Unit 5 Physical and Human Geography Reading and Writing Workshop
​Reading & Writing Workshop: Environmental Geography
Grade Level: Middle School
​Focus Areas:

• Natural Resources and Conservation
• Human Impact on the Environment
• Sustainable Development and Renewable Energy
• Geographic Challenges

Standards Alignment:Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies

• Reading Informational Text:
  • CCSS.ELA-LITERACY.RI.6-8.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-LITERACY.RI.6-8.7: Integrate visual information (e.g., maps, charts, graphs) with other information in print and digital texts.
• Writing:
  • CCSS.ELA-LITERACY.W.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.
  • CCSS.ELA-LITERACY.W.6-8.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
• Speaking and Listening:
  • CCSS.ELA-LITERACY.SL.6-8.1: Engage effectively in collaborative discussions, building on others' ideas and expressing their own clearly.

Workshop StructureDay 1: Introduction to Environmental GeographyReading Activity:

• Read a short nonfiction article on natural resources and conservation (e.g., "How We Use Natural Resources" from National Geographic Kids).
• Discuss the difference between renewable and nonrenewable resources.
• Analyze a map of global resource distribution to understand geographic challenges.

Writing Activity:

• Write a one-paragraph summary explaining the difference between renewable and nonrenewable resources.
• Quick Write: "What is one way people can help conserve natural resources in their community?"

Day 2: Human Impact on the EnvironmentReading Activity:

• Read excerpts from Rachel Carson’s Silent Spring or an article on deforestation, pollution, and climate change.
• Analyze an infographic showing global CO₂ emissions and deforestation rates.
• Discuss cause-and-effect relationships in environmental change.

Writing Activity:

• Claim-Evidence-Reasoning (CER) Writing: "How does human activity impact the environment?"
• Students cite at least two pieces of evidence from the reading and visuals to support their claims.

Day 3: Sustainable Development and Renewable EnergyReading Activity:

• Read a text on sustainable development and renewable energy (e.g., "How Solar and Wind Power Work").
• Examine a case study on a city using renewable energy (e.g., Copenhagen or San Diego).

Writing Activity:

• Argumentative Writing Prompt: "Should more cities invest in renewable energy? Why or why not?"
• Students write a persuasive paragraph using at least two pieces of evidence.

Day 4: Geographic Challenges (Desertification, Rising Sea Levels)Reading Activity:

• Read a news article or report on desertification (e.g., the Sahel region) or rising sea levels (e.g., Kiribati or Miami).
• Compare two maps: one showing current vs. future projections of affected regions.

Writing Activity:

• Cause-and-Effect Writing: "How does desertification or rising sea levels affect communities?"
• Students write a short informative essay explaining the problem and possible solutions.

Day 5: Workshop Showcase & ReflectionReading and Discussion:

• Read a student-friendly editorial on an environmental issue.
• Conduct a Socratic Seminar where students discuss:
  • What solutions exist for these challenges?
  • What role do governments, businesses, and individuals play?

Final Writing Assignment:

• Student Choice Writing Piece:
  • Write a letter to a local official about an environmental issue.
  • Create a public awareness brochure on conservation or sustainability.
  • Draft a short story imagining life in a future affected by climate change.

Assessment & Extensions

• Formative Assessments:
  • Quick Writes, exit tickets, discussion participation.
• Summative Assessments:
  • Final writing piece (graded with an informative/explanatory rubric).
  • Peer review and self-assessment using a checklist.

Extensions:

• Hands-on Project: Create a model or poster showing sustainable solutions for their community.
• Digital Literacy: Research and present on an environmental issue using digital tools (e.g., Google Slides, Canva).
• Field Trip/Virtual Experience: Explore an online simulation on climate change or visit a local conservation area.