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Fifth Grade, Lakes of the World 2004 Colorado Unit Writing Project 1

LAKES OF THE WORLD Grade Level or Special Area: Fifth Grade Written by: Wendy S. Hyndman, Monument Academy, Monument, CO Length of Unit: Five lessons (approximately six to eight days - 60 minutes each day) I. ABSTRACT

Come along and take a quick trip around the world allowing your students to study the major lakes from their own country to the far reaches of Siberia. Maps will be created, games played, and ideas about why natural resources are so valuable to us will be discussed. Students will learn why reeds in Lake Titicaca are so important to her people, discuss the confusion over naming large bodies of water, and understand that all that appears on the surface may not truly be all there is! Put on your lifejacket and let’s set sail!

II. OVERVIEW

A. Concept Objectives 1. Students recognize how to use and construct maps, globes, and other geographic

tools to locate and derive information about people, places, and environments. (Colorado Model Content Standards for Geography, Standard 1)

2. Students recognize the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change. (Colorado Model Content Standards for Geography, Standard 2)

3. Students understand how physical processes shape Earth’s surface patterns and systems. (Colorado Model Content Standards for Geography, Standard 3)

4. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. (Colorado Model Content Standards for Geography, Standard 4)

5. Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources. (Colorado Model Content Standards for Geography, Standard 5)

6. Students develop an awareness of knowledge of people, places, and environments to understand the past and present and to plan for the future. (Colorado Model Content Standards for Geography, Standard 6)

B. Content from the Core Knowledge Sequence 1. Fifth Grade History and Geography: World History and Geography (p. 112)

a. World Geography i. Great Lakes of the World

a) Eurasia: Caspian Sea b) Asia: Aral Sea c) Africa: Victoria, Tanganyika, Chad d) North America: Superior, Huron, Michigan e) South America: Maracaibo, Titicaca f) North America: Erie, Ontario (not in Core Knowledge

Sequence) g) Niagara Falls (not in Core Knowledge Sequence) h) Asia: Lake Baikal (not in Core Knowledge Sequence)

b. Meso-American Civilizations i. Geography

a) Identify and locate…South America on maps and globes.

b) Andes Mountains


2. Definition of Lake (not in Core Knowledge Sequence) 3. Four types of lakes – formation (not in Core Knowledge Sequence)

a. Rift-Valley Lake b. Barrier Lake c. Erosion Lake d. Basin Lake

C. Skill Objectives 1. Students will design custom maps with desired information. (Colorado Model

Content Standards for Geography, Standard 1.1.2) 2. Students will locate and demonstrate knowledge about the great lakes of the

world (all continents). (Colorado Model Content Standards for Geography, Standard 1.2.1)

3. Students will identify and locate South America and its largest lakes on a globe or map. (Colorado Model Content Standards for Geography, Standard 1.2.2)

4. Students will explain and label major relief features in South America. (Colorado Model Content Standards for Geography, Standard 1.2.3)

5. Students will draw custom maps featuring information according to the desired use of the maps. (Colorado Model Content Standards for Geography, Standard 1.3.1)

6. Students will analyze maps, in order to discover and summarize information about geographical areas. (Colorado Model Content Standards for Geography, Standard 1.3.2)

7. Students will organize information obtained through the reading of maps in order to illustrate specific physical topics. (Colorado Model Content Standards for Geography, Standard 1.3.3)

8. Students will examine and explain human impact on the landscape and environment. (Colorado Model Content Standards for Geography, Standard 2.1.3)

9. Students will explain how regions change over space and time. (Colorado Model Content Standards for Geography, Standard 2.2.3)

10. Students will gather and compare information on how people of different backgrounds view the same place or region. (Colorado Model Content Standards for Geography, Standard 2.3.1)

11. Students will describe how the environment can affect human settlement and vice versa. (Colorado Model Content Standards for Geography, Standard 3.1.1)

12. Students will identify and describe the physical components of the Earth’s lithosphere and hydrosphere (e.g. landforms, bodies of water). (Colorado Model Content Standards for Geography, Standard 3.2.1)

13. Students will explain how natural processes create or change land forms, and give actual geographic locations as examples. (Colorado Model Content Standards for Geography, Standard 3.2.2)

14. Students will describe the influence of population on environment. (Colorado Model Content Standards for Geography, Standard 4.1.3)

15. Students will identify economic activities within a region and examine the reasons for their locations. (Colorado Model Content Standards for Geography, Standard 4.3.1)

16. Students will explain the need for trade among regions, based on local availability of resources and goods. (Colorado Model Content Standards for Geography, Standard 4.3.2)

17. Students will explain how environmental changes in one place affect other places. (Colorado Model Content Standards for Geography, Standard 5.1.4)


18. Students will analyze how population growth affects water quality and how it impacts the environment. (Colorado Model Content Standards for Geography, Standard 5.2.1)

19. Students will discuss the positive and negative effects of humans on the environment. (Colorado Model Content Standards for Geography, Standard 5.2.2)

20. Students will explain that existing resources are not unlimited and will not last forever. (Colorado Model Content Standards for Geography, Standard 5.3.4)

21. Students will explain and discuss the need for responsible environmental management practices. (Colorado Model Content Standards for Geography, Standard 6.2.4)

22. Students will identify, label, and define a rift-valley lake. 23. Students will identify, label, and define a basin lake. 24. Students will identify a rift-valley lake. 25. Students will identify, label, and define an erosion lake.

III. BACKGROUND KNOWLEDGE

A. For Teachers 1. Pearson Learning Core Knowledge History & Geography: Level Five, pp. 1-15,

by Pearson Education, Inc. 2. The World’s Top Ten Lakes, by Neil Morris 3. Land Shapes: Lake, by Brian Knapp

B. For Students 1. Grade 5: World Geography: Spatial Sense, p. 112 2. Grade 4: Writing and Research: Organize material in paragraphs and understand

how to use a topic sentence, how to develop a paragraph with examples and details, p. 87

3. Grade 3: World Geography: Spatial Sense: Identify major oceans: Pacific, Atlantic, Indian, Arctic, p. 69

4. Grade 3: World Geography: Spatial Sense: The seven continents: Asia, Europe, Africa, North America, South America, Antarctica, Australia, p. 69

5. Grade 3: Early Exploration of North America: The Search for the Northwest Passage: The Great Lakes: Superior, Michigan, Huron, Erie, Ontario, p. 71

IV. RESOURCES

A. Lakes, by Randy Frahm (Lesson One) B. Pearson Learning Core Knowledge History & Geography, by Pearson Education, Inc.

(Lessons One through Five) C. The World’s Top Ten Lakes, by Neil Morris (Lessons Two, Three, and Five) D. Land Shapes: Lakes, by Brian Knapp (Lesson Two) E. Landscapes of Legend: The Waters of Life, the Facts and the Fables, by Finn Bevan

(Lesson Three) F. Paddle-to-the-Sea, by Holling Clancy Holling (Lesson Four) G. A New True Book: The Great Lakes, by Kathy Henderson (Lesson Four) H. Rivers and Lakes, by Neil Morris (Lesson Four) I. Rookie Read-About Geography: Niagara Falls, Sarah De Capua (Lesson Four) J. Niagara: Thunder of the Waters, by Christopher Bessette (video) (Lesson Four) K. A True Book: Canals, by Elaine Landau (Lesson Four)


V. LESSONS Lesson One: More Than Just a Hole in the Ground! (one lesson, 60 minutes) A. Daily Objectives

1. Concept Objective(s) a. Students recognize how to use and construct maps, globes, and other

geographic tools to locate and derive information about people, places, and environments.

b. Students understand how physical processes shape Earth’s surface patterns and systems.

c. Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources.

2. Lesson Content a. Definition of Lake (not in Core Knowledge Sequence) b. Four types of lakes – formation (not in Core Knowledge Sequence)

i. Rift-Valley Lake ii. Barrier Lake iii. Erosion Lake iv. Basin Lake

3. Skill Objective(s) a. Students will locate and demonstrate knowledge about the great lakes of

the world (all continents). (1.2.1) b. Students will describe how the environment can affect human settlement

and vice versa. (3.1.1) B. Materials

1. World Map and US Map for classroom use for all lessons in this unit 2. Transparency of Appendix A, page 1 – Water Jeopardy Game 3. Teacher copy of Appendix A, page 2 – Game Key 4. Overhead projector and pen 5. Whiteboard or chalkboard and markers/chalk 6. Student copies of Appendix B, page 1 – Idea Web 7. Teacher copy of Appendix B, page 2 – Why People Live by Lakes – Web Key 8. Student copies of Appendix B, page 3 (optional) – Informative Paragraph 9. Student copies of Appendix B, page 4 (optional) – Sample Rubric 10. Notebook paper for each student (optional) 11. Lakes, by Randy Frahm 12. Student copies of Appendix C, page 1 – African Treasure Hunt 13. Teacher copy of Appendix C, page 2 – African Treasure Hunt - Key 14. Atlas for at least every pair of students with a detailed map of Africa and its lakes 15. Student copies of Appendix D, page 1 – Fact Sheet – Lakes of the World 16. Teacher copy of Appendix D, page 2 – Fact Sheet – Lakes of the World – Key 17. Two-pocket folder with brads for each student – use to collect papers and

materials throughout unit C. Key Vocabulary

1. Lake – a slow-moving or standing body of water surrounded completely or nearly completely by land

D. Procedures/Activities 1. Introduce students to this unit on Lakes of the World by telling them that they

will be playing a quick game of Water Jeopardy to see how much they already know about various bodies of water in the world.


