps to identify geographic patterns and draw regions. After examining thematic maps for one world region, students identify areas with similar economic activities and create their own economic regions on a blank map. They conclude by explaining how evidence from multiple maps supports the regions they created.

TEACHER ACTIONS

• Direct students to page 3 of their student worksheet
• Provide copies of the blank regional maps
• Ensure digital access for student research
• Model map analysis and identification of geographic patterns
• Provide academic and behavior expectations
• Facilitate whole-class debrief

STUDENT ACTIONS

1. Examine maps for one world region
2. Transfer evidence from research onto blank map
3. Group places with similar characters and write a brief explanation
4. Participate in whole-class debrief

ACTIVITY 3 - EXHIBIT

Students will plan out their CER paragraph for the Inquiry Journal using the CER Planning Template in their student worksheet.

TEACHER ACTIONS

• Direct students to page 4 of their student worksheet
• Display the Unit 7 Topic 1 Compelling Question
• Instruct students to complete their outline

STUDENT ACTIONS

• Draft an outline for Topic 1 CER paragraph using the CER Planning Template on page 4 of the student worksheet

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LESSON 3: Mapping Economic Regions - Continued

CONCLUSION

Students will reflect on their learning from the prior topic using the Unit 7 Inquiry Journal. Students will use page 2 to write a CER paragraph for the Compelling Question for Topic 1.

TEACHER ACTIONS

• Provide students’ instructions for the Compelling Question for Topic 1
• Monitor student progress and provide feedback as needed

STUDENT ACTIONS

• Write a CER paragraph for Topic 1 Compelling Question

STANDARDS

6.9 Use physical, cultural and economic maps to draw regions on the African continent, and compare these regions to existing economic communities.

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6.21 Use physical, cultural, and economic maps to draw regions on the Asian continent, and compare these to the existing regional economic communities.

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6.33 Use physical, cultural and economic maps to draw regions in Latin America and the Caribbean, and compare these to the existing region's economic communities.

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6.43 Use physical, cultural and economic maps to draw regions in Europe, and compare these to the existing region's economic communities.

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6.50 Analyze maps of North America that represent a variety of environmental (e.g., landforms, bodies of water, natural resources) and cultural characteristics (e.g., languages, religions) to assess geographic patterns on the continent.

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6.57 Use physical, cultural and economic maps to draw regions on Oceania, and compare these to the existing region's economic communities