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 the experience and its objectives, then view the first screen of the cartoon What Is Geography? to begin thinking about what geography includes. They post a definition of geography in their own words to a class wall, then read the rest of the cartoon and answer several polls about the systems geography explores, examples of human systems, and how geography is “something you do, not just something you know.”
Teacher MovesHighlight that geography is a broad field made up of many related parts, and note that student definitions may focus on only one part. Clarify challenging terminology from the cartoon (such as “spatial”) and keep students focused on the big idea that geography goes beyond memorizing locations. Refer students to additional resources in the teacher pack as needed, and consider adding hands-on examples of geography tools and cultural artifacts to enrich understanding.
Students read about geography as the study of Earth’s features and interactions, and are introduced to the six elements of geography. They are reminded to take notes on each element in an outline or two-column organizer that they will later upload. Focusing on “The World in Spatial Terms,” they read explanations and examples of absolute and relative location, then post to a wall explaining whether they use absolute or relative location more often and give an example.
Teacher MovesRemind students that support for understanding latitude and longitude is available in the Using Maps experience. Anticipate that most students will say they use relative location more often, and use their examples (such as giving directions or finding items at home) to reinforce the distinction between absolute and relative location.
Students read about places as specific spaces with unique physical and human characteristics, and how geographers group similar places into regions based on shared factors like climate, landscape, religion, or language. They then answer a multiple-choice question identifying which option represents a region.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students read about physical systems as natural systems on Earth, including natural events and interactions among plants and animals, and about human systems as people, their ideas, beliefs, cultural practices, and movements that affect the planet. They post to a wall explaining the difference between physical systems and human systems.
Teacher MovesSelect and share an interesting or exemplary student response with the class to prompt discussion. Emphasize that physical systems are natural systems such as climate, weather, natural disasters, plants, and animals, while human systems involve the movement of people, beliefs, ideas, and goods.
Students read about the relationship between humans and the natural environment, including examples of how the environment affects people and how people affect the environment. They post another example describing how the environment affects them and how they, in turn, affect the environment.
Teacher MovesIf time allows, facilitate a class discussion of student examples to deepen understanding of the two-way relationship between humans and the environment.
Students read about how geographers use their knowledge of Earth’s systems to interpret the past and present and to plan for the future. They post to a wall identifying which of the six elements of geography interests them most and explain why. Then they take a photo of the notes they have been keeping on the six elements and upload the image to a wall for the teacher to review.
Teacher MovesLead a discussion of student responses, encouraging them to connect their interests (such as cultures or maps) to different elements of geography and to see how these interests can guide their future learning. Use their uploaded notes to gauge how well they have captured key ideas about each element.
Students read about traditional and modern tools geographers use, including maps, telescopes, compasses, satellites, observation, and interviews. They then read the article What Tools Are Used in Geography? to learn more about these tools and watch the video What Can You Do with Geography? to see examples of real-world geography careers. Students post to a wall describing which job from the video interested them most and 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 prompt them to engage thoughtfully with peers’ posts through questions and supportive feedback.
Students read the article “10 Ways Geography Has Everything To Do with Your Everyday Life” to see concrete examples of geography’s relevance. They then write their own article describing five ways geography affects their own everyday lives, optionally uploading a photo that represents these connections. After posting, they review classmates’ articles and respond to at least two with a question or a positive comment.
Teacher MovesUse student articles and responses to identify understandings and misconceptions, and to guide follow-up discussion.
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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