2. Using your transparency of Appendix A, page 1, put the Water Jeopardy Game Board up for all to see. Divide class into two teams. You can line them up or just number them somehow to keep them in order as you play. The first student on one team chooses a category for a certain money value. Using your Game Key – Appendix A, page 2, ask the question for that category. Determine a way for teams to “buzz in” to answer the questions. If the person who buzzes in is unable to answer, the answer is given and no points are awarded. If they answer correctly, they get the points for their team, and then they get to choose the next category. That person is not allowed to answer again, so that all students get a fair chance to play. Using the Key to Jeopardy Game – Appendix A, page 2, put the answers on the overhead as you go along until all boxes are filled.

3. Reward teams based on how much money they accumulate during the game. Obviously, students will not be able to answer ALL of the questions that are related to the content of this unit. You will play again at the end of the unit, and they will be VERY successful!

4. After you are finished playing the game, explain to students that this unit is about water, but specifically about the Lakes of the World.

5. Ask students to define what a lake is. Accept all reasonable answers and as a class formulate a good definition of the word. (A lake is a slow-moving or standing body of water surrounded completely or nearly completely by land.) You will get into the details of the accuracy of this statement later on in the unit.

6. Next, have students give you examples of lakes that they have visited throughout their lifetimes. You can collect their answers on the board. If any students have visited lakes in other countries or on other continents, capitalize on that fact and discuss where they have been.

7. Explain to students that they will be spending about a week studying lakes around the world that are famous for one reason or another and related to some other things that they will study in Fifth Grade throughout the year. Tell them that today they will begin their study of some lakes in Africa.

8. Before you begin your study of the specific lakes of Africa, ask students to share with you their ideas of why they think lakes are important. Why do people settle around or near lakes? Why have great civilizations begun near large lakes? What do we use lakes for? As students start sharing ideas, journal ideas on the board. When students run out of logical ideas, look over their answers and group them into categories that are related if necessary.

9. Hand out student copies of Appendix B, page 1– Idea Web. Have students web these reasons to match Appendix B, page 2 – Why People Live by Lakes – Key.

10. WRITING CONNECTION – At this time, you could have students write a short informative paragraph about lakes and why people choose to settle around them and what they are used for based upon the web they have just completed. You may choose to do this as a geography assignment or at another time during a writing block. A planning sheet is provided in Appendix B, page 3. Final copies should be done on notebook paper and graded according to your standards for paragraph completion (see sample rubric, Appendix B, page 4). Special Education Accommodation: Have students write six short sentences about why people live near lakes instead of putting the information into paragraph form.

11. Explain to students that lakes are bodies of water that collect in large dips or depressions in the land and that we call these areas basins. Discuss that lake basins are surrounded on all sides by land and they collect water from rain, melting snow and glaciers, rivers, and underground springs.


12. Explain that lakes are formed in many different ways. Tell them that they will be studying three specific types of lakes in this unit: barrier lakes, rift-valley lakes, and erosion lakes.

13. Read Lakes, by Randy Frahm, aloud to students. This book has beautiful photographs of some different types of lakes and a good deal of information regarding how lakes are formed and what happens to lakes over time. Do not spend a great deal of time discussing this material with your students, but use this as an overview of what lakes are and how they grow and develop.

14. As a springboard to introduce the next lesson, hand out Appendix C, page 1 – African Treasure Hunt and atlases to each student. Have students work in pairs to complete the Treasure Hunt for the lakes in Africa using their atlas map of Africa to find the answers. Special Education Accommodation: Give students a word bank with the correct answers to choose from to fill in the blanks.

15. Hand out Appendix D, page 1 – Fact Sheet – Lakes of the World – Lesson One. After giving students an opportunity to complete this sheet, recap the lesson orally with students and collect Fact Sheets to grade if desired.

E. Assessment/Evaluation 1. Successful completion of Writing Connection – informative paragraph – Why

People Live by Lakes (optional) 2. Successful completion of Appendix C – African Treasure Hunt 3. Successful completion of Appendix D – Fact Sheet – Lakes of the World –

Lesson One

Lesson Two: The Big Waters of Africa (one lesson - 60 minutes) A. Daily Objectives



b. Students understand how physical processes shape Earth’s surface patterns and systems.

2. Lesson Content a. World Geography

i. Great Lakes of the World a) Africa: Victoria, Tanganyika, Chad

b. Four types of lakes – formation i. Rift-Valley Lake ii. Basin Lake

3. Skill Objective(s) a. Students will design custom maps with desired information. (1.1.2) b. Students will locate and label information about the great lakes of the

world (all continents). (1.2.1) c. Students will draw custom maps featuring information according to the

desired use of the maps. (1.3.1) d. Students will analyze maps, in order to discover and summarize

information about geographical areas. (1.3.2) e. Students will identify and describe the physical components of the

Earth’s lithosphere and hydrosphere (e.g. landforms, bodies of water). (3.2.1)

f. Students will explain how natural processes create or change land forms, and give actual geographic locations as examples. (3.2.2)


g. Students will identify, label, and define a rift-valley lake. h. Students will identify, label, and define a basin lake.

B. Materials 1. Student copies of Appendix C from previous lesson for review 2. Student copies of Appendix E, page 1 – Lake Formation Drawings 3. Colored pencils for each student 4. Pearson Learning Core Knowledge History & Geography: Level Five, by

Pearson Learning, Inc. – one copy per student (preferred) or one teacher copy 5. Student copies of Appendix F, page 1 – Map of Africa 6. Student atlas for each student, or several copies to share 7. The World’s Top Ten Lakes, by Neil Morris (optional) 8. Student copies of Appendix E, page 2 – Lake Formation Drawings 9. Land Shapes: Lakes, by Brian Knapp 10. Transparency of Appendix G, page 1- Lakes of Africa Compare and Contrast 11. Student copies of Appendix H, pages 1and 2 – Review of the Lakes of Africa

(copied back to back – be sure to cover answer key before copying) C. Key Vocabulary

1. Rift valley – a steep-sided valley formed by land that slips down between cracks in the Earth’s surface

2. Rift-valley lake – a lake, found in a deep crack that was formed when a block of land slipped down between cracks in the Earth’s surface

3. Plateau – an area of flat, high land 4. Basin – a hollow in the Earth’s surface, where a lake forms

D. Procedures/Activities 1. Introduce today’s lesson by questioning students about the information they

found while completing the Africa Treasure Hunt page in the last lesson. How many different lakes did they find in Africa? Explain that there are many lakes in Africa, but they will be studying three of the largest and most important ones.

2. Hand out Appendix E, page 1 – Lake Formation Drawings. Have students take out colored pencils.

3. Instruct students to point to drawing A. Ask students if they can tell from this drawing how the lake was formed. (They will have difficulty doing this without color.) Using the color key, instruct students to color the drawing. Now ask if they can figure out how this lake was formed. They should be able to tell that the land in the middle dropped down between the sides.

4. Explain to students that this drawing illustrates how a rift-valley lake is formed. Explain that a rift valley is a steep-sided valley formed by land that slips down between cracks in the earth’s surface. Have students write “Rift-Valley Lake” on the line below the drawing and write the definition for it on the lines below (see vocabulary section above).

5. Explain that there are several lakes in Africa that were formed in this manner. They will be studying about one of them today, Lake Tanganyika.

6. Have students turn to p. 2 in Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Education, Inc. Read aloud together p. 2, stopping to discuss or answer questions as needed. (If student copies of this book are not available, this material can be read aloud by the teacher throughout the unit.)

7. Hand out copies of Appendix F, page 1 – Map of Africa. Using a blue colored pencil, instruct students to color the three major lakes of Africa. They are the areas with lines drawn to them and lines that are not numbered to label. Lake Tanganyika is the longer lake in east central Africa and surrounded by #7, #8, #9,


and #10. Have students use their atlas to label the four numbered countries around Lake Tanganyika. While they are labeling and coloring, you can read to them from The World’s Top Ten Lakes, by Neil Morris, pp. 20-21. This gives a few more interesting facts about Lake Tanganyika that the Pearson book does not cover. Special Education Accommodation: Put a word bank on the board of all the countries that will be labeled in Africa for this lesson. Students should still use the atlas, but will have choices for correct answers.

8. Next, instruct students to turn back to page 3-4 in Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Education, Inc. Read these pages about Lake Victoria and discuss as necessary.

