GCU 672
Physical Geography
for Teachers
Review of the Syllabus and
Assignments
Outline for this Review
1.
2.
3.
4.
5.
6.
7.
Instructor information
Contact information
Introduction to class
Organization of topics
How to approach each topic
Assignments
Student A: Example Assignments
1. Instructor Information
Ron Dorn, Professor
School of Geographical Sciences
PO Box 870104
Arizona State University, Tempe AZ 85287
FAX: 480-965-8313
Phone: 480-965-7533
E-mail (most reliable contact): ronald.dorn@asu.edu
My role is to organize and present the content, score
assignments, help students develop ideas, and help
connect class to broader MAS-GE program
http://alliance.la.asu.edu/dorn/dorn.html
Ron’s homepage
2. Contact Information
How to Contact: start by e-mailing
(ronald.dorn@asu.edu). Let me know if
you want me to phone you back. Never
hesitate to ask questions, schedule a
phone contact, or a visit in person. I am
dedicated to trying to provide you with the
best possible online educational
experience.
Associate Director: Denise Dorn will visit you
at your site if you are having trouble with
this class. E-mail her to schedule a phone
or in-person visit(denise.dorn@asu.edu)
3. Introduction to the Class
Physical geography is
the first holistic natural
science, asking how
Earth’s surface came
into being. The
complexity is
traditionally divided
into six parts shown in
this diagram.
Note: the 2nd presentation explains in detail the reasons for
a physical geography class in this masters program.
4. Organization of topics
5. How to approach each topic
http://www.asu.edu/courses/gcu600/gcu672a/
672Calendar.html
Watch presentation first
How to listen to the breeze
presentations
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•
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You can listen straight through
You can pause at any time
You can repeat a “slide” at any time
You can interrupt the presentation and
open up one of the classroom resource
movies to watch the indicated animation
Animations Discussed in
Presentation
Watch Animations
Click on the animation
.mov .mpg .avi .wmv
.swf
Online Text to Assist
Extra Readings: Teacher Suggestions
Online Resources Discussed in the
Presentation
6. Assignments
90% of Grade: Integrating GCU672 with your
classroom
Option 1: take 3 tests. Test 1 would cover units
1&2. Test 2 would cover units 3&4. Test 3 would
cover units5&6.
Option 2: Complete 1 assessment for each of the 6
class units. You can mix different types of
assessments to fit your instructional setting
Test 1 would be 2 units
Unit Assessments
One assessment for each “unit” with options
to allow you to best integrate material into
your educational context
Unit Assessments - Options
• Bulletin board for your classroom or hallway display
(can be done twice). Send digital photo of your display.
• Design your own assessment (can be done once),
linking to standards that you teach and involve an
outcome that would improve your teaching.
• Discussion thread leader. Blackboard has an interface
that allows students to discuss material on a topic that
greatly interests you (can be done twice). Work with
instructor on how best to design discussion thread to
integrate class material and active learning (discuss later
idea in the context of beaches).
Unit Assessments – Options
(continued)
• Journal Article Analysis (can be done twice). Find
journal article in ASUs library on topic related to unit.
Present summary of journal article (1/2 page), summary
of the material covered in class (1/2 page), and compare
the differences & similarities.
• Write a “Binko” style lesson. [style of lesson plan
used in GCU 671]. However, add a new section on
“Background Information” that provides your research
and sources. (can be done for all units)
• Online lesson adaptation (can be done twice). Take an
internet lesson. Evaluate the validity of the content, and
then modify the lesson to improve content and student
activity.
Unit Assessments – Options
(continued)
• Powerpoint Presentation (can be done for all units). Make
powerpoint presentation (can modify the powerpoint available
for this class). Submit your performance objectives, student
assessment for the powerpoint (e.g. quiz, notetaking sheet,
worksheet, other activity) along with the answer key.
• Student Readings. (can be done twice). Find grade
appropriate readings/literature on the subject matter. Then,
develop the complete assignment that you would give your
own students including handouts, instructions, worksheets,
keys and other items that would make this “ready to use”
tomorrow.
• Study Guide and Test (can be done twice). Develop a test
guide for your own classroom for when you would teach the
material in this module.
7. Student A:
Example Assignments
Profile of Teacher: Middle School Social
Studies, mostly history
Choice of Assignment: Binko Lesson on “Earthquakes
and Chinese Emperors” reviews the tectonic setting of
China, before examining how prior earthquake disasters
has influenced Chinese history.
Choice of Assignment: Binko Lesson on “Nikita
Khrushchev and the Aral Sea” reviews the hydrology
(drainage basin) of the Aral Sea, why and how it was
altered by the Soviets in the 1950s, and the current
environmental crisis.
Choice of Assignment: Start and Lead a Discussion
Thread on re-interpretation of “my favorite beach”.
• Baymouth bar carried by littoral drift?
• Changing river supply of beach sediment?
• Summertime beach (supplied by offshore
bars)?
Find student reading about global warming
on side of “skeptics” and side of those
believing that humans are altering climate.
Develop assignment such as a classroom
debate, how individuals can make a
difference, or other standard-based
activity.
Develop powerpoint
presentation & student
activities about the role of
storms on major events in
history, based on book by
Randy Cerveny’s “Freaks
of the Storm”
For the ½ semester course on world
geography, develop a study guide and test
for teaching “deserts of the world” [based
on unit 23, subtropics]
Integrative Assignments
10% of the Grade: Integrating GCU 672 in your
Classroom and School Setting . (Same assignment will be
for GCU 673, 675, and 676 to be compiled in GCU 677)
• Final Exam. (5%) Compile your thoughts in less than 500
words on how the subject matter has changed your
perspective on geography, and how pieces of the material
might be incorporated into what you teach
• AYP Strategic thinking (5%). Analyze how the content of
this class might be used to improve your school’s AYP. First,
overview the situation of your school, providing a brief history
of the past. Second, provide a brief summary of your school’s
current strategy at improving AYP. [These first two
paragraphs will be repeated for GCU 673, 675 and 676].
Third, specify steps that you think should be taken to integrate
geography content and skills into your school’s AYP strategy.