👩‍🏫 Teacher’s Guide

Objective
Evaluate a geographic decision using evidence, constraints, and uncertainty.

Vocabulary
network, capacity, bottleneck

Suggested time
30-40 minutes, with optional practice across the week.

Teaching Notes

• Ask students to identify units and assumptions before calculating. Require a written explanation that separates observations, calculations, and conclusions.
• Introduce the study resource before assigning questions. Students can answer using this lesson without opening the source book.
• Use questions 1-4 for guided practice and the remaining questions for independent practice or discussion. Open responses may use different wording if the evidence supports them.
• Check the activity against its stated constraints and the answer bank. Revisit a missed concept before adding a new one.

🧒 Student Worksheet

Concept and Helping Material

Places exchange goods because resources, production, and demand differ. A transport network consists of places connected by routes. Cost per shipment and capacity per day answer different questions. A closed connection can interrupt an entire route. The fictional routes below each connect Farm to Port by a different way. Use the evidence to judge a claim or recommendation. Explain which conditions your conclusion depends on and what the data leave unanswered.

Study Resource

Vocabulary and Definition

• - a set of places connected by routes
• - the maximum amount a system can handle in a stated period
• - a part of a network that limits total movement

Words to Learn

, ,

Sentences to Fill In

1. The term for a set of places connected by routes is .
2. The term for the maximum amount a system can handle in a stated period is .
3. The term for a part of a network that limits total movement is .

🧪 Think & Respond Q&A

1. If goods must arrive within 3 hours, which route qualifies?

2. If the rail route closes, can road and river together carry 30 shipments in one day?

3. Why might a shipper use a more expensive route?

4. Does this table include environmental effects?

5. What additional evidence would help compare environmental effects?

6. Is this case an actual survey of a named real location?

7. What should an evidence-based answer include?

8. Which lesson word means "a set of places connected by routes"?

9. Which lesson word means "the maximum amount a system can handle in a stated period"?

10. Which lesson word means "a part of a network that limits total movement"?

Hands-On Experiment or Activities

What You Need: Paper, pencil, and a calculator for checking arithmetic.

What You Do:

1. Draw a three-route network between Farm and Port. Plan delivery of 25 shipments, then close one route and revise the plan.
2. Share your result. Ask a partner to check the evidence and challenge one assumption.
3. Revise one part of your work after checking it against the lesson evidence.

Think and Talk: What evidence supports one choice in your work?

Reflection

• Which idea can you explain now?
• What would you still need to learn about a real place?

Teacher Check

Check accurate use of the study resource, correct vocabulary or units, and a reason supported by evidence. For open activities, accept more than one result when it follows the instructions. The companion CSV contains the same numbered Q&A bank shown above.

Curriculum Reference

Original Grade 6 extension, Unit 3, Lesson 3. Builds on the map, environment, population, and planning skills in the Grade 1-4 course; no Grade 6 source book was supplied. The explanations, practice data, diagrams, activities, and questions in this lesson are original. Fictional datasets are labeled in their study resources.