9. Have students go back to Appendix F, page 1 – Map of Africa. Instruct them to label Lake Victoria. Lake Victoria is in eastern Africa and surrounded by #5, #6, and #7. Again, have them use their atlas to label the surrounding countries. Pages 12-13 of The World’s Top Ten Lakes, by Neil Morris have more information to read about Lake Victoria.

10. Hand out student copies of Appendix E, page 2 – Lake Formation Drawings. Have students look at Drawing D and discuss the formation of basin lakes with students. Explain to them that Lake Victoria is a basin lake on a large plateau between two rift valleys in Africa. Be sure students understand that a plateau is an area of flat, high land. Read to them from Land Shapes: Lakes, by Brain Knapp, p. 34. This gives a good description of a basin lake. Have them label Drawing D as a Basin Lake and then copy the definition of basin from the vocabulary section above.

11. Finally, have students read and discuss p. 4 in Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Education, Inc., and then have them label Lake Chad, and its surrounding countries. Lake Chad is in northwest Africa and is surrounded by #1, #2, #3, and #4. Explain to students that Lake Chad is also a basin lake, like Lake Victoria.

12. When students have completed their map page, orally review with students using transparency of Appendix G, page 1 – Lakes of Africa Compare and Contrast. Instruct students to tell you things they have learned about the three lakes and complete this comparison and contrast chart according to Appendix G, page 2 – Key, as well as adding any additional ideas that students come up with on their own.

13. Hand out Appendix H, pages 1 and 2 – Review of the Lakes of Africa as review of the material covered in this lesson. Collect to grade. Tell students that in the next lesson, they will be traveling to the continent of South America to tour its great lakes. Special Education Accommodation: Provide a word bank with answer options for students.

E. Assessment/Evaluation 1. Students completion of Appendix H – Review of the Lakes of Africa

Lesson Three: The High and Low of South American Lakes (one lesson – 60 minutes) A. Daily Objectives



b. Students recognize the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.


c. Students understand how physical processes shape Earth’s surface patterns and systems.

d. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

e. Students develop an awareness of knowledge of people, places, and environments to understand the past and present and to plan for the future.


i. Great Lakes of the World a) South America: Maracaibo, Titicaca

b. Meso-American Civilizations i. Geography

a) Identify and locate …South America on maps and globes.

b) Andes Mountains 3. Skill Objective(s)

a. Students will design custom maps with desired information. (1.1.2) b. Students will locate and label information about the great lakes of the

world (all continents). (1.2.1) c. Students will identify and locate South America and its largest lakes on a

globe or map. (1.2.2) d. Students will explain and label major relief features in South America.

(1.2.3) e. Students will draw custom maps featuring information according to the

desired use of the maps. (1.3.1) f. Students will analyze maps, in order to discover and summarize

information about geographical areas. (1.3.2) g. Students will organize information obtained through the reading of maps

in order to illustrate specific physical topics. (1.3.3) h. Students will gather and compare information on how people of different

backgrounds view the same place or region. (2.3.1) i. Students will describe how the environment can affect human settlement

and vice versa. (3.1.1) j. Students will identify and describe the physical components of the

Earth’s lithosphere and hydrosphere (e.g. landforms, bodies of water). (3.2.1)

k. Students will explain how natural processes create or change land forms, and give actual geographic locations as examples. (3.2.2)

l. Students will identify economic activities within a region and examine the reasons for their locations. (4.3.1)

m. Students will explain the need for trade among regions, based on local availability of resources and goods. (4.3.2)

n. Students will explain and discuss the need for responsible environmental management practices. (6.2.4)

o. Students will identify a rift-valley lake. p. Students will identify, label, and define a barrier lake.

B. Materials 1. Landscapes of Legend: The Waters of Life, the Facts and the Fables, by Finn

Bevan


2. Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Learning, Inc. – one copy per student (preferred) or one teacher copy

3. The World’s Top Ten Lakes, by Neil Morris 4. Student copies of Appendix E, pages 1 and 2 – from Lesson One 5. Colored pencils for each student 6. Student copies of Appendix I, page 1 – Map of South America 7. Student copies of Appendix J, page 1 – Crossword Puzzle of South American

Lakes C. Key Vocabulary

1. Legend – a story handed down from earlier times; often based on fact, but not entirely true

2. Reed – a tall grass with long, thin, hollow stems that grows in or near water 3. Llama – a large South American mammal raised for its wool and used to carry

loads; related to the camel 4. Gulf – a part of an ocean extending into land 5. Derrick – a framework tower that supports a drill over an oil well 6. Barrier lake – a lake that has formed where rocks or debris have built up to stop

the water from flowing away D. Procedures/Activities

1. Introduce today’s lesson by reading “Island in the Lake”, p. 15 from Landscapes of Legend: The Waters of Life, The Facts and the Fables, by Finn Bevan. After reading, talk to the class about this legend. Explain that a legend is a story handed down from earlier time that is often based on some facts from the past, but is usually not entirely true. Allow students a few minutes to discuss whether or not they feel this legend is totally truth, and what in this legend leads them to believe it might be partly fiction or what leads them to believe that it might be partly truth.

2. Tell students that they will learn more this year about the Inca people and their lives and customs, but that for now they are going to focus their study on this lake of legend, Lake Titicaca.

3. Using a wall map, have a student come up and point to the continent of South America. Tell students that Lake Titicaca is the highest lake in the world and is located in the Andes Mountains on the western coast of South America. Have the student point to the Andes Mountains.

4. Read p. 14, “Legends of the Lake”, from Landscapes of Legend: The Waters of Life, The Facts and the Fables, by Finn Bevan. After reading the first paragraph, have a student point out the countries of Peru and Bolivia. Then have the student locate Lake Titicaca.

5. Hand out student copies of Appendix I, page 1 – Map of South America. Have students locate the western coast of South America. Instruct them to label the countries of Peru and Bolivia. Students should then locate, label, and color Lake Titicaca on their maps. Also have them label the Pacific Ocean and the Andes Mountains. They can color water blue and the mountains should be shaded with brown.

6. Next, have students take out their copies of Appendix E, page 1, from Lesson Two. Have students look at Drawing A. Remind students that this type of lake was formed by a shifting of the Earth’s surface caused by movements in the Earth’s crust. Explain to them that melting ice and snow filled the basin that was created by the folding of the Andes Mountains which caused the cracks or faults in the Earth’s crust, and thereby created Lake Titicaca. Reinforce once again that


this lake sits at an elevation of 12,507 feet above sea level, making it the highest large lake in the world.

8. Instruct students to turn to page 5 in Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Learning, Inc. Read aloud together, pp. 5-6, discussing the information related to Lake Titicaca only at this time. Looking at the picture at the top of the page, talk with students about reed boats and how the people have made good use of all the resources available to them on Lake Titicaca and use the reeds as a way to provide for transportation needs on their lake. Explain to students that the reeds are also used for housing and furnishings. Read the second paragraph on p. 14, “Legends of the Lake”, from Landscapes of Legend: The Waters of Life, The Facts and the Fables, by Finn Bevan. This explains to students that reeds actually form islands on Lake Titicaca, called totora. There is a great picture of a totora on page 29 in The World’s Top Ten Lakes, by Neil Morris. It shows the actual island, the homes built with reeds, and a reed boat that the Aymara people use.

9. Discuss with students that the ancient ruins spoken of in their reading are on the island of Isla del Sol. This was the legendary birthplace of the Incas. There is another island to the southeast, called Isla de la Luna, which is also home to many ancient ruins. Tell students that these ruins are left from the ancient empire that existed between about 1200 to the mid-1500’s A.D. when the Spanish came to the Americas. Explain that they will talk more about this empire and the Spanish invasions of it later on during the year.

10. Talk with students also about the Aymara people’s raising and use of the llama. Explain that llamas are able to survive at high altitudes and that these people use them for many things, such as food, milk, wool and hides for clothing, and for transportation of goods. Their dung is used as fertilizer and to make other items the people need, such as candles and soap.

11. When students have a good understanding of the way of life on Lake Titicaca, have them go on to read the remainder of p. 6 in Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Learning, Inc., about Lake Maracaibo.

12. When students have finished reading, have them take out Appendix I, page 1 – Map of South America again. Have a student use the wall map to locate the country of Venezuela, in northern South America. Have the class label the country on their own maps. Next, have the student locate Lake Maracaibo and instruct students to color and label this lake. Also have them label the Caribbean Sea, north of South America. Have them color it blue, along with Lake Maracaibo. Ask students to describe what Lake Maracaibo looks like. Refer them back to the first paragraph they read on page 6. Explain to them that Lake Maracaibo is now what we would call a gulf, but it has not always been this way.

13. Have students take out Appendix E, page 2 – Lake Formation Drawings. Instruct them to look at Drawing C. Explain to students that this drawing represents what we call a barrier lake. Have students label this drawing and then write the definition of a barrier lake from the vocabulary section above.

