The Greatest Places

Teacher Action Plan

Lesson/Unit Title:

The Greatest Places -
Where are they really?

Teacher:

Chris Yancone

Teacher Information:

George T. Cromwell Elementary
Anne Arundel County Public Schools
525 Wellham Avenue
Glen Burnie, Maryland 21061

Overview:

Students will discover the Diversity and Greatness of PLACE and compare this to a place which they consider to be great. Students will create their own film or presentation which will capture the Greatness of their Place.

Grade Level:

4 - 6

Greatest Places Theme(s):

Diversity
Physical Environment
Human Environment

Geography Standards Alignment:

1. Maps and other geographic tools for information in a spatial perspective.
   
   
2. Physical and human characteristics of places.
   
   
3. Human Populations
   
   
4. Patterns and networks of economic interdependence.
   
   
5. Physical systems affect human systems.
   
   
   

Objectives:

Identify geographic elements of a place.
Compare and contrast physical and human elements of places.

Materials:

posters/pictures/slides of "The Greatest Places"
encyclopedias, atlas, internet, and other reference materials.

Activity:

Display photographs, posters, or slides from each of the seven sites of The Greatest Places (Madagascar, the Amazon, Namib Desert, Tibet, Iguazu Falls, Greenland, Okavango Delta).

Ask students, "Why might these places be labeled as 'The Greatest'?" Record responses on the board or chart paper.

Inform students that we will be exploring one of these sites to determine its greatness . After which, students will select sites which they feel are worthy of greatness.

By popular vote, students select one of the sites to further explore.

Discuss the selected site (using the Greatest Places website as an information source) as a class, paying particular attention to the Geographic Profile(below):

GEOGRAPHIC PROFILE

Location

- absolute and relative location.

Climate

- average temperature and precipitation.

Land Features/Land Forms

- land and/or water features.

Flora and Fauna

- plants and animals which are unique to the area.

Population

- human population of the area.

Clothing

- describe the clothing of the people in the area.

Shelter

- describe the type of housing in the area.

Economy

- describe vital industry and resources found in the area.

Other Interesting Facts

Choosing a Great Place

Form seven heterogenous groups of students. Have groups brainstorm and record a list of places which they feel worthy of greatness. The group will then choose one of the places to research and prepare a presentation on. (10 min)

Research

Students then work cooperatively to research, discuss, and compile the requested Geographic Profile(above) for their site. Students are required to use at least five resources and are encouraged to utilize alternative resources.

Story Map/Story Board

Students must then create a story map of their presentation. This story map must include each element of the Geographic Profile. This is considered the outline of the presentation and must be approved by the teacher before preparing presentation.

Presentation

Give students the choice of presenting their place through; a film video, slide show, or oral presentation. The presentation must include each element of the Geographic Profile. Each student must play an active role in the presentation. The presentations are limited to 15 minutes.

Closure

Writing Prompt - Using the Geographic Profile, compare and contrast your greatest place and the site that the class choose to explore.

Assessment Strategies:

Students will be evaluated on the following:

Components of Geographic Profile 25%

Creativity 25%

Neatness 25%

Writing Prompt 25%

Implementation Timeline:

October of 1997 - This will allow for possible connections throughout the school year. Collaboration with the Maryland Science Center will present students with a broader understanding of the concept of Place.