Geography 460 Students
Best Practices are beginning to develop in our class work. Look for opportunities to build them into your lessons and units
1. Best Practices: Do they improve learning?
a. Cooperative Learning
b. Hands on Information Processing
c. Decision Making
d. Use of Current Events to Provide Relevancy to Instruction (Linking to current documents and examples on the WWW)
Assignments from Session 5:
a. Skim GFL pages 79 – 84; Human Systems as a reference for instructional tips
b. Watch the Website for the development of the Cholera Lesson Number 1 closely following the lesson template. This is a model for what you will be doing with your lessons and unit.
d. I am now designing and preparing a student worksheet that will serve as an exit paper for the Cholera Lesson. We will discuss it during today’s class.
e. Review WWW materials by going to:
where you will find the materials relating to history, geography, civics/government , and economics.
Find two websites each that focus on the teaching of:
Submit a list of your eight websites including.
One sentence summary of what the website provides
A yes or no indicating if you would use the website or not.
Organize in a carefully organized, neat summary sheet and email to me as an attachment.
1. We will lightly discuss pages 79-84 in Geography for Life – topic Environment and Society. Take a perusal through those pages and then fast forward to page 201. GFL presents the content and then it provides applications to teaching at three clusters of grades. This is where you will get some mileage for your lesson and unit plans. While we do not deal with the application of the content as recommended in the standards such as GFL, I do expect that in your units you will capitalize on the information in GFL and other subject content standards and incorporate them in your unit.
2. Following the
3. Thinking about Simulations, Simulation Games, and Games
What are the positives of a simulation?
What are the negatives of a simulation?
Use meta cognition in considering positives and negatives.
3. Demonstration lesson
1. Writing a geographic/inquiry question: How has the distribution of the world's largest cities changed since 1950?
2. What are the sizes and locations of mega cities in 2000 relative to world's cities in 1950?
3. How can we map and analyze changes in megacities?
4. Uses of the T chart for Comparison and Contrast cognitive skills. We want to build on the use of graphics to enhance student learning. We will use the compare and contrast activity using the content from megacities.
5. Review .
2. Be certain to focus on the GLCE and the Scope and Sequence
a. Be certain to use the template I provided you and the Lesson 1 demonstration.
b. Consider significant content for instruction and the opportunity to learn. This is referred to as pedagogical content
c. Best practices: Identify the best practices as you use them in your unit (Best Practice: Cooperative Learning and others)
d. Major considerations:
Decide what you want to achieve in the unit and keep it as your focus
Decide how you are going to assess if you achieved your objectives have been reached by your students
Design your lessons as opportunities for your students to achieve the content and skill that identified.
Reference your lessons to the GLCE (and Content Standards)
3. GFL pages 85 – 91 (Human Systems)
4. Writing Quality Test Questions at the Knowledge, Understanding and Application levels. Look at the National Assessment of Educational Progress (NAEP) Geography Test items that have been released. They are at
and you need to select the highlighted NAEP Questions Tool in the right hand column. Look at map interpretation questions first and then atlas questions. The atlas is not included on the website, but you can apply many of the questions to the Goode’s World Atlas.
See you at 6:30.