14. Have students look at the lake again on the map, and ask them if it still looks as if rocks or debris are still holding this water in. Students should be able to see that, no, there is an area of Lake Maracaibo that is now open to the Caribbean Sea. Explain to students that at one time, a lake was formed here when this bay was dammed off from the sea by the buildup of sand and silt at its mouth. Tell them that eventually the land that formed the lake was washed away again by waves and currents, forming a narrow channel to the sea. Even though Lake Maracaibo


is no longer surrounded on all sides by land, Maracaibo is still called a lake, probably because it was one for such a long time.

15. Once students have a good understanding of what type lake Maracaibo is, go back to the reading and discuss the things that Lake Maracaibo gives the people of South America. Explain how important oil resources are. Ask students what kinds of things people depend upon that are made from petroleum. Explain also that the location of Lake Maracaibo and its proximity to the Caribbean Sea and the Atlantic Ocean make it a center of trade for the Venezuelan people, and all of South America. Explain the last paragraph of page 6 to students showing them how Lake Titicaca, set high in the mountains is a picture of the past…a way of life that is so foreign to us. It provides for the needs of a fairly primitive society of people while Lake Maracaibo connects the countries of South America with the rest of the world as a trading hub.

16. As review of this lesson, hand out student copies of Appendix J – Crossword Puzzle of South American Lakes. Have students complete with a partner and turn in for evaluation.

E. Assessment/Evaluation 1. Completion of Appendices E, I, and J in accordance with lesson procedures

Lesson Four: The Greatest of All Lakes (one-two lessons – 60 minutes each) A. Daily Objectives




c. Students understand how physical processes shape Earth’s surface patterns and systems.

d. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

e. Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources.

f. Students develop an awareness of knowledge of people, places, and environments to understand the past and present and to plan for the future.


i. Great Lakes of the World a) North America: Superior, Huron, Michigan b) North America: Erie, Ontario (not in Core Knowledge

Sequence) c) Niagara Falls (not in Core Knowledge Sequence)


world (all continents). (1.2.1)


c. Students will draw custom maps featuring information according to the desired use of the maps. (1.3.1)

d. Students will analyze maps, in order to discover and summarize information about geographical areas. (1.3.2)

e. Students will organize information obtained through the reading of maps in order to illustrate specific physical topics. (1.3.3)

f. Students will examine and explain human impact on the landscape and environment. (2.1.3)

g. Students will describe how the environment can affect human settlement and vice versa. (3.1.1)

h. Students will identify and describe the physical components of the Earth’s lithosphere and hydrosphere (e.g. landforms, bodies of water). (3.2.1)

i. Students will explain how natural processes create or change land forms, and give actual geographic locations as examples. (3.2.2)

j. Students will describe the influence of population on environment. (4.1.3)

k. Students will identify economic activities within a region and examine the reasons for their locations. (4.3.1)

l. Students will explain how environmental changes in one place affect other places. (5.1.4)

m. Students will analyze how population growth affects water quality and how it impacts the environment. (5.2.1)

n. Students will discuss the positive and negative effects of humans on the environment. (5.2.2)

o. Students will explain that existing resources are not unlimited and will not last forever. (5.3.4)

p. Students will explain the need for responsible environmental management practices. (6.2.4)

q. Students will identify, label, and define an erosion lake. B. Materials

1. Paddle-to-the-Sea, by Holling Clancy Holling 2. Student copies and transparency of Appendix K, page 1 – The Great Lakes of

North America 3. Colored pencils for each student 4. A New True Book: The Great Lakes, by Kathy Henderson 5. A True Book: Canals, by Elaine Landau 6. Student copies of Appendix E, pages 1 and 2 – Lake Formation Drawings from

previous lessons 7. Rivers and Lakes, by Neil Morris 8. Pearson Learning Core Knowledge History & Geography: Level Five, by

Pearson Learning, Inc. 9. Rookie Read-About Geography: Niagara Falls, Sarah De Capua 10. Niagara: Thunder of the Waters, by Christopher Bessette (video)

C. Key Vocabulary 1. Coastline – the place where the land and the ocean meet; the outline of the land

that is next to the sea 2. Erosion lake – a lake, in a bowl-shaped basin worn away by a glacier 3. Canal – a human-made waterway largely used to connect bodies of water


4. Lock – a water-filled chamber within a canal with gates at its front and back ends; the water within a lock can be raised or lowered so ships can go from one level to another

5. Barge – a flat bottom boat used to transport products D. Procedures/Activities DAY ONE

1. As a literature connection, read Paddle-to-the-Sea, by Holling Clancy Holling, over a period of time. This is a long book, but a good story about a trip through the Great Lakes.

2. Introduce today’s lesson by asking students what a coastline is. Students will most likely talk about the beach by the oceans. Ask students how many coastlines there are on the North American continent. They will most likely say two, the Atlantic coastline and the Pacific coastline. Someone might suggest the Gulf Coast as well.

3. Tell students that today they will be learning about what some people consider the “third coast”. Ask students if they can figure out where it might be. Explain to students that this third coast is between the countries of Canada and the United States and is the coast that surrounds five freshwater lakes known as the Great Lakes.

4. Students should have background knowledge about the Great Lakes. Using a transparency of Appendix K, page 1 – The Great Lakes of North America ask students to name the five great lakes and see if they can locate them properly on the map.

5. Hand out student copies of Appendix K, page 1 – The Great Lakes of North America. Have students label the five great lakes and color them blue.

6. Using a wall map of the United States, explain to students that the great lakes form part of the dividing boundary between Canada and the U.S.

7. Next, explain to students that the Great Lakes are surrounded by eight U.S. states and one Canadian province. Ask a student to come up and identify these eight states and one province on a U.S. or world map, and instruct the class to label these states and province as they are named. (You may want to point out here that Quebec is the Canadian province to the east of Ontario, although labeling it may confuse students, because Quebec does not touch any of the Great Lakes.)

8. Students will be labeling other areas of water later on as they read about the Great Lakes.

9. Read to students from A New True Book: The Great Lakes, by Kathy Henderson, pp. 5-12.

10. Ask students what type of lakes they think the Great Lakes are. Have them refer back to their lake formation drawings on Appendix E, pages 1 and 2. Read to them from A New True Book: The Great Lakes, by Kathy Henderson, pp. 13-17. See if students can figure out from the reading that these lakes were created by erosion from glaciers many years ago. Have students look at Appendix E, page 1 and label Drawing B – Erosion Lake. Instruct them to copy the definition for an Erosion lake on the lines below (see vocabulary section above).

11. Pages 6-7 and pages 14-15 in Rivers and Lakes, by Neil Morris, have a bit more information about erosion lakes and how the Great Lakes were formed. You could share this information with your class at this time.

12. Tell students that now you would like to share a bit of historical information with them about the discovery of the Great Lakes during the formative years of our continents exploration. Read pp. 18-26 from A New True Book: The Great Lakes, by Kathy Henderson. There are some good pictures here to share with the


class of some of the early explorers. They should remember some of this information from third grade.

13. Next, ask students what they think some of the greatest uses of the Great Lakes are for the people of North America. Journal student ideas on the whiteboard. Lead students to discover that transportation and shipping are a very important part of why the Great Lakes are so valuable to us.

14. Read pp. 27-31 from A New True Book: The Great Lakes, by Kathy Henderson, and discuss this brief overview with students.

15. Tell students that their History book has a great story about a very famous vessel that sailed on the Great Lakes about 30 years ago. Have students turn to p. 7 in Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Learning, Inc. Have them look at the picture on this page and discuss how they would feel sailing on that vessel. Explain to students that this is a picture of The Edmund Fitzgerald which was shipwrecked during a bad winter storm in 1975. Instruct students to read p. 7 aloud together and discuss as needed.

16. Explain to students that although the Great Lakes are inland lakes, their size makes them feel very much like being on the ocean. Read together with students pp. 8-9 from Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Learning, Inc.

17. Instruct students to look at Appendix K, page 1 – The Great Lakes of North America Map that they worked on earlier. Instruct them to locate and label the Straits of Mackinac and the Mackinac Bridge at this time. This waterway connects Lake Michigan to Lake Huron. Also have them locate and label the St. Mary’s River which connects Lake Superior to the upper waters of Lake Huron.

18. Read students pp. 33-38 of A New True Book: The Great Lakes, by Kathy Henderson. This gives them some additional information about the canals and locks and how they were built and how they work. Another great book to include here is A True Book: Canals, by Elaine Landau, if you have time to spend on this. It discusses canals from ancient times to the present and includes a section specifically on how canals and locks are built on pp. 16-19. Pages 20-27 discusses the Erie Canal and students may find this interesting in relation to their study of the Great Lakes at this time or you could read it after you talk more about Lake Erie.

19. Read aloud together p. 10 and discuss sailing on Lake Michigan and Lake Huron. 20. After reading about Lake Huron and Lake Michigan, ask students to look back at

their maps and see if they can figure out how Lake Huron is connected to Lake Erie. Students should see the St. Clair River northeast of Detroit. Have them label this river and Lake St. Clair, on the south end of the river closer to Detroit. Next have them label the Detroit River which flows from Lake St. Clair into Lake Erie. Explain to students that these are large rivers that barges are able to pass through to get between Lake Huron and Lake Erie.

