Expressing Gratitude in Your Life and in the Classroom

As the holiday seasons are approaching us, it is important to stop and reflect on what we are grateful for. The holiday seasons gives us an opportunity to spend time with our families and friends. Even though life can prove to be difficult and challenging at times, it is important that we take a second to look at what and who we have around us that makes us the people that we are today. This New York Times article gave me the idea to stop and reflect on what I am grateful for personally. 

Personally, I am grateful for all the people that I have in my life. I am so thankful for my supportive and loving family. These people are always there for me no matter what and always care about what is going on in my life. It is especially good to see them during the holiday seasons. I love having my family all together. I am also thankful for all my friends. We always have a great time together and I am so thankful to have such supportive friends in my life. I am grateful for my present performance in college and my journey to becoming a teacher. I can't wait for the future that is ahead of me for my teaching experiences. 

As effective teachers, the students look up to us as models. Not only is it important that we teach the students the curriculum and build their skills, but it is also important that we model how we express and give the students an understanding of what gratitude is. One way that the students can learn gratitude is by reflecting what they are grateful for in journals. You can incorporate writing journals into the classroom and have the students write down whatever they want in them for a certain amount of time every day. The teacher could encourage the students to write down what they are grateful for as one of the writing exercises and give examples to the students so that they understand what gratitude means. The students could also write letters to their families and/or friends about why they are grateful to have them in their lives. 

Learning to Teach Economics Project

Dr. Smirnova created an activity for us to complete to give us a better understanding of the Economics topic of Social Studies while giving us the experience of working cooperatively with our peers. She gave us a list of numbers with a task assigned to them and gave us the option to pick one of the numbers to contribute to the classroom PowerPoint on economics. I chose the first number and task which was to "Research the definition of economics and explain how you will introduce the term to the first grade and to the 5th grade students." For each number that we picked, we also had a partner. My partner and I had to work together to contribute our task to the classroom PowerPoint.

The classroom PowerPoint was called Engaging Students in Studying Economics

When first deciding on how we were going to begin this task, we made it clear that we needed to assign ourselves roles. These roles were our own separate tasks that we needed to complete for the PowerPoint so that we each could contribute equally and learn from the information that we each gathered for the task. We split the task in half in order to be experts on what we were assigned and to learn from one another on what we gathered. My role was to research the definition of economics while my partners role was to explain how you will introduce the term to the first grade and to the 5th grade students.

There are many definitions to the topic of Economics. I researched throughout the internet the various definitions of this term. Each definition that I came across was slightly different and added information that was not present in other definitions. I recorded the most effective definitions that consists of the main ideas of economics. I gathered definitions from Free Dictionary.com on the term Economics, the American Economic Association, Lionel Ribbon's personal definition, and a webpage dedicated to Economics called What is Economics? I felt that these were a great variety of definitions for this term. 

My partner and I communicated with each other our ideas and what we should contribute to the PowerPoint slides. I taught my partner the definitions that I researched and she taught my the different ways to introduce the term. We agreed on what to add to the slides and then we contributed it. This is a great Cooperative Learning lesson because we became experts on the information that we researched based on our roles, we taught each other the information that we learned, and we contributed to the class. This is a great example of the Jigsaw Method because we each had a responsibility and we needed to complete our roles in order to contribute to the class. This is a great activity to use in the classroom when teaching Economics because students will be able to become experts on a certain aspect of Economics and will be able to get the opportunity to learn more about Economics from their peers. 

An Effective Resource for Teaching Economics

Planning is an important part of every lesson that teachers teach to the students in the classroom. It is important that teachers create effective lesson plans and activities that will help students to learn in the best way possible. In order to plan an effective lesson, it is important that the lessons and activities are connected to the National Council for the Social Studies (NCSS) themes and the academic disciplines that make up the social studies curriculum.

The Annenberg Learner's website on Applying Themes and Disciplines is a helpful tool for teachers to use when creating lessons that incorporate all the main areas of Social Studies. This is extremely helpful when planning lesson plans on Economics. This website is a great way for teachers to practice creating effective lesson plans for teaching economics. Teachers can complete the assignments that are listed under each tab located on the left-hand side of the website. Under Session 4, the tabs consists of Engage, Explore, Explain, Apply, Evaluate, Resources, Printouts, and Assignments. Teachers have the opportunity to explore these tabs which consists of articles, videos, and reflection questions to help them create effective lessons on economics that will cover a variety of important Social Studies standards and disciplines. This website is a great resource for teachers because it also includes a lot of information including graphic organizers and frameworks to help teachers get started. 

