Understands the characteristics and uses of maps, globes, and other geographical tools and technologies.
Grade 3-5: Knows the basic elements of maps and globes (title, legend, cardinal, scale, grid, meridians, time zones, etc..).
Grade 3-5: Uses map grids (e.g., latitude and longitude or alphanumeric system) to plot absolute location.
Grade 6-8: Understands concepts such as axis, seasons, rotation, and revolution.
Knows the location of places, geographical features, and patterns of the environment.
Grade 3-5: Knows major physical and human features of places as they are represented on maps and globes. Knows how to read different maps: road, relief, globe, etc..
Grade 3-5: Knows the location of major cities in North America.
Grade 3-5: Knows the approximate location of major continents, mountain ranges, and bodies of water on Earth.
Grade 6-8: Knows the location of physical and human features on maps and globes (e.g., culture hearths such as Mesopotamia, Huang Ho, the Yucatan Peninsula, the Nile Valley; major ocean currents; wind patterns; land forms; climate regions).
Grade 6-8: Knows the relative location of, size of, and distances between places.
Understands the characteristics and uses of spatial organization of Earth’s surface.
Grade 3-5: Understands how changing transportation and communication technology has affected relationships between locations. Ease of travel between some and difficulty getting to some others because of transportation and how people move and shop from one to the other because of the ease (trains, road systems, ferries, etc…).
Grade 3-5: Knows different methods to measure data (miles, kilometers, time, etc..).
Grade 6-8: Understands distributions of physical and human occurrences with respect to spatial patterns, arrangements, and associations (e.g. why some areas are more densely settled than others).
Grade 6-8: Understands how places are connected and how these connections demonstrate interdependence and accessibility (such as - the role of the changing transportation and communication technology).
Understands the physical and human characteristics of a place.
Grade 6-8: Knows the human characteristics of places (e.g., cultural characteristics such as religion, language, politics, technology, family structure, gender; population characteristics; land uses; levels of development).
Grade 6-8: Knows the physical characteristics of places (soil, vegetation, wildlife, etc..).
Understands the concept of regions.
Grade 3-5: Knows the characteristics of a variety of regions (climate, housing, religion, language, etc..).
Grade 6-8: Understands criteria that give a region identity (such as Amsterdam as a transportation center or the Sunbelt’s warm climate and popularity with retired people).
Understands that culture and experience influence people’s perceptions of places and regions.
Grade 6-8: Knows how places and regions serve as cultural symbols (Opera House in Sydney or Tower Bridge in London).
Knows the physical processes that shape patterns on Earth’s surfaces.
Grade 3-5: Knows the physical components of Earth’s atmosphere (weather and climate), lithosphere (land forms such as mountains), hydrosphere (oceans, lakes and rivers), and biosphere (vegetation and biomes).
Grade 3-5: Knows how Earth’s position relative to the Sun affects events and conditions on Earth.
Grade 3-5: Knows significant historical achievements of various cultures of the world (e.g., the Hanging Gardens or Babylon, the Taj Mahal in India, pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient Rome).
Grade 6-8: Knows the consequences of a specific physical process operating on Earth’s surface (e.g., effects of an extreme weather phenomenon such as a hurricane’s impact on a coastal ecosystem, effects of heavy rainfall on hill slopes, effects of the continued movement of Earth’s tectonic plates).
Understands the characteristics of ecosystems on Earth’s surface.
Grade 3-5: Knows plants and animals associated with various vegetation and climatic region on Earth (i.e. kinds of plants and animals found in the rainforests of Africa).
Understands the nature and complexity of Earth’s cultural mosaics.
Grade 3-5: Knows the similarities and differences in characteristics of culture in different regions (in terms of food, shelter, social organization and others).
Grade 3-5: Understands how cultures differ in their use of similar environments and resources (for example, comparing how people live in Phoenix, Arizona with how people live is Riyadh, Saudi Arabia).
Understands the forces of cooperation and conflict that shape the divisions of Earth’s surface.
Grade 3-5: Knows how and why people divide Earth's surface into political and/or economic units (e.g., states in the United States and Mexico; provinces in Canada; countries in North and South America; countries linked in cooperative relationships, such as the European Union).
Grade 6-8: Understands the symbolic importance of capital cities (such as Canberra, a planned city, as the capital of Australia).
Understands how physical systems affect human systems.
Grade 3-5: Knows how humans adapt to variations in the physical environment (e.g. choices of clothing, housing styles, agricultural practices, recreational activities, food, daily and seasonal patterns of life).
Grade 3-5: Knows how communities benefit from the physical environment (e.g., people make their living by farming on fertile land, fishing in local water, working in mines; the community is a port located on a natural harbor, a tourist center located in a scenic or historic area, an industrial center with good access to natural resources).
Grade 3-5: Knows natural hazards that occur in the physical environment (floods, tornadoes, earthquakes, etc..).
Grade 6-8: Knows how the physical environment affects life in different regions (e.g., how people in Siberia, Alaska, and other high-latitude places deal with the characteristics of tundra environments; limitations to coastline settlements as a result of tidal, storm, and erosional processes).
Standards used for developing and displayed within Globetracker’s Mission are reproduced here by permission:
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