21. Instruct students to read p. 10 from Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Learning, Inc. and discuss the material with the class. Have students look at the map on p. 8 and locate the Welland Canal. Ask students again what a canal is. Go over the definition of a canal from the vocabulary section above. Ask why the Welland Canal was built and discuss the impossibility of boats traveling over Niagara Falls, etc., to get into Lake Ontario. Instruct students to label Niagara Falls, the Niagara River, and the Welland Canal on their map on Appendix K, page 1.


22. Hand out student copies of Appendix L, page 1 and 2 – Great Lakes Review Sheet. Instruct students to complete this worksheet, putting their answers on the answer sheet, as a review of the material in this lesson.

DAY TWO (optional) 23. Review Appendix L, page 1 and 2 with students, after grading, to review material

about the Great Lakes. Tell students that today they will spend a little time taking a video tour of Niagara Falls and learning more about the canals and locks used in the Great Lakes system.

24. Show video Niagara: Thunder of the Waters, by Christopher Bessette or other video of Niagara Falls that you have available. Discuss video with class. Allow any students who have actually visited the falls to talk about their experiences there.

25. You may also show students any available web sites of the Niagara Falls area on this day to increase their awareness of the area.

26. You can show students pictures from Rookie Read-About Geography: Niagara Falls, by Sarah De Capua. This book is very simple for fifth graders, but has good photographs of the falls that are up-to-date.

E. Assessment/Evaluation 1. Completion of Appendix L, pages 1 and 2 – Great Lakes Review Sheet

Lesson Five: Lakes or Seas…and What is the Difference? (one lesson – 60 minutes) A. Daily Objectives




c. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

d. Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources.

e. Students develop an awareness of knowledge of people, places, and environments to understand the past and present and to plan for the future.


i. Great Lakes of the World a) Eurasia: Caspian Sea b) Asia: Aral Sea c) Asia: Lake Baikal (not in Core Knowledge Sequence)


world (all continents). (1.2.1) c. Students will draw custom maps featuring information according to the

desired use of the maps. (1.3.1)


d. Students will analyze maps, in order to discover and summarize information about geographical areas. (1.3.2)

e. Students will organize information obtained through the reading of maps in order to illustrate specific physical topics. (1.3.3)

f. Students will examine and explain human impact on the landscape and environment. (2.1.3)

g. Students will explain how regions change over space and time. (2.2.3) h. Students will describe the influence of population on environment.

(4.1.3) i. Students will identify economic activities within a region and examine

the reasons for their locations. (4.3.1) j. Students will explain that existing resources are not unlimited and will

not last forever. (5.3.4) k. Students will explain the need for responsible environmental

management practices. (6.2.4) B. Materials

1. Students copies of Appendix E, page 1 from previous lessons 2. Pearson Learning Core Knowledge History & Geography: Level Five, by

Pearson Learning, Inc. 3. The World’s Top Ten Lakes, by Neil Morris 4. Student copies of Appendix M, page 1 – Map of Eurasia 5. Student copies of Appendix N, page 1 – Lake and Continent Review 6. Student copies of Appendix O, page 1 – Culminating Activity 7. Student copies of Appendix O, pages 2 and 3 – Rubrics for Culminating Activity 8. Four pieces of white poster board – 22” X 28” 9. Old magazines with pictures of lakes and regions studied to be cut up if available

(National Geographic would work well!) C. Key Vocabulary

1. Eurasia – the continents of Europe and Asia together as one land mass D. Procedures/Activities

1. Introduce this lesson by asking students where the largest body of freshwater in the world is located. When students remember that it is the Great Lakes, tell them that the next lake they will study about could hold almost all of the water contained in the Great Lakes all by itself. Remind students that the Great Lakes cover a land area of about 95,000 square miles. Write this number on the board and write “Great Lakes” next to it. Tell students that today’s first lake covers only about 11,800 square miles. Write this number on the board. Ask students how this lake could cover almost 9 times less land area and still contain almost the same amount of water. Students should figure out that this lake must be much deeper than the Great Lakes.

2. Have students take out their copies of Appendix E, page 1 to look at the diagram of a rift-valley lake. Explain to students that this lake is a rift-valley lake like many of the lakes in Africa. This lake, however, is located in Asia, in the country of Russia. Have a student remind the class what a rift-valley lake is and how it was formed.

3. Tell students that this particular lake, as they guessed, is very deep. The bottom of the lake is 6,300 feet below the surface, which is about 5,315 feet below sea level. Encourage students to relate this to the number of feet in a mile! This lake is over one mile deep in some areas.


4. Instruct students to turn to p. 11 in Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Learning, Inc. Read pp. 11-12 (stop before Caspian Sea) aloud together and discuss the reading.

5. Next, read to students, pp. 24-25 of The World’s Top Ten Lakes, by Neil Morris. Discuss the people, wildlife and industry of Lake Baikal.

6. Hand out student copies of Appendix M, page 1 – Map of Eurasia. Have students locate Lake Baikal on a world map and then label it on their maps. They should color it blue and also label the country of Russia.

7. Now have students turn back to p. 12 of Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Learning, Inc. Read aloud together the next section about the Caspian Sea. After discussing the reading, read aloud to students pp. 8-9 in The World’s Top Ten Lakes, by Neil Morris. Using a world map, ask students to locate this lake, and then ask them to look at the map as a whole and decide why they think this lake is referred to as a “sea”. Students will most likely state that because of its size, we call this lake a sea. They may also determine from the reading that this is a saltwater lake, so it may be called a sea because it is salty, like the oceans.

8. Now have students locate the Aral Sea, just east of the Caspian. Have them note the size difference and see if this is consistent with their reasoning for calling a lake a sea! Tell them that you will discuss this controversy a little later in the lesson.

9. Instruct students to turn again to pp. 12-14 in Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Learning, Inc. Read these pages together, stopping before “What is a Lake?” on p. 14.

10. Have students go back to their map on Appendix M, page 1 and label both the Caspian Sea and the Aral Sea. By using the map on p. 13 of their text or the world map, have students label the surrounding countries of both of these lakes. They should color the lakes blue.

11. While students are doing their labeling and coloring, read to them pp. 18-19 of The World’s Top Ten Lakes, by Neil Morris. Discuss the problems surrounding the drying up of the Aral Sea. Talk with students specifically how helping to solve one problem in this area caused another great problem to arise, mainly the disappearance of a vital part of the environment, the Aral Sea.

12. Have a student read p. 14 in Pearson Learning Core Knowledge History & Geography: Level Five, by Pearson Learning, Inc., “What is a Lake?” This will be mainly a review of much of the information you have already discussed with students about why some bodies of water are called lakes and others are called seas. Students will understand after reading this that there is no truly clear answer to this question. Students should see that sometimes controversies like this arise, and we need to accept them as fact rather than spend time worrying about why they exist!

13. As a review of this lesson and this unit, hand out Appendix N, page 1 – Lake and Continent Review. Tell students they need to classify each of the lakes listed according to what continent they are on.

14. When students have successfully completed this worksheet, put students into four groups, one for each continent. Tell students that they have just been put into project groups to complete the culminating activity for this unit.

15. Hand out the information on Appendix O – Culminating Activity. Explain the assignment to students and use the remainder of class time for them to get started on this activity. You will need to judge the amount of time needed for students to complete this activity depending upon your resources and the needs and


abilities of your class. It should, however, be able to be completed in one or two more class periods or it can be assigned as outside of class work and assigned a due date. Tell students that their completion of this culminating activity will be their final grade for this unit on the Lakes of the World. You will also need to set aside a class period for presentations of group projects. You may also choose to “show off” projects by displaying them in a prominent area of your school or by having students perform their presentations for parents or other classrooms.

E. Assessment/Evaluation 1. Completion of Appendix N, page 1 – Lake and Continent Review 2. Completion of Appendix O – Culminating Activity

VI. CULMINATING ACTIVITY

A. Students will complete a group project based upon Appendix O, page 1 – Culminating Activity. This project will be a map design project and presentation related to the lakes of each assigned continent. Students will work in 4 groups. Completion of this activity will be graded according to the rubrics in Appendix O, pages 2 and 3. Encourage students to be creative in the way that they put their posters together. They should use lots of color to make them interesting. They should work very neatly, using straight edges to guide their writing, etc. They also should divide up the workload and give each person a specific task or tasks to be accomplished. Those with access to computer material at home could take on that responsibility, etc.

B. Go over the grading rubrics in Appendix O, pages 2 and 3 with students so that they know what the expectations are for the project and what you expect in their final presentation. Encourage them to write out their presentation material and have it on note cards to present. Advise them that being practiced and well prepared will result in a higher grade than just throwing the project together at the last minute.

C. After projects are completed and presentations are done, play the Water Jeopardy Game – Appendix A, pages 1 and 2 again with students. They will be encouraged that now they know a great deal more information about the Lakes of the World than they did two weeks ago. Reward the winning team again, but be sure to reward all students in some way for their work to learn this material so well that now this game seems very easy to them!