As teachers, we are constantly looking for the best way to communicate the lessons to the students in order for them to gain a better understanding of what they are learning. We are also trying to find ways to have the students take the next step in improving their social studies skills. I definitely recommend taking a look at this website and experiencing the resources that it has to offer. 

My Artifact Bag Experience

Today, Dr. Smirnova split us into groups by assigning us a number from 1-5. I was placed into the same group as the people who had the same number as me. I presented my Artifact Bag to my group.

I started off by presenting my PowerPoint Presentation. I called my group "historian detectives" and I told them that today they will be discovering who the historical figure is by analyzing and researching the artifacts that they are given. I also told them that they will contributing to the 5W's interactive Chart and will be reflecting on their experience after the activity. I then presented my artifact bag. On the bag, I decorated it with a pictures that said history on a scroll, a detective badge and accessories, and a big question mark with a magnifying glass. I took out the first artifact which was the Mayflower Compact. I printed out a picture of it and placed it in a Ziploc bag. I told the students to handle the artifact delicately since it is a primary source. Each student got to hold and get a look at the artifact. I then presented the next two artifacts which was a photograph of Plymouth Colony in a Ziploc bag and the Holy Bible. I then presented the interactive 5 W's Chart and had the group discuss and identify the artifacts. They worked very well together and gave each other many different ideas. There were two
members holding the artifacts and questioning what they were and who they relate to and another member recording their responses on the 5 W's Chart while also giving ideas. I helped provide a little input when the members asked me some questions about the artifact. I encouraged the group members to think critically about the artifacts. The group came to a conclusion and guessed right that it was William Bradford that the artifacts connected to. William Bradford signed the Mayflower Compact, he was the governor of Plymouth Colony, and he was a Separatist when it came to the view of the Holy Bible.

I then showed my group members a book that can be used for further learning about William Bradford and what occurred during that time. The book is called "The Landing of the Pilgrims" by James Daugherty. I also presented some interactive websites that teachers can use for resources about the facts of William Bradford, a cartoon video about his life, some unit plan ideas, and an activity booklet. The suggested formative assessment for teachers for this activity would be to have the students print out the 5 W's chart so that each students has a chance to write down their ideas and then have them contribute to the online interactive chart. The suggested summative assessment for teachers would be to give a small google forms quiz on the artifact bag or to give an independent practice where students come up with their own artifact bags regarding history. The group members gave me many encouraging reflections at the closing of the project.

This was a great experience for my first time presenting an artifact bag. I will definitely use this in my future classroom. I will also have the students complete their own and share them.

My Experience Presenting a Current Events Lesson

It is important to incorporate current events into the classroom so that students have an idea of what is occurring in the real world. Students should be constantly up to date on what is going on around the world so that they are aware. It is the teachers responsibility to create lessons that lets students be aware of the current events and engage them into the lesson and activity so that they have a better understanding of what they are being taught.

My professor, Dr. Smirnova, has given us the chance to experience teaching the classroom a current event in an engaging and effective way. The lesson is short so that teachers give the students a piece of what is occurring around the world while sticking to the main curriculum in the same instructional period. Using the Newsela website, me and my partner picked one of the current events articles to use as the basis of our lesson and activity. The article that we chose was called, "First Lady Announces U.S. Pledge to Aid Pakistani Girls' Education." This article was about how the U.S. announced that they will be giving $70 million to Pakistan regarding education girls. I created a lesson, PowerPoint presentation, and an activity to help students gain a better understanding of this current event. The strategy that I wanted the students to practice and build their skills on was close reading and debating.

