Powerful Geography Project
My Career Journey
Developed by Ben Lewis and Josh Williams
Subject and Grade Level:
Grade 6 |
Time Frame: | ||||||||||||
Learning Outcomes:
By the end of this lesson, students will be able to:
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Overview of 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. |
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Essential/Guiding Questions:
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Connection to the Curriculum/Units: | |||||||||||||
TEKS Content Objective(s):
-> 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; |
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TEKS Skills Objective(s): | |||||||||||||
Powerful Geography Focus: Which content domain of the Powerful Geography framework (Human Geography, Physical Geography, Places & Regions, Environment & Society) does this lesson address?
-> Environment and Society, Places and Regions, Human Geography, Physical Geography |
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Materials:
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Resources Needed for this Lesson:
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References (if any): (use formal citations) | |||||||||||||
Strategies:
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Before the Activity:
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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
The Lesson: Part I 1. Have students choose a potential career using “Careers in Geography”, “Student Resources”, and/or Match Career to degree. 2. Use Match Career to degree or AAG Guide to Geography to identify which academic major correlates with career choice. 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 Part II 1. After finding major use College Finder or AAG Guide to Geography website to find the students first movement on their career journey. 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 Part III 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:
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Evaluation/Assessment:
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