VII. HANDOUTS/WORKSHEETS

A. Appendix A: Water Jeopardy Game (two pages) B. Appendix B: Idea Web (four pages) C. Appendix C: African Treasure Hunt (two pages) D. Appendix D: Fact Sheet – Lakes of the World – Lesson One (two pages) E. Appendix E: Lake Formation Drawings (two pages) F. Appendix F: Map of Africa (two pages) G. Appendix G: Lakes of Africa Compare and Contrast (two pages) H. Appendix H: Review of the Lakes of Africa (two pages) I. Appendix I: Map of South America (two pages) J. Appendix J: Crossword Puzzle of South American Lakes (two pages) K. Appendix K: The Great Lakes of North America (two pages) L. Appendix L: Great Lakes Review Sheet (four pages) M. Appendix M: Map of Eurasia (two pages) N. Appendix N: Lake and Continent Review (two pages) O. Appendix O: Culminating Activity (three pages)


VIII. BIBLIOGRAPHY A. Auman, Maureen E. Step Up to Writing: 2nd Edition. Longmont, CO: Sopris West, 2003.

1-57035-457-X. B. Bessette, Christopher. Niagara: Thunder of the Waters. VIDEO. Engage Entertainment

and Conquest Films, 1998. http://www.gmsurf.com/niagara (47 minutes) C. Bevan, Finn. Landscapes of Legend: The Waters of Life – The Facts and the Fables.

New York: Children’s Press, 1997. 0-516-20350-9. D. Core Knowledge Foundation. Core Knowledge Sequence: Content Guidelines for

Grades K-8. Charlottesville, VA: Core Knowledge Foundation, 1999. 1-890517-20-8. E. De Capua, Sarah. Rookie Read-About Geography: Niagara Falls. New York: Children’s

Press, 2002. 0-516-22016-0. F. Frahm, Randy. Lakes. Minnesota: Creative Education, 1997. 0-88682-706-X. G. Henderson, Kathy. A New True Book: The Great Lakes. Chicago: Children’s Press,

1989. 0-516-01163-4. H. Hirsch, E.D., Jr. What Your 5th Grader Needs to Know: Fundamentals of a Good Fifth-

Grade Education. New York: Doubleday, 1993. 0-385-41119-7. I. Holling, Holling Clancy. Paddle-to-the-Sea. Boston: Houghton Mifflin Company, 1941. J. Knapp, Brian. Land Shapes: Lakes. Danbury, Connecticut: Grolier Educational

Corporation, 1992. 0-7172-7187-0. K. Landau, Elaine. A True Book: Canals. New York: Children’s Press, 2001. 0-516-

22183-3. L. Moore, Jo Ellen. The World: Blank Map Forms – Maps of Continents and Countries.

USA: Evan-Moor Corporation, 1993. 1-55799-277-0. M. Morris, Neil. Rivers & Lakes. New York: Crabtree Publishing Company, 1998. 0-

86505-834-2. N. Morris, Neil. The World’s Top Ten Lakes. Austin, Texas: Steck-Vaughn Company,

1997. 0-8172-4345-3. O. Pearson Education, Inc. Pearson Learning Core Knowledge History & Geography:

Level Five. New Jersey: Pearson Learning Group, 2002. 0-7690-5026-3. P. Pearson Education, Inc. Pearson Learning Core Knowledge History & Geography:

World Lakes – Teacher Guide. New Jersey: Pearson Learning Group, 2002. 0-7690-5072-7.

Q. Scholastic Children’s Dictionary. New York: Scholastic, Inc., 1996. 0-590-25271-2. R. State of Colorado. Colorado Model Content Standards for Geography. Colorado: State

of Colorado, 2001. http://www.cde.org


Appendix A, page 1 Water Jeopardy Game

LAKES RIVERS OCEANS/ CONTINENTS

SEAS OTHER

$100 A body of water

surrounded by land

A large natural

course of fresh water that flows in

a channel

One of Earth’s seven huge land

masses

Another name for a very large lake

A bowl shaped basin at the top of

a volcano

$200 Formed where rocks have built up to stop water

from flowing away

Small river that flows

into a larger one

Water separating North America

and South America from

Europe and Africa

Large body of water South

of Europe near Italy

A hollow in the Earth’s

surface where a lake

forms

$300 An artificial lake used to collect and store water

The place a river begins

Large body of salty water east of Africa and

South of Turkey

A lake between

Europe and Asia that is

salty

An artificial waterway

$400 Formed in a bowl shaped basin worn away by a

glacier

An area of land from

which a river drains the rainwater

Five famous lakes form part of the border between two countries on what continent

Some of the world’s

largest oil deposits are found here

Steep sided valley formed by land that slips down between

cracks in the Earth’s surface

$500 Formed in a

deep crack that was

formed when a block of

land slipped down between cracks in the

Earth’s surface

The place a river flows into the sea

Lake Baikal, the deepest lake in the world is on this continent

A shrinking lake in Russia

that went from 4th

largest to 10th largest in

about 40 years due to

misuse

Slowly moving mass of ice


Appendix A, page 2 Water Jeopardy Game – Key

LAKES RIVERS OCEANS/ CONTINENTS

SEAS OTHER

$100 lake river continents sea crater

$200 barrier lake

tributary Atlantic Ocean Mediterranean Sea

basin

$300 reservoir source Indian Ocean Caspian Sea canal

$400 erosion lake

drainage basin

North America Caspian Sea rift valley

$500 rift

valley lake

mouth Asia Aral Sea glacier


Appendix B, page 1 Idea Web


Appendix B, page 2 Why People Live by Lakes – Web Key

Why People Live by Lakes

Resources – water, food

Live inland and still be near water

Transportation

Recreation – Swimming, sailing

Cooking and Cleaning

Catch fish and Seafood


Appendix B, page 3 Informative Paragraph – Why People Live by Lakes

Name ___________________________________________ Date ____________________________ Topic Sentence - _______________________________________________________________________ _____________________________________________________________________________________

- ________________________________________________________________________ - ______________________________________________________________________

- ________________________________________________________________________ - ______________________________________________________________________

- ________________________________________________________________________ - ______________________________________________________________________

- ________________________________________________________________________ - ______________________________________________________________________

- ________________________________________________________________________ - ______________________________________________________________________

- ________________________________________________________________________ - ______________________________________________________________________ Conclusion - ___________________________________________________________________ ______________________________________________________________________________ (adapted from Step Up to Writing, by Maureen E. Auman)


Appendix B, page 4 Sample Rubric – Informative Paragraph

Name __________________________ Date __________________________ Why People Live by Lakes – Informative Paragraph – Lesson One

4 3 2 1 Total Main/Topic

Idea Sentence

Main/Topic idea sentence is clear, correctly placed, and is restated in the closing sentence.

Main/Topic idea sentence is clear, correctly placed, and is not restated in the closing sentence.

Main/Topic idea sentence is unclear and incorrectly placed, and is restated in the closing sentence.

Main/Topic idea sentence is unclear and incorrectly placed, and is not restated in the closing sentence.

Supporting Detail

Sentence(s)

Paragraph has six supporting detail sentences that relate back to the main idea.

Paragraph has five supporting detail sentences that relate back to the main idea.

Paragraph has four supporting detail sentences that relate back to the main idea.

Paragraph has less than four supporting detail sentences that relate back to the main idea.

Elaborating Detail

Sentence(s)

Every supporting detail sentence has one or more elaborating detail sentence(s).

Some supporting detail sentences have at least one elaborating detail sentence.

One supporting detail sentence has one elaborating detail sentence.

There are no sentences with elaborating detail sentences.

Legibility

Legible handwriting.

Marginally legible handwriting.

Writing is not legible in places.

Writing is not legible.

Mechanics and

Grammar

Paragraph has no errors in punctuation, capitalization, and spelling.

Paragraph has one or two punctuation, capitalization, and spelling errors.

Paragraph has three to five punctuation, capitalization, and spelling errors.

Paragraph has six or more punctuation, capitalization, and spelling errors.

Totals

Final Grade ____/20= ____%

Adapted from TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)


Appendix C, page 1 African Treasure Hunt

Name ________________ Date_____________

African Treasure Hunt

Use an atlas to find the secret treasures by using the clues. 1. This lake is located northwest of Lake Victoria and is between Zaire and Uganda. _________________________________ 2. This lake is completely surrounded by the country of Ghana. _____________________________________ 3. What lake is in Northern Ethiopia? _________________________ 4. Find Lake Tanganyika. Now find a lake to the south of it in the same rift valley. _______________________________________ 5. What lake is mostly in northern Kenya? ________________________ 6. Mt. Kilimanjaro is about 200 miles from what lake? ______________________________ 7. Find Zimbabwe and Zambia. What lake do they have in common? _________________________________ 8. This lake is really long and was formed by a dam on the Nile River. _________________________________ adapted from Pearson Learning Core Knowledge History & Geography Teacher Guide: Level Five, p. 16, by Pearson Education, Inc.


