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• 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization). • 7.3.spi.14. distinguish between types of maps. (i.e. political, physical, climatic, land-use resource, contour, elevation, top...
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• 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization). • 7.3.spi.14. distinguish between types of maps. (i.e. political, physical, climatic, land-use resource, contour, elevation, topographic.) • 7.3.spi.15 interpret a map indicating scale, distance and direction. • 7.3.spi.16. demonstrate understanding of characteristics and implications of a diverse global culture. At Level 3, the student is able to • 7.3
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=6
www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=6
<span class="highlight">topographic</span> <span class="highlight">maps</span>. d. Discuss applications of current geographic techniques in mapping such as GIS and GPS. 7.3.02 Know the location of places and geographic features, both physical and human, locally, regionally and globally. a. Identify the location of Earth's major physical characteristics such as continents, landforms, bodies of water, climate regions, vegetation, and natural resources. b. Identify the location and size of major human features such as cities, political units, and countries. c. Explain why
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=9
www.state.tn.us/education/ci/ss/doc/SS_Grade_7.pdf#page=9
• 7.3.spi.13. recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization). • 7.3.spi.14. distinguish between types of <span class="highlight">maps</span>. (i.e. political, physical, climatic, land-use resource, <span class="highlight">contour</span>, elevation, <span class="highlight">topographic</span>.) • 7.3.spi.15 interpret a map indicating scale, distance and direction. • 7.3.spi.16. demonstrate understanding of characteristics and implications of a diverse global culture. At Level 3, the student is able to • 7.3
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Elements of Geographical Study and Analysis 19 CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7...
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Elements of Geographical Study and Analysis 19 CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A. Reading and constructing maps Identify maps and globes as geographic tools a. Read maps Construct maps with title and key Read and construct maps Construct and interpret maps
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http://dese.mo.gov/divimprove/curriculum/GLE/documents/ss_gle_2.0_k8_0907.pdf#page=19
dese.mo.gov/divimprove/curriculum/GLE/documents/ss_gle_2.0_k8_0907.pdf#pa...
Elements of Geographical Study and Analysis 19 CONCEPTS 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A. Reading and constructing <span class="highlight">maps</span> Identify <span class="highlight">maps</span> and globes as geographic tools a. Read <span class="highlight">maps</span> Construct <span class="highlight">maps</span> with title and key Read and construct <span class="highlight">maps</span> Construct and interpret <span class="highlight">maps</span>
 FIFTH GRADE
Evaluate land use with a variety of maps (e.g., farming, industrial, recreation, housing, etc.). Explain map essentials (e.g., scale, map symbols, elevation, etc.). Interpret special purpose maps and their uses (e.g., climate, vegetation, population, topographic, etc.). Develop...
Social Studies Performance Standard A Grade 8
physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information about a place A.8.2 Construct mental maps of selected locales, regions, states, and countries and draw maps from memory, representing relative location, di...
Microsoft Word - ssstd8.docssstd8.pdf
railroads during a certain era. Access the data on-line. Add the information to the on-line base map. Analyze the maps created to note any patterns. Overlay the maps with additional GIS data showing railroad service during a later era and during the present. Add infor...
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railroads during a certain era. Access the data on-line. Add the information to the on-line base map. Analyze the maps created to note any patterns. Overlay the maps with additional GIS data showing railroad service during a later era and during the present. Add information about the growth or shrinkage of specified cities in each of the eras. Overlay each map with highway access, and compare. Write conclusions resulting from the analysis. Sources for GIS data include the Kansas Data Access and
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http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
railroads during a certain era. Access the data on-<span class="highlight">line</span>. Add the information to the on-<span class="highlight">line</span> base map. Analyze the <span class="highlight">maps</span> created to note any patterns. Overlay the <span class="highlight">maps</span> with additional GIS data showing railroad service during a later era and during the present. Add information about the growth or shrinkage of specified cities in each of the eras. Overlay each map with highway access, and compare. Write conclusions resulting from the analysis. Sources <span class="highlight">for</span> GIS data include the Kansas Data Access and
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physical characteristics of places. 6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. 6 – G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectoni...
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physical characteristics of places. 6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. 6 – G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide
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http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=51
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=51
physical characteristics of places. 6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. 6 – G2.1.2 Account <span class="highlight">for</span> <span class="highlight">topographic</span> and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide
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list examples of human/environmental interaction on a T chart. • 8.3.tpi.3. use the key elements of maps, charts, graphs, and other representations to read and understand the early Colonial American information presented. • 8.3.tpi.4. draw on a map the major topographic and p...
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list examples of human/environmental interaction on a T chart. • 8.3.tpi.3. use the key elements of maps, charts, graphs, and other representations to read and understand the early Colonial American information presented. • 8.3.tpi.4. draw on a map the major topographic and political features of the United States relevant to early American history. • 8.3.tpi.5. research and describe specific instances where humans have shaped or been shaped by the environment. at Level 2, the student is able to • 8.3
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=9
www.state.tn.us/education/ci/ss/doc/SS_Grade_8.pdf#page=9
list examples of human/environmental interaction on a T chart. • 8.3.tpi.3. use the key elements of <span class="highlight">maps</span>, charts, graphs, and other representations to read and understand the early Colonial American information presented. • 8.3.tpi.4. draw on a map the major <span class="highlight">topographic</span> and political features of the United States relevant to early American history. • 8.3.tpi.5. research and describe specific instances where humans have shaped or been shaped by the environment. at Level 2, the student is able to • 8.3
Microsoft Word - ssstd7.docssstd7.pdf
the data on-line and add information to the base map. Analyze the maps created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the maps with additional GIS data showing precipitation, land topogr...
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the data on-line and add information to the base map. Analyze the maps created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the maps with additional GIS data showing precipitation, land topography, and any other factors that students include in the hypothesis. Write conclusions resulting from the analysis. Sources for GIS data include the Kansas Data Access and Support Center, in conjunction with the Kansas
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=11
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
the data on-<span class="highlight">line</span> and add information to the base map. Analyze the <span class="highlight">maps</span> created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the <span class="highlight">maps</span> with additional GIS data showing precipitation, land topography, and any other factors that students include in the hypothesis. Write conclusions resulting from the analysis. Sources <span class="highlight">for</span> GIS data include the Kansas Data Access and Support Center, in conjunction with the Kansas
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