Geographic Strategies for Teaching Young Learners South Carolina - - PowerPoint PPT Presentation

Geographic Strategies for Teaching Young Learners

South Carolina Geographic Alliance

Monti Caughman Susan Wise

NCSS Atlanta, GA November 13, 2009

Presentation Outline

I. The Five Themes of Geography

• II. Maps and Mapping
• III. Multiple Intelligences

• Valuable organizational tool

to use in curriculum design

• Efficient to use in teaching

geographic concepts to students

• Benefits integration of

geography and other content areas, especially language arts

The Five Themes of Geography

• I. The World in Spatial Terms
• II. Places and Regions
• III. Physical Systems
• IV. Human Systems
• V. Environment and Society
• VI. Uses of Geography

The Eighteen National Geography Standards: Six Essential Elements

LOCATION Position on the Earth’s surface PLACE Physical and human characteristics HUMAN‐ENVIRONMENT INTERACTION The relationship between humans and their environment MOVEMENT The mobility of people, goods, and ideas REGION Areas defined by unifying characteristics

Five Themes of Geography

LOCATION

The absolute location of Greenville, South Carolina 34 degrees 50' 40" North and 82 degrees 23' 8" West

The relative location of Greenville, South Carolina, is easier to understand when it is described as in the Northern portion of South Carolina. The city can be found on the Interstate 85 (I‐85) corridor between Charlotte, North Carolina, and Atlanta, Georgia.

PLACE

HUMAN ENVIRONMENT INTERACTION

HUMAN‐ENVIRONMENT INTERACTION

MOVEMENT

REGION

Setting Location:  Where does the story take place?  What are the relative and absolute locations of the places where events in the story take place?  How has the location influenced the events or characters in the story? Place:  Describe the landscape of each setting in the story.  What makes each place unique?  Who were the native people of the region?  Describe any figurative language used to create the setting.  How have the physical and cultural settings influenced the story? Characterization Human‐Environment Interactions:  Who are the characters?  What type of clothing do the characters wear and why?  How have the characters interacted with the setting?  How has the setting influenced the behavior or development of the characters?  What are the relationships between characters?  Does the setting add to the conflict within the story? Plot Movement:  Describe the movements of characters within the setting.  What major events occur within the setting?  Is there reference to the movement of people, goods, or ideas within the story?  How do character movements lead to the conflict?  How is the conflict resolved?  What changes occur within the story? Theme Regions:  Describe the cultural and physical regions of the story.  Is there conflict between regions in the story?  Do the characters “fit” into these regions? Why or why not?  Is this story similar to others set in different regions? How?

Using the Five Themes of Geography with Literature

Title of Book/Author: Location of story: Describe the place where the story occurs: Examples of Human‐Environment Interactions: Examples of Movement: Regions: Connections to other curriculum areas:

The Five Themes of Geography and Literature

Title of Book/Author: Five Themes of Geography Location/place (setting): Human/Environment Interaction (characterization): Movement (plot): Regions (Theme): Language Arts

Integrating Geography Across the Curriculum

Social Studies (History, Government, Economics) Science Math Other Curriculum Areas (Ex: Technology)

Integrating Geography Across the Curriculum

OVERVIEW This lesson uses children’s literature to introduce the Five Themes of Geography and will assist students in acquiring geographic knowledge and skills. CONNECTION TO THE CURRICULUM This geography lesson can be taught in social studies and language arts. SOUTH CAROLINA SOCIAL STUDIES ACADEMIC STANDARDS K‐5.1 Identify the location of school, home, neighborhood, community, city/town, and state on a map. K‐5.2 Provide examples of personal connections to places, including immediate surroundings, home, school, and neighborhood. K‐5.3 Construct a simple map. K‐5.4 Recognize natural features of the environment, including mountains and bodies of water, through pictures, literature, and models. Summarize ways in which people are both alike and different from one another in different regions of the United States and the world, including their culture, language, and jobs. 1‐1.3 Compare the daily life of families across the world – including the roles of men, women, and children: typical food, clothes, and style of homes: and the ways the families earn their living. Identify a familiar area or neighborhood on a simple map, using the basic map symbols and the cardinal directions. Compare the ways that people use land and natural resources in different settings across the world, including the conservation of natural resources and the actions that may harm the environment. SOUTH CAROLINA SOCIAL STUDIES LITERACY ELEMENTS F. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of

• ther people, places, and

environments? G. Make and record observations about the physical and human characteristics of places H. Construct maps, graphs, tables, and diagrams to display social studies information I. Use maps to observe and interpret geographic information and relationships Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawing s documents, letters, censuses, and other artifacts GRADE RANGE Pre‐K – 3 / Levels of difficulty may be adjusted for use at any grade level MATERIALS NEEDED From Kalamazoo to Timbuktu by Harriet Ziefert ISBN 1‐59354‐091‐4 World map Drawing paper Crayons/colored pencils OBJECTIVES Students will listen to the story and identify examples of the five themes of geography. The students will compare and contrast locations in the story by completing a Venn diagram. The students will draw a map and retell the story.