Name ________________ Date_____________

African Treasure Hunt

Use an atlas to find the secret treasures by using the clues. 1. This lake is located northwest of Lake Victoria and is between Zaire and Uganda. ________Lake Albert______________ 2. This lake is completely surrounded by the country of Ghana. _____________Lake Volta___________________ 3. What lake is in Northern Ethiopia? ________Lake Tana__________ 4. Find Lake Tanganyika. Now find a lake to the south of it in the same rift valley. ____Lake Nyasa or Lake Malawi____________ 5. What lake is mostly in northern Kenya? ___Lake Turkana or Lake Rudolf__ 6. Mt. Kilimanjaro is about 200 miles from what lake? _Lake Victoria___ 7. Find Zimbabwe and Zambia. What lake do they have in common? _____Lake Kariba_____________ 8. This lake is really long and was formed by a dam on the Nile River. _____Lake Nasser___________ adapted from Pearson Learning Core Knowledge History & Geography Teacher Guide: Level Five, p. 16, by Pearson Education, Inc.

Appendix C, page 2 African Treasure Hunt - Key


Appendix D, page 1 Fact Sheet – Lakes of the World – Lesson One

Name _________________ Date __________ Fact Sheet – Lakes of the World – Lesson One Define Lake - ______________________________ _________________________________________ State six reasons people live by lakes: 1. ______________________________ 2. ______________________________ 3. ______________________________ 4. ______________________________ 5. ______________________________ 6. ______________________________ List the four specific types of lakes we will study: 1. ______________________________ 2. ______________________________ 3. ______________________________ 4. ______________________________ BONUS: Do lakes last forever? YES NO Why or why not? ___________________________ _________________________________________


Appendix D, page 2 Fact Sheet – Lakes of the World – Lesson One – Key

Define Lake - _ a slow-moving or standing body of water surrounded completely or nearly completely by land State six reasons people live by lakes: 1. ____resources – water, food________ 2. ____transportation_______________ 3. ____cooking and cleaning____________ 4. _recreation – swimming, sailing_______ 5. _live inland and still be near water_____ 6. _catch fish and seafood______________ List the four specific types of lakes we will study: 1. __barrier lakes__________________ 2. __rift-valley lakes _______________ 3. __erosion lakes__________________ 4. __basin lakes____________________ BONUS: Do lakes last forever? YES NO Why or why not? Lakes collect sediment which eventually builds up, causing the lake to get shallower and eventually turn into a marsh and then a field or forest. Humans also harm lakes by pollution or overuse, causing them to die or be used up.


Appendix E, page 1 Lake Formation Drawings

Drawing A: ________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

Drawing B: _______________________________________ _________________________________________________ _________________________________________________ _________________________________________________

Coloring Key 1 – Peach 2 – Dark Gray 3 – Dark Tan 4 – Yellow 5 – Rust/Copper Red 6 – Green 7 – Light Blue 8 – White


Appendix E, page 2 Lake Formation Drawings

Drawing C: _______________________________ _________________________________________ _________________________________________ _________________________________________

Drawing D: _________________________ ____________________________________ ____________________________________ ____________________________________


Appendix F, page 1 Map of Africa

1. _________________________________ 2. _________________________________ 3. _________________________________ 4. ___________________________ 5. _______________ 6. _______________ 7. _______________

8. ____________________

9. _____________________ 10. ____________________


Appendix F, page 2 Map of Africa – Key

1. _______________Niger______________ 2. _______________Chad______________ 3. __________Cameroon_______________ 4. _______Nigeria______________ 5. __Uganda_______ 6. __Kenya________ 7. __Tanzania______

8. ___Zambia____________

9. ___Zaire______________ 10. __Burundi___________


Appendix G, page 1 Lakes of Africa Compare and Contrast

Lake Tanganyika

Lake Victoria

Lake Chad


Appendix G, page 2 Lakes of Africa Compare and Contrast - Key

Lake Tanganyika

Lake Victoria

Lake Chad

- one of a group of lakes

- single lake - single lake

- largest of the three lakes

- one source of the Nile River

- rift-valley lake - basin lake - basin lake - in a mountainous area

- in a mountainous area

- in a dry flat area

- in Africa - in Africa - in Africa - surrounded by several countries

- surrounded by several countries

- surrounded by several countries


Appendix H, page 1 Review of the Lakes of Africa

Name _______________ Date_________ Lakes of the World Africa – Lesson Two 1. Name the three major African lakes that we have

studied. ______________ _____________ ____________ 2. What kind of lake is Lake Tanganyika? ______________________________ 3. What are two important things people use Lake

Tanganyika for? ______________________ __________________ 4. What is the name of the largest lake in Africa? ________________________________ 5. What is the name of the famous river that starts

near Lake Victoria? ______________________ 6. What kind of lake is Lake Victoria? _____________________________


Appendix H, page 2 Review of the Lakes of Africa

7. What mountain peak is close to Lake Victoria? _______________________________ 8. Complete these sentences about Lake Chad.

a. It is ______ and very flat around the lake.

b. The lake gets __________ during the rainy season.

c. People make money by __________ in the

lake.

d. Lake Chad is in _________________ Africa.

e. Hundreds of __________ ___________ grow in the center of Lake Chad.

Key for Review of Lakes of Africa 1. Lake Tanganyika, Lake Victoria, Lake Chad 2. rift-valley lake 3. fishing, transportation 4. Lake Victoria 5. Nile River 6. Basin lake 7. Mt. Kilimanjaro

8. a. dry b. deeper c. fishing d. western e. water lilies


Appendix I, page 1 Map of South America

1. ______________________________

2. ______________________________

3. ______________________________


Appendix I, page 2 Map of South America – Key

1. _____Venezuela_________________

2. _____Peru______________________

3. _____Bolivia____________________


Appendix J, page 1 Crossword Puzzle of South American Lakes

1. 1. 3. 2.

4. 3. 5. 6.

4. 5. 7. 8. 6.

Across: 1. Resource that is taken from Lake Maracaibo that is important to the economy of South America 2. Peruvian name for potatoes 3. Large body of water that Lake Maracaibo touches 4. Mountains that Lake Titicaca is located in 5. Ancient people who lived near Lake Titicaca 6. Plastic and paint are made from this Down: 1. Animal that can be found around Lake Titicaca 2. Food item farmers raise near Lake Titicaca 3. Resource used by the people of Titicaca to build homes 4. Type of lake that Titicaca is 5. Ancient things on an island in Lake Titicaca 6. Type of lake that Lake Maracaibo is 7. Country where Lake Maracaibo is located 8. Lake Maracaibo is really this now but still called a lake


Appendix J, page 2 Crossword Puzzle of South American Lakes – Key

1.o i 1.l 3.r l e 2.p a p a s

a e o 4.r m d t i 3.C a 5.r i b 6.b e a n S e a f u a t t i r o v

n r 4.A n d e s 5.I n c a l 7.V e 8.g l 6.p e t r o l e u m e n l y e f

z u e l

a

Across: 1. Resource that is taken from Lake Maracaibo that is important to the economy of South America oil 2. Peruvian name for potatoes papas 3. Large body of water that Lake Maracaibo touches Caribbean Sea 4. Mountains that Lake Titicaca is located in Andes 5. Ancient people who lived near Lake Titicaca Inca 6. Plastic and paint are made from this petroleum Down: 1. Animal that can be found around Lake Titicaca llama 2. Food item farmers raise near Lake Titicaca potato 3. Resource used by the people of Titicaca to build homes reeds 4. Type of lake that Titicaca is rift valley 5. Ancient things on an island in Lake Titicaca ruins 6. Type of lake that Lake Maracaibo is barrier 7. Country where Lake Maracaibo is located Venezuela 8. Lake Maracaibo is really this now but still called a lake gulf


Appendix K, page 1 The Great Lakes of North America

1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________ 5. ______________________ 6. ______________________ 7. ______________________

8. ______________________ 9. ______________________ 10. ______________________ 11. ______________________ 12. ______________________ 13. ______________________ 14. ______________________


Appendix K, page 2 The Great Lakes of North American – Key

1. Lake Superior 2. Lake Michigan 3. Lake Huron 4. Lake Erie 5. Lake Ontario 6. Minnesota 7. Wisconsin

8. Illinois 9. Indiana 10. Ohio 11. Pennsylvania 12. New York 13. Michigan 14. Ontario


Appendix L, page 1 Great Lakes Review Sheet

Name ________________________ Great Lakes Date _________________________ Answer questions #1-17 on the answer sheet provided. 1. What continent are the Great Lakes located on? 2. What two countries share the coastline of the Great Lakes? 3. Name the five Great Lakes. 4. Which is the largest of the Great Lakes? 5. Name the strait that connects Lake Michigan to Lake Huron. 6. What body of water connects Lake Superior to Lake Huron? 7. What is the name of the famous bridge that connects the lower portion of the state of Michigan to the Upper Peninsula of Michigan? (It goes over a strait.) 8. Which Great Lake is entirely in the United States? 9. What two lakes does the Niagara River flow between? 10. On which lake did the Edmund Fitzgerald go down? 11. The city of Chicago is located on the shores of which lake? 12. Name four things you might be likely to see along the shores of Lake Erie. 13. What body of water do barges use to travel between Lake Erie and Lake

Ontario?


