Session 3


Assignments from Session 2

1. . Activate your  IWeb Folio

2. Update your resume to December 2008 on IWeb

3. Load your resume on your IWeb account; provide me access to view it.

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.

            Example: A middle school GLCE requires students to draw a mental map of the region they are studying. To achieve this I would instruct the students to draw a sketch map of the hemisphere they are going to study on a blank sheet of paper, or in their journal. I would then have them compare their map to a map in an atlas. After comparing the maps I would ask them to list two changes they need to make to improve their sketch map. They would than have two weeks to develop the proficiencies they identified from their first sketch map. In two weeks they would draw a second sketch map. The students would repeat this practice throughout the school year in order to become proficient in sketching a map of the major geographic regions of the world.



1. Bring Geography for Life (GFL) to class

2. Bring Goode’s World Atlas to class.

3. The Spatial Thinking Test

The GLCE and HSCE for Michigan refer to a spatial perspective and the use of maps.

Nearly all skills in the GLCE and HCSE are embedded and you will have to sort them out as you design your lessons for teaching. Be alert for the places in GFL where maps are used to illustrate content standards. Apply those suggestions for map usage (you will not use the exact maps as seen in GFL) to lessons and apply them in a meaningful way.




  1. Review
  2. Complete Global Climates and Climographs: Skill in GLCE. 
  3. Identify a content standard and GLCE/HSCE that complements Global Climates Activity
  4. Writing learning objective and performance objectives.
  1. Did the students learn what you wanted them to learn?
  2. How do you know?
  3. Can you be certain?
  1. Classroom assessment of Global Climates (different from state assessment).


6. Sources for National Content Standards


Earth Science:  (scroll to the section on Science Content Standards and choose Earth Science)

History:  (scroll down to History and select from U.S. or World History)

Also: Search Google under National History Content Standards for a listing of

state using history standards.



Note: Become familiar with the national content standards in your major discipline(s). You will be expected to know more than the fact that they exist. You will be expected to know how they are implemented in the state where you do your internship and the state where you expect to teach social studies (geography, history, civics/government, and economics).


7. Objectives: Using the Goode’s World Atlas

a. Using the map on page 12 the students will identify what country contains the most tropcial rain forests.

revised: As a result of this lesson the student will identify the country in Africa that includes the largest area of tropical rainforest.


b. Students will analzye a world map to identify where the majority of the world's population is located.

revised: As a result of this lesson the students will analyze a world population distribution and density map to identify the continent that has the largest population.


c. To have each student understand the coordinate system of latitude and longitude.

revised: As a result of this lesson the student will apply latitude and longitude to locate the following places: 1); 2); and 3) on a world map. (Teacher lists the places for 1, 2, and 3.)


d. Students should be able to label at least 10 major cities on the map and identify reasons why these cities are located in these areas.

revised: As a result of this lesson the student will: a. locate the world's 10 largest cities on a world map from a list of the cities provided by the teacher; b. identify the number of cities located on the world map in terms of location on a large body of water or a river or being inland and not on a large river; c. write a statement about the importance of water transportation as a principle in the location of large cities.


e. 1. Using the map on pages 2-3 in the Goode’s Atlas, identify one large land area and a smaller land area. Compare and contrast these countries. Use the comparative land areas maps, the comparitive populations as well as the political map to help you.

2. Now use the popuation density map on pages 30-31 to compare and contrast the populations and densities of the countries you chose above.

revised: As a result of this lesson the student will be able to identify two countries (in Africa, Asia, North America, or Europe) and compare and contrast their populations distributions and densities.


f. Have students color and label the country (identify) in each continent with the highest population and lowest population as well as make a list (10 countries total); Then on page 32 have the students find the birth rate for those 10 countries and label their findings on the list (identify).

revised: a. As a result of this lesson the student will transfer informtion from a map in the atlas specified by the teacher to an outline map in order to show the 5 countries on each continent with the largest total population.

b. As a result of this lesson the student will transfer informtion from a map in the atlas specified by the teacher to an outline map in order to show the 5 countries on each continent with the smallest total populaton.

c. As a result of this lesson the students will demonstrate their ability to compare and contrast the population density of the largest and smallest countries in land area.



Stems for Objectives:

Successful students will typically be able to:

Students will demonstrate their ability to:


8. Exit Activity: Using your Goode’s World Atlas:

Task 1: Write a geographic question about the United States and/or Canada. This should be a conceptual questions rather than a factual question. It must have greater depth than a single word answer. Structure the question so that students will have to use the Goode’s World Atlas to respond.


Geographic Question: What are the economic opportunities for people living on the largest and most populated American Indian reservations?

Instructions: Using the map on page # (or if you use two maps, then pages # and #) in the Goode’s World Atlas along with what you already know, answer the following questions.

A. Use the maps on pages 86 and 87 to locate Indian Reservations. What is the average annual precipitation for the general regions with Indian reservations west of the 90 degree West longitude?  


1.      40 to more than 50 inches per year

2.      30 to 39 inches per year

3.      20 to 29 inches per year

4.      less than 20 inches per year


B. What are the main land uses for the regions with the four largest Indian Reservations in land area (use maps in the Goode’s atlas)?


Answer the Geographic Question in three sentences.


Next, each group of two persons is to write two questions from any of the U.S. and/or Canada maps.

a. Submit your questions with your names on the copy. Be certain to mark the correct answer.


9. Best Practices:  What does it mean and what are they?

a. Cooperative Learning

b. Hands on Information Processing



Assignments for next session:


1. Begin thinking about Unit topics for the five day unit

            a. Scope and Sequence

            b. Grade Level Content Expectations (GLCEs)

2.  Review the appropriate section of national content standards for your major or minor subject. Geography majors/minors use GFL; History majors/minors use National History Standards, and so on for Civics/Govt. and Economics


3. Begin thinking about a set of best classroom practices that you would like to use in your five day unit: cooperative learning; hands-on minds-on; etc. You may want to get on the web and check out what teachers say about best practices. We want to identify 4 or five that you use several times in your unit.


That means you will have alignment of GLCE/HSCE and instruction-assessment working together with best practices as the glue that binds them together. Those are initial steps in becoming highly qualified classroom teachers (MI expectations).


4. Complete the Following and prepare to hand in those parts highlited below:

Go to:


Experiment with the mapper program. If your home computer will not open it, then use a university computer lab machine. Those are available in the Computer Center, Bernhard Center, and in the Geography Computer Labs.


Compare the menu option for map, satellite, hybrid, topographic map, DOQ and NEXRAD.



a. Locate N 42.32708 W 85.46737 and describe in one sentence where it is and the surrounding vicinity.



a.       Locate your present home

b.      Use the slider on the left to zoom,

c.       Use the satellite image and air photos to identify non residential land uses near where you live,

d.      Use the topographic map to determine the elevation of your residence above sea level,

e.       Write one paragraph in which you list the possible benefits of using such technology with students; and what preparation you would have to make as a teacher to use the website.

f.        Describe how could help you meet the following geography content standard.

GFL on page 79 states:

"Students need to develop an understanding of the interaction of the human and environment factors that help to explain the characteristics of the human populations as well as their distribution and movements.”



Have an enjoyable Monday and I will see you at 6:30 Professor Stoltman