 Current Event Presentation
Current Event Lesson Plan

I started off my lesson by presenting a picture of the presidential candidates of 2016 and engaged the students in questions to see how much they knew about these candidates and the roles of these candidates during debates. I then showed a clip of one of the recent debates for a little bit to show how a debate naturally goes. After, I told the students that they will be engaging in a debate based on the article that they read before class. I reviewed to the students what a debate was after I asked for some of their ideas. I also presented the key components of a debate, debate rules, and debate skills that they would be practicing from this debate. I then referred back to the article and asked for them to reflect on their thoughts, feelings, or ideas about the article. I presented the key components of the article and then introduced the story of Malala Yousafzai who received a Noble Peace Prize at the age of 16 for fighting for the rights for girls to receive an education in Pakistan and all around the world. I presented a clip of one of her speeches after receiving the Clinton Global Citizen Award. I presented the other side of the argument with the traditional views of Pakistan in regards to women's education. This was to show the viewpoints of those who do not believe that women should receive an education. The students received knowledge of the viewpoints of both sides when it came to women receiving an education. 

The debate activity began. The debate topic was: "Is Education Important to Everyone, Including Women?" I split the classroom and assigned one side to be "for" this statement in that everyone including women should receive an education and the other side was assigned to be "against" this statement following the tradition. The students discussed with their peers how they would fight for their positions and worked together to form ideas. When each side gave their argument, it was interesting to see it started aflow of each side defending their assigned point of views. There was some frustration on the "against" side because many had their own beliefs and views on this topic that did not agree with their role. I noticed that some students really got into their roles and became passionate about defending their assigned roles. I felt that it went really well and I had the students reflect their experience afterwards.

Debates are a great activity to get students passionate about what they are learning while gaining a better understanding of the topic with the help of their peers constantly giving each other ideas. Students were able to step out of their comfort zones and be placed into the point of view of someone with a different mindset. I felt that this is overall a great activity to use in the classroom and I am happy that it was effective for the students. Feel Free to take a look at my presentation and lesson plan!

The NAT Jigsaw Project Experience

Recently, I was involved in an assignment where I was assigned a Native American tribe and had to become an expert on the tribe in order to teach the rest of the classroom about the tribe and then check for their understanding. We used the Jigsaw Method when completing this lesson. The tribe that my group was assigned with was the Tlingit Tribe. We were given this format to use with the main areas that we needed to cover when creating our presentation to teach the lesson. When my group met up together, we decided that each group member would get 2 areas that they would have to research and become experts at to contribute to the presentation. My role was to become an expert on the clothes that the Tlingit tribe wore and the foods that they ate. My other group members also had 2 other areas that they needed to become experts at. Each member had a role and responsibility for this lesson and an equal amount of work to contribute. 

Independently, I took notes and researched both the clothing that the Tlingit tribe wore and the foods that they ate. I learned a lot about these two areas regarding this tribe. We created a PowerPoint on Google Slides to share with one another so that we could each work on the slides together at any time. I condensed the information that I gathered and put it into a short amount of bullet points on the slides. I helped contribute to the pictures and colors that we incorporated into the presentation. I was able to find many pictures that was related to what I found in my research regarding the clothing and food. I also included the Tlingit language into the PowerPoint. For example, "T'A" means Salmon which is considered extremely important to them. My group contributed slides on "Stop and Ponder" where after a certain amount of information is presented to the class, we will bring up review questions so that the students have a better understanding of what they are learning so far. 

The Essential Question of this lessons was how geography influenced the Tlingit tribe. With all of our information gathered together, we realized that the tribe's location impacted their diet, trade, clothes, and habitat. In order to give our students the chance to learn more about the Tlingit tribe and extend the lesson even further, we provided a list of books that students can check out to learn more. The conclusion of our lesson included a Google Forms quiz to test their knowledge on what they have learned. Each member contributed 1 or 2 questions to the quiz based on the information that they became experts at. 

I felt that my group worked very well together. It helped prove to me once again that the Jigsaw Method is extremely effective. Each member contributed an equal amount by becoming experts on what they had to research and contributed to the PowerPoint. The PowerPoint came out very well and engaging for the students. When we presented our lesson, it grabbed the students attention and I felt that the students did very well at the quiz. This is a great activity to do to incorporate the Jigsaw Method in the classroom. 

Setting It Straight: Primary vs. Secondary Sources

A common mix up that teachers will see occur with students is the confusion between primary and secondary sources.

