CCSS 2012 presentation by CGA on California Atlas; some photos and cover art deleted due to size of file; contact Emily Schell at eschell@mail.sdsu.edu for more information; go to calgeography.org for resources

1. Atlas
of
California:
A
Changing
State
California
Geographic
Alliance
CCSS
Conference
March
3,
2012

2. Funding
and
Support
for
this
work
provided
by:

3. Atlas
ExploraEon
• Use
the
atlas
and
page
5
in
your
parEcipant
notebook
to
explore
the
atlas.
• Record
your
answers
to
share.
• Work
with
your
elbow
partner
to
find
the
items
and
develop
responses.
• Stay
with
your
elbow
partner
and
share
ideas
for
atlas
exploraEon
with
your
students.

4. Discovery
• Did
you
discover
something
unexpected
about
the
California
Atlas?
• How
can
the
atlas
help
your
students
to
meet
standards?
• What
maps
will
be
most
helpful
in
your
classroom?

5. Map
Skills
DemonstraEon
Lesson
#1

6. Standards
• Demonstrate
an
understanding
of
the
physical
and
human
geographic
features
that
define
places
and
regions
in
California.
• Explain
and
use
the
coordinate
grid
system
of
laEtude
and
longitude
to
determine
the
absolute
locaEons
of
places
in
California
and
on
Earth.
• DisEnguish
between
the
North
and
South
Poles;
the
equator
and
the
prime
meridian;
the
tropics;
and
the
hemispheres,
using
coordinates
to
plot
locaEons.

7. ObjecEves
• Understand
specific
map
skills
outlined
in
the
California
Atlas
(use
of
symbols,
laEtude
and
longitude,
scale,
projecEon,
etc.)
•
Apply
these
maps
skills
to
selected
maps
in
the
California
Atlas
• Describe
the
importance
of
the
map
skills

8. Procedures
• Set
the
stage
by
examining
a
map
to
idenEfy
what
is
visible
• Compare
and
contrast
maps
to
idenEfy
similariEes
and
differences
• IdenEfy
and
read
about
different
map
skills
• Develop
quesEons
about
maps
and
the
elements
that
make
up
a
map
• Research
map
skills

9. LocaEon:
Where
I
Live
DemonstraEon
Lesson
#2

10. Standards
• IdenEfy
the
state
capital
and
describe
the
various
regions
of
California
• IdenEfy
the
locaEons
of
the
Pacific
Ocean,
rivers,
valleys,
and
mountain
passes
and
explain
their
effects
on
the
growth
of
towns
• Use
maps,
charts,
and
pictures
to
describe
how
communiEes
in
California
vary

11. ObjecEves
Students
will
be
able
to:
• Locate
their
own
county
• IdenEfy
the
local
physiographic
region,
physical
geography,
nearby
highways
and
rivers,
or
other
landmarks
using
the
appropriate
maps
• Describe
their
county
or
community
in
relaEve
terms

12. Procedure
• Set
the
stage
with
images
• IdenEfy
the
locaEon
of
the
local
town
or
community
• Provide
instrucEon
about
how
to
read
key/
legend
• PracEce
idenEfying
locaEon
• Assess
students’
ability
to
describe
a
locaEon
in
relaEve
terms

13. Our
Community

14. Our
Community

15. Our
Community

16. County
Map

17. Physiographic
Map

18. Water
Resources
Map
San Diego
Bay

19. Major
Highway
Map

20. Assessment
• My
town
is
located
near
_______.
• My
town
is
part
of
the
______
region.
• ______
River
is
near
my
town.

21. Lesson
Plan
Debrief
• How
might
this
lesson
help
your
students
to
know
more
about
where
they
live?
• How
might
the
strategies
help
support
all
learning
be
successful?
• What
type
of
prior
knowledge
might
students
need
before
you
deliver
this
lesson?
• How
might
you
adapt
this
lesson
for
your
own
classroom?

22. California’s
Economy
DemonstraEon
Lesson
#3

23. Standards
• Describe
the
development
and
locaEons
of
new
industries
since
the
turn
of
the
century

24. ObjecEves
• Students
will
idenEfy
and
locate
the
CA
regions
that
produce
one
of
the
state’s
leading
agricultural
commodiEes
• Students
will
describe
and
summarize
the
physical
geography
and
climate
of
the
commodity’s
producEon
region

25. Sample
Commodity:
Strawberries

26. Agricultural
Products
Map

27. Physical
Geography
Map

28. Urban
and
Agricultural
Lands
Map

29. Minimum
January
Temperatures
Map

30. Maximum
July
Temperatures
Map

31. Procedure
• Using
a
chart
paper,
list
student
background
knowledge
of
sample
commodity
• Define
commodity
and
yield
• Use
CA
Leading
Producers
and
County
maps
to
point
out
unique
features
for
sample
commodity
• Record
informaEon
onto
Commodity
Fact
Sheet

32. Lesson
Debrief
• How
might
this
lesson
help
your
students
to
know
more
about
California’s
economy
and
land
organizaEon?
• What
type
of
prior
knowledge
might
students
need
before
you
deliver
this
lesson?
• How
might
the
strategies
help
support
all
learning
be
successful?
• How
might
you
adapt
this
lesson
for
your
own
classroom?

33. More
Geography…
• Where
to
find
more
lesson
plans,
digital
maps,
etc.
• Literature
ConnecEons
• WriEng
AcEviEes
• Resources
for
your
classroom
• QuesEons?
• Conclusion
&
Thanks
• Go
forth
and
teach
GEOGRAPHY!!!!