Appendix L, page 2 Great Lakes Review Sheet

14. What other body of water connects these two lakes, but cannot be traveled

by barges? 15. Why can’t this body of water be used by barges? 16. What is the name of the famous waterfall in New York and Canada that is

between Lake Erie and Lake Ontario? 17. In a few good sentences, explain why you think the Great Lakes are referred

to as a “system”.

Use a separate sheet of notebook paper to answer the following questions. Write neatly and do your best work. 18. In a well constructed paragraph, describe how you think things such as

housing developments, pollution, erosion and tourism affect the future of the Great Lakes?

19. Do you think that the Great Lakes could ever dry up? Could their water ever

get too dirty to use? Explain what you think might be the results of one or both of these things happening.

20. If you could go to the Great Lakes region, which lake(s) would you like to

visit and what would you like to do there and why? Write a good paragraph explaining your answer.


Appendix L, page 3 Answer Sheet for Great Lakes Review Sheet

Name ____________________ Great Lakes Date _____________________ Answer Sheet 1. _________________________________ 2. _________________________________ _________________________________ 3. _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ 4. _________________________________ 5. _________________________________ 6. _________________________________ 7. _________________________________ 8. _________________________________ 9. _________________________________ _________________________________ 10. _________________________________ 11. _________________________________ 12. _________________________________ _________________________________ _________________________________ _________________________________ 13. _________________________________ 14. _________________________________ 15. _________________________________________________________ _________________________________________________________ _________________________________________________________ 16. __________________________________ 17. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________


Appendix L, page 4 Answer Key for Great Lakes Review Sheet

1. North America 2. United States Canada 3. Lake Huron Lake Ontario Lake Michigan Lake Erie Lake Superior 4. Lake Superior 5. Straits of Mackinac 6. St. Mary’s River 7. Mackinac Bridge 8. Lake Michigan 9. Lake Erie Lake Ontario 10. Lake Superior 11. Lake Michigan 12. smokestacks lighthouses office towers loading docks 13. Welland Canal 14. Niagara River 15. Niagara Falls prevents barges from going down the river. 16. Niagara Falls 17. The Great Lakes are a system because they are all connected and can be traveled

to transport goods, etc. 18. Housing developments and tourism increase the number of people that will be living

around the Great Lakes. More people means that there will most likely be more pollution. Pollution can destroy the plant and animal life that keeps the lakes healthy. Erosion is caused by overuse of the lakes shorelines and could eventually result in the lakes dying or drying up.

19. Opinion…accept all reasonable answers. Students should understand that over time, the water could dry up. Lake Erie has already experienced one “death” and if the lakes are not cared for properly the water supply could become unfit, fish will die, and other wildlife will be affected in a negative way. Forest areas will also suffer due to improper use by industries, etc.

20. Opinion question…accept all reasonable responses.


Appendix M, page 1 Map of Eurasia

1. ________________________________

2. ________________________________

3. ________________________________

4. ________________________________

5. ________________________________

6. ________________________________

7. ________________________________


Appendix M, page 2 Map of Eurasia – Key

1. Mongolia

2. Russia

3. Azerbaijan

4. Iran

5. Turkmenistan

6. Uzbekistan

7. Kazakhstan


Appendix N, page 1 Lake and Continent Review

North America

South America

Africa Eurasia

Lake Victoria Lake Huron Lake Erie Lake Maracaibo Lake Chad Aral Sea Caspian Sea Lake Superior Lake Titicaca Lake Tanganyika Lake Baikal Lake Ontario Lake Michigan


Appendix N, page 2 Lake and Continent Review – Key

North America

South America

Africa Eurasia

Lake Huron Lake Superior Lake Michigan Lake Erie Lake Ontario

Lake Maracaibo Lake Titicaca

Lake Victoria Lake Chad Lake Tanganyika

Lake Baikal Caspian Sea Aral Sea


Appendix O, page 1 Culminating Activity

Lakes of the World Project

Work in your group to accomplish the following things: 1. Draw a map of your continent on poster board provided. 2. Label the major lakes we have studied on your map. 3. Label the countries surrounding those lakes on your map. 4. Title your poster board (ex. The Lakes of North America) 5. Attach information cards to your map about each lake. They should include at least the following information: a. Name of lake b. Type of lake formation c. Resources people receive from lake d. Importance of lake to countries/states surrounding it e. Information about the future of the lake if not preserved 6. Pictures of the actual lake (from magazines or the internet) and the landscape surrounding it 7. Pictures of the people, animals, and cities surrounding the lake Any extra information you include, such as the discovery of the lake, legends about the lake(s), etc. will earn you extra credit. Your project will be graded according to the Rubric on page 2. Your group will give an oral presentation of your project on ________. Each member of your group will participate in one part of the presentation and you will be graded according to the Rubric on page 2.


Appendix O, page 2 Rubrics for Culminating Activity

PRESENTATION RUBRIC

+2 Bonus

4 3 2 1

Information Your information was awesome! I completely understood it and you even added additional information that was not required!

Your information was clear. I completely understood it. It had a logical flow of ideas. You included all the necessary information.

I mostly understood all your information, but it was missing one to two of the items asked for.

Your information was confusing. It was missing more than two of the items required for this project.

I did not understand your information. You left out way too much information and did not give me a clear idea of what you were presenting on.

Delivery Your group presented extremely well. You all participated in equal ways. You stood straight up, made eye contact with the audience, were loud enough to be heard, and were appropriately enthusiastic! It was obvious that you were very well-prepared. Way to go!

Your delivery was good. Every group member participated. You stood straight up, made eye contact with the audience, were loud enough to be heard, and were appropriately enthusiastic! I could tell you had prepared and practiced. Good job.

Your delivery was adequate but one to two of the elements expected were missing. (standing straight up, eye contact, voice volume, enthusiasm, preparedness)

Your delivery lacked more than three to four of the elements asked for. I would like to see you work harder next time to improve.

Your delivery lacked more than four of the elements asked for. It does not seem like you were careful to follow directions and work well with your group.

Classroom Behavior

☺☺☺ Super! You behaved in a considerate manner while others were giving their presentations.

☺ Good! You mostly behaved in a considerate manner while others were giving their presentations.

OK. The teacher had to speak to you more than once while other students were presenting their projects.

Hmm. The teacher reprimanded you two to three times. You need to think about your behavior and make adjustments in the future.

Big Hmm! You had to be reprimanded more than three times. You need to take a serious look at how you are respecting others and show great improvement in the future.

Total: /12 = _______% + bonus ______ = ______%


Appendix O, page 3 Rubrics for Culminating Activity

PROJECT RUBRIC

5 4 3 2 1

Information Your information was awesome! You included all of the required elements. (map, lakes, countries, title, information cards with name, type, resources, importance, future, pictures of lake, pictures of people, etc,)

Your information was very good. You included most of the information, but one or two things were missing.

Your information was ok. You forgot to include three to four things you were supposed to, so be more careful to check your work next time.

Your information was lacking in five to six areas and it doesn’t appear that you were very careful when you read the directions. Please try to do better work next time.

Your information showed little effort or desire to do well. You are missing more than half of the material asked for. This is not good fifth grade work.

Use of Resources

It is obvious that you made great use of many resources to find your information. Thank you for working so hard!

I can tell that you had enough information to put your project together. I would have liked to have seen a bit more variety in the choices you made for resources.

It looks like you had some trouble finding materials to do this project. You only used one or two resources and didn’t consider ways to find other sources for information.

You should have relied on more than just your memory of what we studied in class to put this project together. Next time, visit the library or get on the internet and see if you can find at least one other source for information, please.

It does not appear that you chose to do this project as instructed. I’m not sure where you got your information, but it is either completely not there or incorrect. Very little effort has been shown.

Display Quality

Your project was constructed as assigned.

Your project looks good, but you could have done a better job putting it together.

Your project looks a bit like you ran out of time. Make sure that you schedule your time better next time and follow directions carefully.

Not sure that you took into consideration the expectations for your final project. It is messy, although most requirements are visible.

You need some guidance on how to put together a project for presentation to the class. Let’s get together and see if I can give you some pointers for next time.

Color and Neatness

Awesome color – very appealing to the eye. All lettering and information is legible and large enough to read.

Good color – mostly appealing to the eye. All lettering and information is legible and mostly easy to read.

Adequate preparation as far as color and neatness are concerned. You did a good job, but could spend more time next time doing some things a little better.

Fairly messy - you forgot to use good color. It doesn’t look like you spent much time being careful with your writing or labeling. Please work harder on this next time.

Unsuitable – Your project does not show that you heeded the instructions in this area.

Participation as a Group

Everyone participated equally.

One person seemed to be left out of your group.

Two people showed little effort to participate.

More than two people did not pull their weight.

Overall, your group needs instruction in how to work together.

Total: /25 = _______%

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