Primary Sources are defined as documents (dairies, letters, drawings, memoirs) from the past that gives us witnesses of what occurred. Important historical concepts are exposed to students when they use and analyze primary sources. The students get into the mindset and viewpoint of the author and get exposed to a more personal side of history where students feel the emotions and experience the attitudes of those living during a certain time in the past. When students are using primary sources, they are developing important analytical skills. The students will learn how a point of view affects evidence and can debate about the interpretation of the sources. To give the students examples of primary sources, the teacher can point out that they have their own primary sources such as their birth certificates and social security numbers. To study primary sources for history, students can visit museums and historical societies. More tips about finding primary sources can be found on the Getting Started with Primary Sources website.

There are many ways that you can use primary sources in the classroom, especially for teaching history. Some ideas are to compare a primary source with a source from today, re-create something parallel to the source, apply the source to their own lives, and recognizing point of view and bias attitudes. More ideas like these can be found on the Primary Sources document. Teachers can refer to the Library of Congress website as a resource to find ways to analyze primary sources. They list many reflective questions to help engage the students in their analytical skills.

Secondary Sources are written after an event has occurred. They provide second-hand accounts of a person, topic, or event. Secondary sources interprets and analyzes the primary sources. They can include textbooks, magazine articles, commentaries, journal articles, reference books, etc. Teachers can use secondary sources to compare to primary sources so that students can gain a better understanding of the difference between the two types of sources. This Teaching Primary and Secondary Sources activity is a great activity to use in the classroom to help compare the sources. It is important that students understand the differences between the two sources for their knowledge and to build on their analytical skills. 

Engaging Ways of Teaching History

When teaching History, it is important to apply the 5 elements of powerful Social Studies teaching.

The 5 elements are: Meaningful, Integrative, Value-Based, Challenging, and Active.

Lessons become Meaningful when it is engaging to the students and incorporates real world situations into the lessons. They are Integrative when it draws on more than one discipline, subject, or skill. The lessons become Value-Based when there is a sense of democratic values and social responsibility. Students can become Challenged when the lessons incorporate different perspectives and students draw on critical thinking skills. Active lessons should have hands on and/or minds on methods. This includes giving the students the chance to participate or use Manipulatives.

One way that teachers can make history engaging and enjoyable for students is by using online tools/resources to find interactive activities. By going onto the QR Code Treasure Hunt Generator website, you can learn how to use this fun and interactive activity in your classroom to help engage your students. The teacher can submit a series of questions and answers into the website and it will create QR code for each question. The students must use their phones to scan the QR code with their app in order to receive the question that they must answer. The QR codes will be either distributed in folders with the labeled number of the question or can be distributed around the classroom so that students must search for each question. Students can work in groups and the teacher can see which group gets all the answers the fastest in this treasure hunt activity.

Another way to engage students is with the Visible Thinking website. This website gives many ideas on how to help students think from different perspectives regarding different events in history. One of the examples that this website gives is on the slave trade. The teacher posted an image relating to the slave trade and gave dialogue to the central characters in the picture. The students were assigned to think from various perspectives and discuss how different people may be affected by the image. The students then chose a single perspective to research more about and came up with their own script on what that person might be experiencing or thinking.

It is important for teachers to always look for activities and strategies to use in the classroom. This Strategies to Teach Social Studies document provides many strategies that can be used to teach history. Through my experiences and observations, many of the strategies that are listed were familiar to me.

One of the strategies that was expressed in the document was Service Learning. This is a strategy that I am not familiar with and have not seen occur in a classroom. In this strategy, students learn through reflection on the experience of serving the community. Students are involved in situations where they can learn and apply their skills. It can be either a long-term or short-term project. I would incorporate this strategy when teaching history by giving the students options in the community of where they can go to learn more about history and give them time to explore and reflect. The students can even present a presentation on what they learned and their experiences at the site. Students can volunteer at local preservation organizations, assist with archaeological digs at historic or prehistoric sites, Testify at public hearings, city council meetings and/or state legislatures, to advocate for historic preservation projects, etc.

