Take your students on an African Safari as they learn about the diversity of Africa! This activity will introduce your students to the great continent of Africa and is perfect to open up your Africa unit.
Your kids will learn about the physical and human geography of Africa as they see images of the continent out of the “safari jeep”. During the African Safari, they will take notes in a field guide and create both an annotated map of Africa and a sensory figure. During the African Safari, your students will make two “Safari Stops” at different locations around the continent. At each Safari Stop, they will exit the jeep, read information about their safari stop, and summarize what they have learned in a field guide.
When you purchase this activity you will receive:
-a PowerPoint presentation to use as your safari around Africa – This 94 page PowerPoint presentation includes information about the physical and human geography of Africa. The physical geography includes the Sahara Desert, the Sahel, the Savanna, the Congo River Basin and the Great Rift Valley. Human geography includes major countries and cities, religion, economy and culture of Africa.
-an editable script to read for each of the different images – Your script will include information to read for each of the images as you take your safari around Africa.
-a graphic organizer to take notes – Your students will create a field guide to take notes in a little booklet on the physical and human geography of Africa.
-an annotated map – A map of Africa for students to annotate with notes to summarize the information they learned about the physical geography of Africa.
-a sensory figure – A template to create a sensory figure to summarize information they learn about the human geography of Africa.
–placards for 2 different Safari Stops – Content readings and images to create two different Safari Stops: one on the Great Rift Valley and another on the history of Africa.
–a video link with directions on how to make the field guide booklet.
(1) History. The student understands that historical events influence contemporary events. The student is expected to:
(A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization, immigration, and trade; and
(B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.
(3) Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to:
(C) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; and
(D) identify the location of major world countries for each of the world regions.
(4) Geography. The student understands how geographic factors influence the economic development and political relationships of societies. The student is expected to:
(A) explain the geographic factors responsible for the location of economic activities in places and regions;
(5) Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to:
(A) describe ways people have been impacted by physical processes such as earthquakes and climate;
(B) identify and analyze ways people have adapted to the physical environment in various places and regions; and
(19) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material and artifacts to acquire information about various world cultures;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(20) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(A) answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments? Using latitude and longitude, where is it located?;
(B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, and charts;
(C) compare various world regions and countries using data from maps, graphs, and charts;
© 2019 Social Studies Success® This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote. Do not share this document with Amazon Inspire.
Please review all product descriptions and previews. If you have a question, contact me before you purchase at SocialStudiesSuccess1@gmail.com. As this is a digital product, all sales are final.