City, State, Country, Continent Ideas
thing I have done is to seat my students in pods that are labeled
by continent. Then the computers at their continent are given
country names according to the continent. For example, the continent
of Europe has the computers labeled with Great Britian and Germany.
This way they get a dose of continent every day. When I call
them to line up, I call by continent. If I'm really thinking
about it, I call them by country.
||I put them
into concentric circles. The town was the smallest circle in
the middle, then the county, then the region, then the . state,
then the country, then the continent in the largest circle on
the outside. They seemed to get it. We did it in chalk on our
floor, but you could do it on the smartboard or with butcher
paper. It gives them a visual of something that is pretty abstract
to most of them.
||I got this
idea from my mentor years ago. Use different sized containers
(cylinders) that fit inside each other. We have a film canister
for the city, a veggie can for the state, a larger can (maybe
a big chili bean can or the like) for the country, and a coffee
can for the continent. Each container is labeled of course.
If you could find different sized cans, you could do county
and region and other things. I just do city, state, country,
||I use the
book ZOOM by Istvan Banyai. It is great for those visual learners.
Amazon even has a sample of it (you can see inside the pages)
interactive tools such as Google Maps or Earth, have students
zoom in by clicking and notice the changes that take place.
Switching between map view and satellite view can help students
understand that often geographic features create political
students create graphic organizers using Inspiration or SMART
Ideas or even SMART Notebook. A tree-type organizer would
work well, starting with the Earth then branching to the continents,
etc. Students could use images and outlines or shapes of decreasing
previously taught in rural Missouri and many of my students
had no idea that there was a world past the Super-Walmart
in the neighboring town. To help my students understand that
they were a part of something much larger, I had them memorize
their global address. For example, the global address of my
training room would be Room 160A, Valley Park Elementary School,
Valley Park, MO, St. Louis County, State of Missouri, United
States of America, North American Continent, Planet Earth,
Our Solar System, the Universe. So how could technology be
integrated into this simple memorization activity? Combining
PowerPoint and MovieMaker with narration could produce an
effective personal audio-visual experience. First have students
create PowerPoint slides: The Universe, Solar System, Earth,
on so forth until arriving, in this case, at a picture of
me sitting in front of my computer. Save the PowerPoint slides
as jpegs. Import the slides into MovieMaker. Drag them to
the storyboard in sequential order. Add narration of the student
citing his/her global address and a title? Perhaps "Where
in the Universe is Diana?".
outside and sat in a circle. Then we tossed a globe beach
ball to each other. Wherever their right thumb landed, when
they caught it, they had to say what country it was on and
on and what continent or what ocean. Some interesting things
came up. We graphed how many times we landed on land or oceans.
We ended up doing a lesson on how much water there is in comparison
to land. They also really began to grasp that a country is
on a continent. They then began to ask what countries where
in the big country of Canada and Australia and the united
States, which we were then able to do discovery learning that
Canada and Australia have territories and we have states.
When they began asking questions like that I knew they were
getting it. It hadn't really occurred to some that the United
states was a country on the North American continent until
they had to do this activity, they just had never made the
connection and this was with 6th graders. We played this several
times over a period of time. It was a great activity. The
hands on made all the difference.
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