Physical Geography of Africa

Deana M. Jaeschke

Central Middle School,  White Bear Lake, MN

Theme:

Africa

 

Grade Level:

8th Grade

 

Title of Lesson:

Physical Geography of Africa

 

Time:

150-200 Minutes (Can be reduced if segments given as homework)

 

Subjects:

Geography, World Cultures, Social Studies, World Studies

 

Required Materials:

·      Africa physical outline map & label list

·      Atlas (Goode’s World Atlas, Rand McNally, or Nystrom Classroom/Desk Atlases)

·      Africa climate, economic activities & resources, population density and ecosystems maps and colored transparencies

·      Concept Web: http://www.teachervision.com/lesson-plans/lesson-4306.html

 

Objectives:

·      Students will construct and deepen their knowledge of the physical geography of Africa

·      Students will identify and locate Africa’s physical features, understanding why they exist and the effects on climate, resources, economic activity and population density

 

Prerequisite Knowledge:

·      How to read, interpret, and knowledge of thematic maps, relief maps, landforms and waterways, elevation

·      How to label a physical map using TODALS

·      Knowledge of climates, population density, economic activities and patterns in world economic development

·      Students have had practice and are well grounded in expectations for student presentations, cooperative groups, and student led discussions and substantive conversation

 

Teaching Suggestions:

Physical Map activities can be used as homework, extended over a period of classes, or completed in an entire period

 

 

 

Opener:

·      Teacher should utilize the feedback from the KWL charts and statements & questions to formulate an introduction that bridges the prior knowledge and desired understanding to the physical geography content. For example, most students know that the Sahara Desert is the largest desert in the world. This could be stated and followed up with how the class will investigate where this desert exists, why, is it growing?, and what impact it may have on the culture and economy of northern Africa. The most powerful way to do this would be to quote students directly. A mental web may be a useful visual tool: http://www.teachervision.com/lesson-plans/lesson-4306.html

 

 

 

Student Activities/ Discussion Questions:

1.     Students label Africa’s physical features on outline map using label list

2.     Climate and Ecosystems of Africa Group Presentation  

Students are divided into 8 groups, representing the 8 climate zones in Africa and receive the guidelines for the presentation (link to Climate and Ecosystems Presentation file).

 

Closure/ Reflection/ Assessment Activities:

Reflection Questions (can be done in student presentations or by teacher upon the completion of the presentations):

1.     How do climates and ecosystems effect the economic capacity of African Countries?

2.     What type of human and environmental interaction can we predict when analyzing a climate & ecosystem zones? (This is a great question for the students to use in presentations as they transition from map to map).

 

Extension Activities / Differentiated Instruction:

Modifications can be made in student participation in various aspects of the presentation

 

RESOURCE BAR

Definitions:

Substantive Conversation- Students engage in extended conversational exchanges with the teacher and/or their peers about subject matter in a way that builds improved and shared understanding of ideas or topics

 

Geography Standards:

National Geography Standards: 1, 2, 3, 4, 7, 8, 9, 11, 12, 14, 15, 16, 18

 

Web Links for Teachers and Students:

Substantive Conversation: http://www.mpls.k12.mn.us/schools/social_studies/authentic_instruction/pedagogy/framework/class_instruct_sub_conv.html

 

 

 

 

Credits

Deana M. Jaeschke

World Geography Teacher

Central Middle School

White Bear Lake, MN

dmjaes@wbl.whitebear.k12.mn.us