From Kalamazoo to Timbuktu

Monti Caughman SCGA

Literary Genres for Teaching the Five Themes

Realistic Fiction – Mystery, Adventure, Humor, Horror Historical Fiction – War Story, Biographical Fantasy – Animal Story, Ghost Story or Supernatural Fiction, Time Fantasy, Space Fiction, Science Fiction, and High Fantasy Folk or Traditional Literature ‐ Myth, Folktale, Folk Riddle, Folk Lore, Nursery Rhyme, Mother Goose, Fairy Tale, Epic, Hero Story, Legend, and Tall Tale Atlas Newspaper Biography Poetry Drama Fable Essay Memoir Dairy Journal Speech Picture Book

Location/Place Human‐Environment Interaction Movement Region

Five Themes Assessment

Tell me if you can, the earth is made of water and land. Seven large landmasses you see, can you name them just for me? North America you should know, with South America just below. Cross the ocean – Europe can’t hide, and there is Asia right beside. Africa looks like an ice cream cone, and there’s Australia all alone. Now that’s only six, what did we leave out, it must be Antarctica without a doubt ! That’s seven now, I’ll give you a star, if you can tell what the continents are.

The Continent Poem

Mental Mapping

• A map of our environment that

we carry in our heads

• Become more complex and

geocentric over time

National Geography Standards

The geographically informed person knows and understands:

• 1. How to use maps and other geographic representations, tools, and

technologies to acquire, process, and report information from a spatial perspective.

• 4. The physical and human characteristics of places.
• 10. How to apply geography to interpret the past.

Mental Maps

7th Grade Sample A: Map 1 of 3

7th Grade Sample A: Map 2 of 3

7th Grade Sample A: Map 3 of 3

7th Grade Sample B: Map 1 of 3

7th Grade Sample B: Map 2 of 3

7th Grade Sample B: Map 3 of 3

7th Grade Sample C: Map 1 of 4

7th Grade Sample C: Map 2 of 4

7th Grade Sample C: Map 3 of 4

7th Grade Sample C: Map 4 of 4

T: Title the name of the map; usually names the area shown A: Author person, group, or agency that made the map L: Legend the map key; explains what the map symbols mean D: Date date the map was printed; later dates mean more up‐to‐date O: Orientation

• rients the map with rest of world; direction arrow, compass rose

G: Grid north‐south/east‐west lines; where an area on a map is located S: Scale map distance v. Earth distance; scale bar, fraction

TALDOGS Vocabulary

Mapping Harold’s Purple Crayon

Overview

This lesson is designed to help students make a map of a journey taken by Harold, the main character in Harold and the Purple Crayon. The students will create their own maps and include TALDOGS on the map.

Objectives

• Students will create a map of Harold’s

journey.

• Students will depict TALDOGS on their map.
• Students will present their map to the class

and explain the journey and TALDOGS.

• Students will listen to the book Harold and the

Purple Crayon as it is read aloud to them in class. While listening, students should write down information about Harold’s journey. Note: Do not show illustrations to the students while reading the book.

• Students will work in groups to create a map the

depicts Harold’s journey and also includes TALDOGS.

• Each group will share their maps with the rest of

the class.

Procedures

Multiple Intelligences

• Multiple intelligences are ways in which people are

smart – the modes in which they process information effectively

• Teachers need to present content material through a

variety of intelligences to make information comprehensible to all learners

• Students need to demonstrate their understanding of

content in a format consistent with their strong intelligences

Multiple Intelligences

ERIC Identifier: ED410226 Publication Date: 1996‐09‐00 Author: Brualdi, Amy C. Source: ERIC Clearinghouse on Assessment and Evaluation Washington DC. http://www.ericdigests.org/1998‐1/multiple.htm Multiple Intelligences: Gardner's Theory. ERIC Digest. Arguing that "reason, intelligence, logic, knowledge are not synonymous...," Howard Gardner (1983) proposed a new view of intelligence that is rapidly being incorporated in school curricula. In his Theory of Multiple Intelligences, Gardner expanded the concept of intelligence to also include such areas as music, spatial relations, and interpersonal knowledge in addition to mathematical and linguistic ability. This digest discusses the origins of Gardner's Theory of Multiple Intelligences, his definition of intelligence, the incorporation of the Theory of Multiple Intelligences into the classroom, and its role in alternative assessment practices. SEVEN INTELLIGENCES Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes only two intelligences, verbal and computational. The seven intelligences Gardner defines are: Logical‐Mathematical Intelligence‐‐consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most

• ften associated with scientific and mathematical thinking.

