Geography+Terms

Geography Terms
Teachers may choose from the following activities based on student ability, need and technology available.

Activity 1:
Students will set up for sematic mapping in their notebooks. Group students into 2-3 per group. Students will need a textbook per group and three different colored writing utensils. Directions: Students will use one colored writing utensil for the entire round one of this activity. The teacher will read the definition of the first vocabulary word. EMIGRATE: to leave one's home country. The students will write down all words that they can brain storm about EMIGRATE onto their sematic map. After approximately 2-3 minutes, the teacher will read the next vocab word and it's meaning. Students will again brainstorm again words that come to mind and write them on their maps. Repeat this process until all 6 words are done. This should take about 15 minutes. Round two: Students will use a different colored writing utensil. Give students 5 second to regroup, they must work with students that they have NOT worked with in the prior round. Explain that they will report out to their group the words that were brainstormed from round one. Students may share and add any words that make "sense" to them. Press students to challenge partners if the word does not make "sense" and why they wrote it on their sematic maps. Also, if they do not know the meaning of a word they can not write it in until their partner explains meaning OR they look up in dictionary. Repeat until all 6 vocab words are complete. Round three: Students will again switch to a new colored writing utensil. They must again work with a new group of students. Complete round three as above. //For Homework:// Students will read section 8.2. Have them work individually or in pairs to complete Geoterms 8 in their Interactive Student Notebooks. Students will share their work with the class. The teacher can use ELMO to project random student work on the whiteboard. The teacher will show work that is exemplary, at grade level and below grade level. The teacher will explain the key points for an exemplary assignment. Provide bonus points or stickers for super work!

Activity 2:
Students will read section 8.2. Have them work individually adding these Geoterms to a picture dictionary. (This dictionary is a project that will continue throughout the year. It will contain all vocabulary for the entire school year.) Picture dictionary can have various components, the term, the textbook definition, the definition in the student's own words, a picture and a sentence. The teacher may consider using the Frayer Model as a graphic organizer template.

Activity 3:
Students will read section 8.2. Have them work individually or in pairs to create a power point presentation to add to a digital picture dictionary. (This digital dictionary is a project that will continue throughout the year. It will contain all vocabulary for the entire school year.) Students can use the components outlined from Activity 2 or the Frayer Model. Have students save to a memory stick. The power point should be shared with the class as an example of digital work. The teacher will explain the key points of exemplary work.

Activity 4:
Students will read section 8.2. Have them work individually or in pairs using the program Inspiration. Students use this program to create visual graphic organizers for each term. Again, students can use the components outlined from Activity 2 or the Frayer Model. Students should save their work in a file or memory stick for use throughout the year. Again creating a digital dictionary. Students can also print out each graphic organizer and add it to a spiral notebook. The teacher should model exemplary work. How to Navigate Inspiration