Another strategy that was expressed in the document was about the Educators for Social Responsibility (ESR) Model. This is a discussion model to use in the classroom. The 1st step is to present the positions, the 2nd step is for each group to ask questions and then restate the other group's position accurately, the 3rd step is for each group to present a list of agreements between the two positions, and the 4th step is for each group to present the questions that can resolve some of the differences between the two groups. I am unfamiliar with this strategy but it can be used as an effective activity for the classroom. To teach history, I would have the students use this ESR Model as an introductory activity on whether we learn from history or not.

These are some great strategies and resources to use in the classroom. I will continue my search for looking for new ways to engage students in the classroom!

The True Meaning of History

One of the main components of Social Studies is History. History can be defined and interpreted in many ways. It is the study of the human past that is described in the written documents that are left behind. Historians rely on evidence to construct and interpret accounts of the past.

History can also be defined as the chronological study that interprets and gives meaning to events and applies systematic methods to discover the truth in the storyline of history.

Some of the main questions that we ask of our students about the past includes:

• the cause and effects of events

• the change and continuity

• turning points

• using the past for future references

• through the eyes of those from the past

Students act as historians when discovering through lessons and activities. As the role of a historian, students research the evidence of the past. An effective example of an activity where students act as historians is when using artifact bags.

 Artifacts are defined as objects that you find when exploring. This includes primary sources such as documents, letters, journal articles, posters, photographs, paintings, etc. These primary sources are placed into bags and students have to analyze the evidence in order to figure out what they have to do with a specific event or person in history.

When students are exploring through artifact bags. It is important that students handle the artifacts delicately since they are primary evidence from the past. If a student comes across a language that they do not understand, encourage the students to use google translator to translate the language in order to interpret what is written on the artifact.

Dr. Smirnova has shown us her own artifact bag which was based on her own life. The bag included her diploma, a Russian box with an American flag pin inside of it, and a photograph. These artifacts represent personal things that have occurred in her life. We acted as historians in order to discover that these objects connected to her. We analyzed the evidence, researched, and translated the Russian language. We also discovered the 5 W's (Who? What? When? Where? Why? How?) in order to come to a conclusion and see how all of these objects connected to her. This is a great activity to do in the classroom to engage your students in history, especially when they are learning about primary sources. I will definitely be using this artifact bag activity in my future classroom!

Teaching the Concepts of Geography

Geography is one of the most important topics discussed and explored in Social Studies. In order to teach geography lessons effectively, teachers must know the concepts of geography and explore through some great online tools that they can use for their classrooms.

Geography is defined as the study of places and the relationships between the environment and the people. There are 2 main types of Geography: Physical and Human Geography.

Physical Geography is the study of the physical aspects of the Earth including soil, streams, and mountains. It also is the study of the Earth's climate, seasons, and atmosphere.

Human Geography is the study of the different people and culture on the Earth's surface.

There are 5 Themes of Geography that teachers need to keep in mind when developing their lessons:

1. Location: Students will need to learn the location of places. A location can either be Absolute or Relative. A location is absolute, or specific, when it is the coordinates of a map (longitude and latitude). A location is relative when it is nearby or down the road.

2. Place: it is defined as an area with features that distinguish them from other places. For example, a school is a place because it includes classrooms, a gym, hallways, books, students, etc.

3. Region: it is defined as an area defined by similar characteristics (physical, natural, human, or cultural).

4. Movement: it is the way that information, ideas, and people move from one place to another.

5. Human- Environmental Interaction: Students look at the relationships between the people and the environment. The students explore how people depend, adapt, and/or modify the environment. The students learn how this has both positive and negative effects.

There are 6 Essential Elements of Geography that teachers use for students to gain a better understanding of geography.

1. The World in Spatial Terms

Students will learn how to use maps and other geographical tools and representations to organize information about people, places, and environments.

2. Places and Regions

Students will create regions to interpret the earth's complexity. The students will also learn how culture and experiences influences the people's perceptions of the places and regions.

3. Physical Systems

Students will shape the patterns and characteristics of the earth's surface.

4. Human Systems

Students will learn about the cooperation and conflict of the people's influence of the earth's surface as well as the characteristics and migration of the human populations.

5. Environment and Society

Students will learn about how the physical systems affect humans and how humans modify the physical environment. Students will also learn about the importance of resources.

6. The Uses of Geography

Students will learn how to apply geography to the past, present, and plan for the future.

