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Geography: What's it to you?

Introduction to Gr. 7 Geography and Teaching Considerations

Heidi Strauss

on 21 October 2013

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Transcript of Geography: What's it to you?

What Do You Know
About Geography?
1. Find a piece of scrap paper
2. Write an answer to the question:
What kinds of things might you learn?
What Is
The word GEOGRAPHY was used in Ancient Greece to describe the writings and mapping used to make sense of the world being discovered

GEO means "earth"
GRAPHY means "writings"

"earth writings"
What's it to you?
about places and people around the world
earth processes (volcanoes, earthquakes, etc)
about current world issues and how to make sense of them
the environment and human activity
Skills you will develop and use
critical thinking
decision making
inquiry skills
problem solving
Where can Geography
take you?
Instructional Strategies to Consider
Examples of Technology
in the Geography Classroom
What do you think the study of Geography is all about?
do not write your name on the paper
* teacher tip: wait until all of the students are finished before giving the next directions
*let students know that there is no right or wrong answer
5. Find a new piece of paper
3. Crumple up your paper
4. Throw it across the room
*remind students of appropriate behaviour.
i.e. "when I say GO, when I say what? (GO) You're going to throw your crumpled paper across the room. Can anyone tell me what this will look like?
6. Allow each person to read their new response to the question
*record answers on a chart paper to note any similarities, differences, and interesting points
*This hook activity allows students to share their ideas and opinions about Geography without the fear of being embarrassed by what others think. It also allows the teacher to determine what the students know about Geography so far, and what they might not like about Geography. Not only is this a fun and engaging activity, the teacher also gets an idea of where to go next.
* the teacher can choose to construct a definition of what Geography is with the students based on their responses and then compare it to other definitions
- Education: National Geographic
Geography is the study of the earth including its physical and environmental features. It also includes the study of human activity, human cultures and how humans impact earth processes. Geography looks at the relationship between these things.
The word Geography:
* It is important to consider using a variety of instructional strategies in order to reach all learners as well as to capture the interests of your students. Since Geography is often thought of as a boring subject, using a range of instructional strategies can help students become interested.
*(this is an example of what the students may come up with)
Geo-literacy is about making sense of the world. It helps people to understand the world around them so that they are able to make informed decisions.
national geographic.com
* at this point, the teacher may want to engage students in a discussion about being informed citizens and why it is important. (student centered approach)
*this is just a broad overview and start to what students may learn
Here are some cool facts and photos
you might come
across while studying geography!
in two decades, 2/3rds of harlequin frogs went extinct. The golden frog only survives in captivity now.
google images
national geographic.com
fire tornadoes
ice hotel - Sweden
national geographic.com
iceberg - plateau bay, Antartica
national geographic.com
crossing the desert in India
national geographic.com
northern lights, Canada
national geographic.com
* Include a series of interesting photos, facts, or both. Instead of giving students all the information about a photo, ask them to discuss what they see and their thoughts. Guide their questioning with proper prompts.

Also, the teacher can encourage the students to research information to find answers to their questions. If the classroom has ipads, or if a student has a search engine app on their phone, encourage them to find the information they are looking for and share it with the class.
Floating, Petrified Tree near the Polynesia Islands
national geographic.com
google images
google images
* divide students into six groups and give one skill to each group. The group will discuss what the skill means and why it is useful. Once every group shares their ideas, the class can brainstorm any other skills that may come out of studying Geography
Aside from learning about interesting places, people, and processes, you will also develop many valuable skills!
design and plan
cities down to the
very last detail!
GIS Specialist
map out places and its characteristics using the most advanced software and technology!
studying climate and weather systems is all part of the job! You could land a job for an agency like theweathernetwork!
Are you passionate about the green initiative? Oversee environmental assessment, clean up, and sustainability efforts as an environmental manager!
That's right! You can
track and chase
storms if you know
all about weather
*provide examples of a few career possibilities and ask students if they have heard of these careers to bring in some of their own experiences.
Some Examples Include...
choice of a research topic
ability groups
collaborative & active learning
use of visuals (maps, graphs, pictures, anchor charts)
use of graphic organizers/mind maps
use of manipulatives
make connections to personal experiences
opportunities for reflection about new learning
K W L charts
problem based learning approach
role playing
inquiry based learning approach
google earth & google math
smartphone & iPhone apps
websites (i.e. multimap, national geographic, canadian geographic)
Five E's
*This is an example of an instructional strategy a teacher can use, which also incorporates technology into the lesson
Curriculum Expectation:
(Grade 7 - patterns in Physical Geography)
identify the effects of natural phenomena
(e.g., tornadoes, earthquakes, hurricanes)
on people and the environment;
1. Engage:
the teacher introduces the topic. Divide class into ability groups and assign one natural phenomenon to each group. Clearly explain the expectations. Write on board for a visual as well
2. Explore:
Each group researches their topic using a set of classroom iPads or the computer lab and gathers information about their phenomenon
3. Explain:
each group plans their presentation, confer with teacher, and present their findings to the class
4. Elaborate:
each group invites the class to expand on concepts and bring in personal experiences and thoughts
5. Evaluate:
each group member reflects on their own learning in a journal entry
To close today's introduction to Geography, write a journal entry about something you found interesting and something you would like to learn more about!
Tribes Learning Communities book
Secondary Geography Handbook
Full transcript