Final Exam

Eric Toy – 4.29.10 – Geography

Question 1: Valuable Lessons in Geography

History is not an exact science but more so a perspective. Everyone in their own right is

a historian and it is based on their interpretation of events. For this reason in my major there

are many courses dedicated to the research of human interaction and events but there is little

focus on the tools. This past semester in Geography class, I’ve made incredible gains on

developing the skills needed to become a proficient social studies teacher through learning

about how our world is measured and mapped out. Two days dedicated to cartography has

shown me how to interpret maps and use them effectively in the classroom.

The way location is modeled in relation to reality is through the latitude and longitude

system. This grid system is measured using degrees, minutes and seconds where latitude

measurements run horizontally and latitude lines run vertically. Because the earth is a 3-

dimensional sphere the lines of longitude meet at the poles and as such the distance between

each line changes in relation to proximity to the poles. Latitude lines however are parallel to

each latitude line and have the same distance all across the globe. Furthermore because we

know that the earth is 25,000 miles across in circumference we can divide by its degrees (360)

to determine that the distance between each latitude line, measures 69 miles. Because the

longitude lines aren’t equal this measurement only applies at the equator. The individual

degree measurements for each line begin at 0 are universally accepted standards. The middle

latitude line known as the equator begins at 0 and the degrees increase and decrease with the
indication of a North or South degree measurement. Conversely the Prime Meridian which

doesn’t necessarily have a “middle” was set at the Greenwich England. This also would be set

as the standard for the international date line.

The difficult aspect of taking this model and translating it into a map is you lose the

dimensionality. Because there is no perfect way of representing a 3-D figure on a flat plane,

cartographers have tried several different forms over the past millennia to represent the globe

on a map. It is through the establishment of this system that we are able to apply the model to

different aspects of geography. These principles are the building blocks for different tools and

systems such as geological mapping, global positioning satellites, geographic information

system, time zones, and cartography.

Question 2: Bucket List of Physical Geography Education

1. Geographical Informational System is a key tool to use in the classroom of a secondary

Physical Geography class because of its versatility and ease of accessibility. A great aspect

of using GIS in the classroom, besides the fact that it’s free is the digital enhancement skills

for 21st century learners.

2. Field trips to Quarries will not only allow for students to apply geographical information to

the real world but it will also visually demonstrate for students the differences in rock and

earth makeup. Students will also see the geological history of their own community.

3. Fieldtrips to State Parks can not only be used for history classes but also can enhance

environmental science lessons and better connect students to the outdoors. Indiana parks

that would be perfect for such a trip might include Salaomny, Chain of Lakes, and Turkey

Run. The county parks might also be beneficial as well.

4. When teaching a class about mapping systems, you could invite a county surveyor to come

in. Not only could you connect the content to their community but also build relations with

local government.

5. Interactive Globes are becoming more popular in geography classes across the well…globe.

These are digital 3-dimensional models of the world that allows for direct interface and

manipulation, such as political geography and biome studies.

6. If there is a middle schooler learning anything about science than there is a definite connect

and reason to go to the city’s Science Central. The interactive science experiments and

“fun” activities for young students are endless and can truly recreate a geography class.
7. Students can also benefit from the global classroom exchange system known as Epal. This is

a free online website that connects classrooms from around the world and allows for them

to share and build off of content. For example there is an online global project dealing with

biomes that students could relate to through email or video conference exchange.

8. Another great field trip idea might be a visit to the local news station. Seeing first hand

specifically how the meteorologist evaluate data and predict weather through their

satellites would be extremely interesting and insightful for students.

9. Every student should also take part in community service related to physical geography,

such as planting trees. Service learning projects such as these not only provide authentic

experiences and connections to the content but it also allows for students to develop a

humanist appreciation for volunteerism.

10. Quite simply put, everyone of my students will leave my class with a blow-up beachball

globe. Not only are they great models of the Earth but they are very fun and allows for

tactile learners to “experience” maps and geography.

