Lesson/Unit Title: Where in the World....
Teacher: Rich Grommet
Teacher Information: Parker Road School
2800 Parker Road
Florissant, MO 63033

831-2644
rgrommet@fergflor.k12.mo.us

Overview:
This lesson uses the film The Greatest Places as a motivator to locating seven "great" places of the world: Madagascar, Greenland, Namib Desert, Okavango Delta, Amazon, Tibet, and Iguazu Falls. Students locate these places on a map and use research materials to explore them.

Grade Level : 5 to 8

Greatest Places theme(s): spatial perspective, human interaction

Geography Standards Alignment: 1.1, 1.2, 2.2, 4.1, 4.2

Integration Strategies: social studies, art, research skills, speaking and listening skills

Objectives: The students will
- use reference materials to answer questions - what, where, and why (it is a great place)
- write descriptions of each location
- locate each place on a world map
- make 3D representations of each location
- make an oral presentation
- take notes on oral presentations

Materials:
- Omnimax/video tape The Greatest Places
- copy of world map for each student
- encyclopedias, atlas, internet, and other reference materials
- pictures of each place
- clay

Activities:
Opening: Create a bulletin board using pictures of each site. Put names at bottom of board. Have class match the name with the place they think it goes with and make suggestions as to its location. Attend Omnimax or view videotape.
Developing the Lesson: After the film, have an open ended discussion about the places such as "What did you think about ...?" or "I liked ..." Go back to bulletin board and make sure names were matched to correct places.
In order for students to have a sense of "special place" give each one a small baggie to put things in from their "place". If necessary teacher can show her/his special bag but it would be better for students to think of their own objects. Have students tell about their special place objects with the whole class or in small groups.

Divide students (by choice if possible) into seven groups, one for each place. Have each group research their place to answer the following questions:
What is it?
Where is it located? Tell the continent, country, latitude and longitude.
What is special about it? Why is it a great place? What are its special features?
Encourage students to look for additional information, such as: Is the place changing? If so, is it because of human interaction or natural causes?
After each group has had time to do research, they should prepare an oral report and a clay 3D model of their site. (The model could be but does not have to be used in the report.) The report could take many creative forms: an explorer describing it, the site talking about itself, a TV documentary, etc. During the report everyone should take notes on its location and interesting things about it.

Concluding the Lesson: Conduct a discussion about each site. The group which studied the site should not participate in the discussion unless disagreements arise among class members or misleading information is given. The following are possible discussion questions (centering on location, place, and human/environmental interaction): The site has an absolute location. What is it? (After another site or all sites are discussed, ask "What is its location in relation to another.) Each site is special, what is special about it? Has it been changed by humans (interaction)? How? Is that good or bad?

Assessment:
Check understanding of geographic terms and knowledge of maps by having each student locate the sites on a map and giving relative location. Other assessments may be made from student notes or by responses to questions, such as where, what, how has it changed? etc. Student participation might also be given credit.

Extensions: Compare/contrast local place with one of the "Greatest Places". For example - Amazon River with the Mississippi, Ohio, or ...
Compare/contrast diversity in Greatest Place with local place - could be animals, plants, or people.

Time line: March 1998