Linguistic Intelligence‐‐involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express

• neself rhetorically or poetically. It also allows one to use language as a means to remember information.

Spatial Intelligence‐‐gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains‐‐Gardner notes that spatial intelligence is also formed in blind children. Musical Intelligence‐‐encompasses the capability to recognize and compose musical pitches, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm.) Bodily‐Kinesthetic Intelligence‐‐is the ability to use one's mental abilities to coordinate one's own bodily movements. This intelligence challenges the popular belief that mental and physical activity are unrelated. The Personal Intelligences‐‐includes interpersonal feelings and intentions of others‐‐and intrapersonal intelligence‐‐the ability to understand

• ne's own feelings and motivations. These two intelligences are separate from each other. Nevertheless, because of their close association in

most cultures, they are often linked together. Although the intelligences are anatomically separated from each other, Gardner claims that the seven intelligences very rarely operate

• independently. Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve
• problems. For example, a dancer can excel in his art only if he has 1) strong musical intelligence to understand the rhythm and variations of the

music, 2) interpersonal intelligence to understand how he can inspire or emotionally move his audience through his movements, as well as 3) bodily‐kinesthetic intelligence to provide him with the agility and coordination to complete the movements successfully.

Multiple Intelligences Assessment

Verbal‐Linguistic Intelligence (Language Arts Based Assessment Instruments) Logical‐Mathematical Intelligence (Cognitive Patterns Based Assessment Instruments) Visual‐Spatial Intelligence (Imaginal Based Assessment Instruments) Bodily‐Kinesthetic Intelligence (Performance Based Assessment Instruments) Musical‐Rhythmic Intelligence (Auditory Based Assessment Instruments) Interpersonal Intelligence (Relational Based Assessment Instruments) Intrapersonal Intelligence (Psychological Based Assessment Instruments) Naturalist Intelligence (Environment Based Assessment Instruments)

Bibliography

America Is by Stacey Schuett ISBN 0‐689‐83900‐6 Are We There Yet, Daddy? by Virginia Walters ISBN 0‐14‐230013‐6 Around the World by Lindsay George ISBN 0‐688‐15268‐6 Do You Have a Hat? By Eileen Spinelli 0‐689‐86253‐9 From Kalamazoo to Timbuktu by Harriet Ziefert ISBN 1‐59354‐091‐4 Geography Fleas! By Joan Holub ISBN 008075‐2818‐8 Got Geography! By Lee Bennett Hopkins ISBN 0‐06‐055601‐3 How Much? By Ted Lewin ISBN 0‐688‐17552‐X How to Make an Apple Pie and See the World by Marjorie Priceman ISBN 0‐679‐83705‐1 If the World Were a Village by David J. Smith ISBN 978‐1‐55074‐779‐9 Mapping Penny’s World by Loreen Leedy ISBN 0‐8050‐7262‐4 Me on the Map by Joan Sweeny ISBN 0‐517‐70095‐6 My Map Book by Sara Fanelli ISBN 0‐06‐026455‐1 My Town by Rebecca Treays ISBN 0‐7460‐3079‐7 Our Earth by Brian Karas ISBN 0‐399‐240250‐X P is for Passport by Devin Scillian ISBN 1‐58536‐157‐7 Searching for Oliver K. Woodman by Darcy Pattirson ISBN 0‐15‐205184‐8 The Armadillo from Amarillo by Lynn Cherry ISBN 0‐15‐200359‐2 The Journey of Oliver K. Woodman by Darcy Pattirson ISBN 0‐15‐202329‐1 The Once Upon a Time Map Book by B. G. Hennessy ISBN 0‐7636‐0076‐8 There’s a Map on My Lap by Tish Rabe ISBN 0‐375‐81099‐4 Where Do I Live? by Neil Chesanow ISBN 0‐8120‐6541‐7

• Dr. Jerry Mitchell

Director, CEGE (803) 777‐2986 mitchejt@gwm.sc.edu Monti Caughman Resident Teacher Consultant (803) 777‐4973 monti@sc.edu Susan Wise Resident Teacher Consultant (803) 777‐4973 wises@gwm.sc.edu Mailing Address: SCGA, Department of Geography University of South Carolina Columbia, SC 29208 Web Address: http://www.cas.sc.edu/cege/

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