Overview of Lesson		Materials
Connection to the Curriculum,Standards and Skills		Body of Lesson - Procedure & Assessment
Grade Level		Activity One and Student Assessment
Purpose of Lesson		Activity Two and Student Assessment
Primary Geographic Question		Assessment of Lesson
Secondary Questions		Additional Project
		References

Overview of the Lesson

In a world interested in going faster and farther, there is a constant need for fuel.In this lesson, students will map the major oil producing and consuming countries and regions. They will also be responsible for identifying current and future topographic (physical features) and political problems that could affect the production and transportation of oil.

Geography Standards

Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

Standard 15: How physical systems affect human systems.

Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources.

Standard 18: How to apply geography to interpret the present and plan for the future.

Alabama Course of Study:  Social Studies Content Standards (Grade 7)

Standard 17:  Relate economic activity of a region within its geographic context.

Standard 26: Describe world patterns of resource distribution and utilization by mapping and discussing such natural resources in terms of the locations of major deposits.

Geographic Skills

Acquiring geographic information: analyze maps and charts to determine patterns and networks of economic interdependence. Understanding how to apply geographic methods to common situations.  How to use geography to predict and determine areas of future concern.

Grade 7

To analyze maps and charts in determining the distribution of oil on the Earth's surface and the economic impact oil transportation networks have on the rest of the world's economy.

In the modern industrial age, what impact do oil producing countries have on the economic success and stability of the rest of the industrialized world?

What countries are the top ten producers of oil?

What region produces the most oil collectively?

By analyzing the topographic features of that area, what features could stop the flow of oil? Political problems?

What countries are the top ten consumers of oil?

What common thread increases their need for oil?

• outline map of the world
• world oil production chart
• world oil consumption chart
• markers
• world atlas
• selected reference materials and Internet addresses

Activity One

• Secondary Question # 1:  What countries are the top ten producers of oil? What region produces the most oil collectively?By analyzing the topographic features of that area, what physical features could impede the flow of oil? Political problems?
• Divide students into pairs. Give each pair of students a copy of a world map, a copy of a world oil production chart, markers, and a world atlas.
• Tell students to use the oil production chart to determine the top ten oil producing countries and then label the countries of the outline map. Make sure to emphasize that the most recent data should be used.
• After labeling the maps, students should identify the most productive oil-producing region and make a list of at least three specific (by name) physical features that could impede the transportation of oil from that region. Remind students that the physical features include land and sea.

Assessing Student Learning: Activity One

Have each pair of students display their map and list of physical features. Students should have at least three specific (by name) physical features. Students should be able to justify their answers.

Activity Two

• Secondary Question # 2:  What countries are the top ten consumers of oil? What common thread increases their need for oil?
• Divide students into pairs. Give each pair of students a copy of a world map, a copy of a world oil consumption chart, markers, and a world atlas.
• Tell students to use the oil consumption chart to determine the top ten oil-consuming countries and then label the countries of the outline map. Make sure to emphasize that the most recent data should be used.
• Students should identify the common thread that increases these countries' needs for oil.

Assessing Student Learning: Activity Two

Each pair should display their map and identify and explain what common thread connects the countries. A discussion should follow.

Ask students to write a paragraph in response to the primary question.

Where in the World??

Have the student select one of the top ten oil producing countries and develop a profile of the country. Students will be given access to magazines, reference materials and Internet addresses (see appendix) to find the information. The presentation should include a map of the country, information about population, climate, and major religions. The resentation should stress the imports and exports of the country, and should identify the current leader of the country. The presentation should include graphic depictions such as charts, graphs, photos, and maps. A rubric will be given to each student detailing the grading procedure.

  Rubric for Geography Project

Task: The seventh grade student will choose one of the top ten oil producing countries in the world. The student will develop a profile of the country and present it to the class. The profile will include information about population, climate, religions, and the current leader. The profile should emphasize major imports and exports of the country. The student should include a map of the country with topographic features, legend, latitude and longitude, and the capital city.
 

Outline map of the world

British Petroleum Review of World Energy 1998: Oil Consumption

Goode's World Atlas

Selected Internet addresses for additional project--

National Geographic Society

Middle East Atlas

Map of the Middle East