Teachers can use the National Geographic website for resources and activity ideas for teaching geography in the classroom. This website is up to date with recent geographical news as well as lessons and activities. It also has an interactive Globe and Map systems for students to practice using and build their skills on.

These are some great resources and tools to use when creating effective geographical lessons for your classrooms. The real challenge is learning how to incorporate these geographical themes and elements into your lessons. It is important that each theme and element is taught throughout geography lessons in order for students to develop and build on their geographical skills.

 

 

 

An Excellent Resource Tool for Inquiry Lessons (NCSS)

In order to be an effective teacher, it is important to constantly look for ways to create lesson plans and activities that will get the students engaged in the lesson and give them a better understanding of what they are learning. The National Council for the Social Studies (NCSS) has worked together to create an online resource tool for teachers to use in order incorporate inquiry lessons in the classroom in order to enhance the students' learning.

 Inquiry lessons consist of the students following the scientific method format. The students develop a hypothesis relating to the main topic and test their hypothesis with the activity that follows. Inquiry lessons helps builds the skills that the students need for their lives as well as preparing them for the skills needed for college and their careers.

 The NYS 3 Teachers Inquiry Model website is a great online resource for teachers to access information, materials, and activity ideas for inquiry-based lessons. It provides explanations and reasons that are needed for inquiry-based lessons in the classroom.

 

The website also provides inquiry lessons approved by the NCSS. These activities range from kindergarten to grade 12. For example, one of the inquiry lessons is on Needs and Wants for kindergarten. In this lesson, the students follow the inquiry-based format in order to grasp the understanding between needs and wants and which serve as necessary components.

 

This lesson, including the other examples of the inquiry lessons, follow the Inquiry SS Lesson Plan framework. This framework helps to guide any inquiry lesson smoothly and effectively. The model consists of a compelling question, standards and practices, staging the question, supporting questions, formative performance tasks, featured sources, summative performance task: argument and extension, and taking informed action. This framework is a great model for teachers to create their inquiry lessons.

 I definitely recommend that teachers view this website. It is a great resource to use and incorporate more inquiry lessons into the classroom. I will definitely being referring back to this website and using the lesson plan framework in my future classroom.

Creating Pre- and Post-Tests

Before teaching the 5th graders the lesson that we made for them, it was important that we created pre-tests and post-tests. The main purpose for these tests are to check for understanding of the students.

The pre-tests and post-tests used were for the 5th grade classroom for social studies on Unit 2: Connections Across Continents.

Pre-tests are designed before the lesson is taught. Teachers use pre-tests to check the students prior-knowledge of what the teacher is about to teach to the students or relating to the topic. It is a great transition for students to be introduced into the lesson. Here is an example of a pre-test that was used for the 5th graders: Unit 2 Pre-test.

Post-tests are designed after the lesson is taught. Teachers use post-tests to check if the students have understood what they have learned from the lesson. If not many students have a clear understanding of what was taught based on the test, the teacher will know that the topic may need to be reviewed more or even retaught. Here is an example of a post-test that was used for the 5th graders: Unit 2 Post-test.

Creating these tests was a great experience for me. It was the first time that I have ever created these type of tests. I contributed to the section 3 "The Struggle to Found Colonies." For the pre-test, I created the question "Why do People go to War?" I felt that this was a great question for the pre-test because we would be discussing wars in our section of the lesson so it was important for me to know if the students knew why wars even occur. For the post-test, I created the question "What document was an important step towards self-government?" I felt that this was a great question for the post-test because it was a main topic that was discussed throughout the lesson and I needed to know if the students fully grasped what they were taught. I definitely recommend creating pre-tests and post-tests because it is a great tool to check what the students already knows and to check if the students understand what they were taught.

Get Creative! A Review on "103 Creatively Simple Ways to Teach Geography"

Teachers are constantly looking for ways to engage their students in the lessons. Geography is a subject where teachers can get really creative and create lessons that are fun and interactive for the students. Experienced educators have created a PowerPoint, "103 Creatively Simple Ways to Teach Geography," in order to share with teachers from around the world some creative and effective techniques that can be used to teach geography lessons. Here are just a few of the many activities and teaching strategies that can be used to create effective geography lessons:

#1. "Idea 2- Mystery Boxes"

 

This is a great idea to use when introducing a topic for geography. The students are given boxes with mystery objects inside related to the topic that is to be introduced. The students are given a time limit (suggested 10 seconds) to feel around the box to identify the objects and figure out what the topic is. This is a great activity to use in the beginning of the lesson. It helps keep the students engaged and excited about what they are going to learn. Students would also have the chance to use their prior knowledge on the objects in the box and communicate to their peers their thoughts and ideas.