Question 2.2: What every person taking a Physical Geography class in the IN public school
system should be expected to know when they are finished

1. Mapping Fundamentals. It is essential that students walk away from a geography class with

the skills necessary to navigate at least their states through tangible maps. Although

technology offers great tools and services it can also “dumb” down the tactile skills of

orientation, which are essential in emergency scenarios.

2. Plate Tectonics. With the hype associated with the blockbuster movie 2012, there are

some unnecessary fears with the world breaking apart. Regardless, I believe that everyone

should have a working knowledge of the continental crusts of Earth, especially for anyone

living in California.

3. Global Warming. Instead of solely following the hype, students should be given the

opportunity to learn both sides of the debate and decide for themselves which one makes

the most sense. However students should not be accepting what former Vice Presidents

are claiming about the planet.

4. Biomes. Often times a person’s home can become a bubble to the world if they aren’t

exposed to the different cultures and environments that extend past their state lines.

Biomes are excellent ways of showcasing the world’s diverse and beautiful life.

5. Geographic Knowledge. Even though this course was about physical geography I believe

that political geography is just as important. It is an affront to our nation’s founding for the

future leaders to not be expected to know where states are located.

6. Natural Resources. Students should be exposed to the diminishing and nonrenewable

resources of our planet and also to learn of the impact of conserving them.
7. Time Zones. Although students can read the clock its valuable for those who travel to know

why the time changes when you leave the airport. The history and math of how this was

developed is also fascinating.

8. Climate and Weather. Too often do American turn on the TV to the meteorologist and not

have a clue the significance of low pressures or warm fronts moving onto the region.

Understanding the impacts of weather has lifelong usage.

9. Rocks. Students should be able to understand the formation and geological history of the

earth through rocks. Whether landscaping or working outside, knowing geological makeup

is important in several facets of life.

10. Major Land Formations. Students not only should know the locations but also the

background of land formations of the United States. There is an environmentally rich

history of this land that every citizen should be taught and learn to appreciate.
Question 3:

Library Projects and In-Service Presentations

Physical Geography; Fall 2012

BE SURE TO FILL IN THE MAJOR HEADER’S TOTAL % VALUE (0 is an acceptable answer as long as you
explain why)

Presentation Mechanics (50)

Stayed within the 30-40 minute time frame. 20_pts.

Actual Time for presentation ________

Assumed role of teacher trainer, professionally ________15pts (attire+demeanor)

Appropriate attire (interview level) _(_10)
demeanor, respect for and interactive inclusion of all “students”
__________(5)

The presentation appeared organized and ran smoothly. ________15pts____

practiced, well prepared, knew material and presented in a logical order at grade appropriate
levels.

Written Materials Prepared as Handouts (25)

Materials/lesson plans are appropriate for grade level indicated 5

Materials/lesson plans prepared in a clear and coherent manner 5
Materials well referenced (must be cited within and provided in writing at the end) 5
Additional source material indicated as a handout 10

Presentation Creativity/Originality (25)

Presentation was made in an interesting and lively manner 10______
presenters were enthusiastic and interactive with the audience

The presentation was creative/original 10____ (using

others work exclusively is not acceptable)

Technology, Power Point and/or AVs were used as appropriate 2.5____(if

video clips used = no more than 2 min. of pres. regardless of length)
(if none then score of 2)

Overall effectiveness of the presentation 2.5____

(covered material requested in a manner that will help classroom teachers)

TOTAL SCORE of the presentation 100

Rationale:

First of all the weight of the three sections are as follows, Presentation and Mechanics is

50 points, materials are 25 and then presentation creativity is 25. The mechanics were

weighted more because the time limit requires that the group fills the in-service with a great

amount of information however it should be noted that quality time is only clocked. If the

group is dragging out the presentation with obvious holes than that should be a dock from the

20 points. The professionalism and smoothness of the presentation are also very important

aspects because they communicate and evaluate the severity and preparation of the group.

The materials are another important aspect of the project in that everyone in the class

can take away something tangible from the presentation. The resources also make the project

something that can be applied in the future rather than a quick lesson. The creativity was also

weighted the same in that there is no benefit from copying another project that everyone is

familiar with. For example someone who does a project on homemade volcanoes shouldn’t

receive any points because it is a lesson everyone is fairly familiar with.