Geography 460 Students: Following is the agenda for Monday Sep 15

Session 2


1. Assignment for Session 2.

            A. Read and review the following.

1.      Geography for Life pp. 57 – 104

2.      Download and Review the Michigan GLCE for the content that you would like to teach when you graduate from WMU.

a.       Identify: The grade level you want to teach

b.      Identify: The content area you plan to teach if in 9 – 12; GLCE if in grades 6, 7, or 8

            3.  Download and review the Entry Level Standards for Michigan Teachers; cite the significance being placed on content.


            4. Use a computer to respond to the following activity and numbers 1 and 2 that follow. This is a small action research project that you can use to test a hypothesis about teaching and learning.


1.  Count the number of red Xs you get first time you complete the map; wait about one half day and do the activity again and count the number of red Xs; Repeat the activity after half day until you get all the locations correct – NO red Xs.

2. Make a graph using Excel that shows your score with each of the activity trials as first (1), second (2) etc. on the X axis, and on the Y axis plot the number of red Xs or misses that were made.

            5. Hand in Native American Worksheet; It will be discussed during class.


1.Review what we did last week.

2.Assignments (Discuss and collect the assignments).

3. Fundamental concepts in geography and social studies (Location, Place, Human Environment Interaction, Movement, Region)

a. Native American Reservations: Concepts, and GLCE for 8th Grade Integrated U.S. History

b. Migration - Movement

4. Objective Writing: Preparing objectives to clearly indicate performance (This is a skill that MI teachers require)

Identify on an outline map of the world the oceans and continents.


Identify major climate regions using the criteria; hot and dry, hot and wet, mild and wet, mild and dry, cold and warm seasons wet; cold and warm seasons dry.

Identify the three main traits that define cultures. (values, religion, language)

Analyze how landforms and climate have affected population.

Distinguish population size from population density.


Identify the causes of rapid world population growth in the 20th century.


Compare and contrast renewable and nonrenewable resources.

Compare and contrast developing and developed countries.

Describe each region, or portion of region, using the Five Themes of Geography.


Compare and contrast urban and rural life.


Summarize their customs and beliefs and describe how people blend their traditions with modern


5. Goode’s World Atlas: In Class so be certain you have your atlas.


  1. Using the map on pages 2 and 3, define a hands on task for students to complete in which they use information from the map.
  2. Write a performance objective for the students that will enable you to assess if they are proficient at completing the task you have developed.
  3. Using a different, but similar map, write an assessment item that tests their proficiency at completing the task.

a.What will the students do to demonstrate they can perform the task specified in the objective?

b.Prepare your student demonstration as a question that can be given on a classroom based test.

6. Geography For Life:  The World in Spatial Terms, Chapter 4, page 61- 67, is a basic objective of all instruction. Geography uses spatial thinking more specifically than many other subjects. Remember Howard Gardner? He has proposed: (The theory of multiple intelligences suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees. Gardner proposes seven primary forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills).

7. Becoming familiar with IWeb Folio: Everyone should have an IWeb account from Karen Stokes by now. If you do not, then contact Karen at

and she will assign you an account.

8. Best Practices is a major topic in schools. We will focus on about 10 best classroom practices in Geog. 460. Best practices have been researched and the evidence from the research suggests they enhance student learning in middle and high school.

Cooperative Learning

Hands on and Minds on learning tasks

9. The initial step in IWebFolio is to develop your resume and upload it. Then Give me permission to review it. I am in the College of Arts and Sciences, Department of Geography. Do not make your resume available to the entire university community, but just to me.

            a. update and load your resume on IWeb.

            b. If you are having problems with IWeb, contact Karen Stokes

10. Demonstration Lesson:


Assignments for Monday, Session 3

1. Activate your  IWeb Folio

2. Update your resume to Fall 2008 on IWeb

3. Load your resume on your IWeb account

4. Review and learn who the SBofEd members are from the MDE Website; Review the information about Mr. Mike Flannigan, State Superintendent of Public Instruction on the MDE Website

5. Identify one GLCE from your preferred grade level that has reference to geography or a geography content standard.  In high school WHG and USHG the content standard for geography is specified and matches GFL. In middle school the geography GLCE is keyed to geography by its number.

6. Prepare three examples each one or two sentences in length that explain how you would develop the content in the course you would like to teach, based on the GLCE. Be certain to examine the context of the GLCE – a region in middle school, an Era in high school.

See you Monday tonight.

Professor Stoltman