Powerful Geography Project
My Career Journey
Developed by Ben Lewis and Josh Williams
|Subject and Grade Level:
|Time Frame: How long will it take to complete this lesson? Include number of days and typical length of class period.|
By the end of this lesson, students will be able to:
|Overview of Lesson: Provide a brief description of the lesson.
-> Students will explore their future movements through space by investigating careers and the journey these career choices will take them on. They will communicate this through a presentation to the class.
|Essential/Guiding Questions: What are the questions being asked and potentially answered for this lesson.
|Connection to the Curriculum/Units: Provide a description of where in the curriculum this lesson should be placed. Include regional focus, unit titles, etc. If prior knowledge is required before completing this lesson, please provide a description of what students need to know.|
|TEKS Content Objective(s): What content standards or strands will be the focus of this lesson?
-> Grade 6 – 6.3.A-B
(3) Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to:
(A) identify and explain the geographic factors responsible for patterns of population in places and regions;
(B) explain ways in which human migration influences the character of places and regions;
-> Grade 6 – 6.4.A
(4) Geography. The student understands how geographic factors influence the economic development and political relationships of societies. The student is expected to:
(A) explain the geographic factors responsible for the location of economic activities in places and regions;
|TEKS Skills Objective(s): What skills standards or strands will be the focus of this lesson?|
|Powerful Geography Focus: Which content domain of the Powerful Geography framework (Human Geography, Physical Geography, Places & Regions, Environment & Society) does this lesson address? Include all that apply. Also, if this lesson is connected to certain Job Areas, provide job titles or links here. A selection of Job Summaries can be viewed here. Visit www.powerfulgeography.org for more information.
-> Environment and Society, Places and Regions, Human Geography, Physical Geography
|Resources Needed for this Lesson:
|References (if any): (use formal citations)|
|Strategies: What geography or other pedagogical strategies will be used in this lesson? Please provide a description of the strategy or a link for teachers to refer to. This area is intended to provide descriptions of Best Practices particularly to help novice geography teachers.
|Before the Activity: What is recommended before starting the lesson plan. What is required before starting the lesson plan.
|Procedures to conduct the lesson:
Starting the Lesson:
If needed - a brief overview of Powerful Geography and its four content domains:
● Physical Geography
● Human Geography
● Environment and Society
● Places and Regions
Have students explore the Career Connections one pager to begin exploration of careers and how they fit into the Powerful Geography framework.
Show a couple Powerful Geography -- Professional Geography Interviews
Ex. USGS Scientist; Place and Social Justice; African Diamond Conflicts
3. Students should explain how their chosen career could benefit from the study of geography (Physical Geography, Human Geography, Environment and Society, and/or Place and Regions)
a. This information will be included in Part III: Presentation
a. This website is a bit cumbersome, but allows students to choose a college based on region and academic major.
2. After student identifies their post-secondary choice (ex. college), students will document why they chose that location. Presentation topics to include:
a. What degree will they pursue?
3. After students “finish college,” they will choose a location to practice their new career. Presentation topics to include:
a. Why did they choose this place for employment?
i. ex. Location where many of the same types of business reside
1. Student’s Role: Presenter
a. The student will present a neatly done, mindfully constructed presentation on their chosen career, addressing the objectives mentioned above.
i. Depending on the available tech in the classroom, the student will put together a digital slideshow, present posters, draw on a white board, etc.
2. Student’s Role: Audience
a. Students will listen and learn from each of their peers.
3. Teacher’s Role: Facilitator
a. The teacher will guide the students through every phase of the project.
End the Lesson and Closing Product:
1. When career presentations are finished, the teacher will review the class map which has been built during the duration of presentations. The connection to geography and the different careers across the map will help drive home the point that geography and spatial relationships are key to virtually any career.
2. The student-made assessment will be administered. Students are encouraged to use their processing sheets during the test.
|Differentiation strategies to meet diverse learner needs: What will be used to help differentiate the lesson for diverse learners?
|Evaluation/Assessment: Include your assessment product or idea with the lesson plan. Note, you want your assessment to measure your students understanding of the objectives (listed above). Include grading rubric and student samples, if possible.