Students are introduced to the study of geography—what it is and what it isn’t. They explore and describe the six elements of geography. Next, they learn about the tools geographers use and some of the real-life jobs that geographers do. Finally, they write their own article about how geography affects their everyday lives.
Students are introduced to geography as a broad field of study and review the lesson objectives. They examine the opening panel of the cartoon What Is Geography? and then write their own definition of geography on a collaborative wall. Next, they read the rest of the cartoon and answer two polls about the systems geography explores and examples of human systems.
Teacher MovesHighlight that students’ initial definitions capture different aspects of geography and that the field is broader than memorizing locations. Clarify challenging terms from the cartoon (such as “spatial”) and reinforce the big idea that geography includes many types of systems and relationships. Preview that the next scenes will explore the six elements of geography and consider adding optional hands-on examples with geography tools and real-world artifacts.
Students read about the six elements of geography and are prompted to take notes on each element in an outline or graphic organizer they will later upload. They then focus on “The World in Spatial Terms,” learning the difference between absolute and relative location with examples. On a collaborative wall, they explain whether they use absolute or relative location more often and give a personal example.
Teacher MovesRemind students to organize and maintain notes on all six elements of geography for later use. After students post to the wall, draw out examples that show how frequently people rely on relative location in everyday life (such as giving directions or finding items at home).
Students examine how places have unique physical and human characteristics and learn that geographers group similar places into regions based on shared features such as climate, landscape, religion, or language. They also learn the distinction between urban and rural places. They answer a poll identifying which option represents a region.
Teacher MovesHave students discuss with a partner the differences they notice between urban and rural environments, then invite several students to share observations with the class to deepen understanding of how places and regions can be categorized.
Students read about physical systems as natural systems on Earth, including events like hurricanes, volcanoes, and glaciers and interactions among plants and animals. They then read about human systems, including people, ideas, beliefs, cultural practices, and the ways human movement and activities affect the planet. On a wall, they explain the difference between physical systems and human systems.
Teacher MovesClarify that physical systems involve natural processes, climate, weather, landforms, plants, and animals, while human systems involve human movement, beliefs, ideas, goods, and cultural practices. Use student responses to reinforce this distinction and address any confusion.
Students read about the reciprocal relationship between humans and the natural environment, using examples such as clothing choices based on weather and pollution at the beach. On a collaborative wall, they provide another example of how the environment affects them and how they affect the environment.
Teacher MovesIf time allows, facilitate a class discussion of student examples to highlight the many everyday ways people both respond to and change their environments.
Students read about how geographers use their knowledge of Earth’s systems to interpret the past and present and to plan for the future. On a wall, they describe which of the six elements of geography interests them most and explain why. They then photograph and upload their notes on the six elements to a teacher-only wall.
Teacher MovesLead a discussion in which students share which elements interest them and why, connecting their interests (such as cultures or maps) to different aspects of geography. Use this conversation to encourage students to see how their interests can guide further study and application of geography.
Students read about traditional and modern tools geographers use, including maps, compasses, telescopes, satellites, observation, and interviews. They read the article What Tools Are Used in Geography? to deepen their understanding of these tools, then watch What You Can Do with Geography to see examples of real-world geography careers. On a collaborative wall, they identify which job from the video interested them most and explain why, then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesEmphasize the wide range of practical and important work geographers do and how it affects people’s lives around the world. Encourage students to consider how they might use geography in their own lives and careers, and prompt them to engage thoughtfully with peers’ posts.
Students examine a collage showing everyday uses of geography. They then write a short article describing five ways geography affects their daily lives, optionally uploading photos to illustrate their examples. After posting, they read classmates’ articles and respond to at least two with a question or positive comment.
Teacher MovesEncourage students to connect geographic concepts to concrete aspects of their routines, such as transportation, technology, recreation, or community life, and to provide specific, descriptive examples in their articles. Prompt constructive peer feedback that builds on or extends classmates’ ideas.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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