#2. "Idea 16- Can of Worms"

This activity goes with the expression "opening a can of worms" which in this case is experienced when discussing a controversial topic. The students each write a statement relating to the controversial topic on a pink slip of paper and put the statements together into a tin can. Each student pulls out one of the pink slips of paper and must discuss the statement that they picked out to their peers. This is a great activity that will get students to gain a better understanding of the opinions and ideas of their peers.

#3. "Idea 22- Mystery VoiceThread"

A great educational tool to use in the classroom is VoiceThread. . With this activity, you will log into your account and upload a mysterious picture on the topic and have each student comment what they think the picture is and how it relates to the mystery topic by answering using their own VoiceThread accounts. Students can respond by either video, audio, or text. VoiceThread is free, simple, and easy to use. It is a great way for students to respond with technology and for them to access their peers ideas in order to build onto what they think the mystery picture and topic is.

#4. “Idea 23- Bingo!"

This is a fun game that many students are familiar with. In this activity, the teacher will hand out the key terminology on separate worksheets with the bingo boards. As the teacher reads off the definitions, the students must find which term it is on the bingo board sheet with the help of their classmates. This is a great way for students to learn the important vocabulary used in the geography lessons while getting them excited about learning.

#5. “Idea 33- Become a Poet"

This is a great way for students to practice their critical thinking and creative writing skills. In this activity, before starting the topic, the teacher will introduce a PowerPoint or movie with images relating to the topic. The students will record their thoughts based on what they are shown. The students will then transfer these thoughts into a poem. This is a great way for students to really think about what it is they are learning. It will help the students be engaged in the lesson that is to be introduced.

#6. “Idea 51a & b- Landscape in a Box”

 

A creative and artistic way to get students involved in geography is by getting them to create their own landscape in burger boxes. On the top of the box, the students will put a map and mark the location of their landscape. When you open the box, the landscape will be modeled inside. For example, a student created a café in Spain that she went to. She placed pictures around the walls of the box and made little tables and menus out of construction paper. This is a great activity to get students excited about geography, especially for students with artistic talent.

#7. “Idea 56- Show Me the Links!”

This is a great activity to get students to use their prior knowledge of social studies and build on it with their peers. The teacher will give the students a certain amount of time and ask them to write down everything that they know about a topic. This could also be done as a group activity on the board. The students will compare their brainstorming ideas with one another and draw conclusions based on the connections. This activity can be used to easily lead into a new topic. It also gives students the chance to practice their brainstorming skills and putting their thoughts down on paper.

#8. “Idea 84- Whereabouts is that?”

This is an interactive activity that will have the students out of their desks and exploring in school. Students will go around in their groups and take pictures of various places throughout the school. Students will be encouraged to take whole pictures of settings and weird angles to make it hard to identify. The students will then number each picture and swap their pictures to another group. Each group will have to figure out where the pictures were taken using their blank maps and memories of the school. This is a great way for students to practice their observation skills and map making skills.

#9. “Idea 36- Wordle Stereotypes”

This is a great way to introduce your topic and it gives you an understanding of the students’ impressions of the topic. The students would share word that sums up their view on the place, people, or organization. Using the Woordle website, the words would be put together with all the words describing what the topic means to the students. This is a great thinking activity that will give students a chance to share what they think about the topic.

#10. “Idea 12- 60 Second Films”

An interactive and engaging way to get students to gain a better understanding of a concept while having fun can definitely be found with this activity. Students have the chance to make their own mini movie to showcase their understanding of the concept in a dramatized performance relating to the concept. This is a great way to get students to be creative and work together to create a fun mini film.

This PowerPoint presentation has numerous amounts of great ideas and activities that can be used in the classroom to teach geography. I will definitely hold onto these ideas for my future classroom!