GCU 672Physical Geography

for Teachers

Review of the Syllabus and Assignments

Outline for this Review

1. Instructor information

2. Contact information

3. Introduction to class

4. Organization of topics

5. How to approach each topic

6. Assignments

7. Student A: Example Assignments

1. Instructor Information

http://alliance.la.asu.edu/dorn/dorn.htmlRon’s homepage

Ron Dorn, ProfessorSchool of Geographical SciencesPO Box 870104Arizona State University, Tempe AZ 85287FAX: 480-965-8313Phone: 480-965-7533E-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

2. Contact InformationHow 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

Note: the 2nd presentation explains in detail the reasons for a physical geography class in this masters program.

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.

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

• 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

• 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

• 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.

Unit Assessments – Options (continued)

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 Assignments10% 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.