Virtual Atlas Education
http://www.evergreen.edu./user/virtatpnw/
Lesson One:
Boundaries
Purpose:
To begin to develop a clear mental map of Washington state. To gain a firm understanding of boundaries and how they define regions of political, physiographic and culture significance.
Objectives:
Related Washington State EALRs:
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1.1 |
Use and construct maps, charts, and other resources to gather and interpret geographic information |
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2.1 |
Describe the natural characteristics of places and regions and explain the causes of their characteristics |
National Geography Standards:
|
2 |
How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective |
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5 |
That people create regions to interpret Earth’s complexity |
Curriculum Connections:
Basic vocabulary, cultural geography, physiography
Length of Time Required:
One hour
Materials:
Procedure:
Step 1: Begin class by dividing it in half with (string, tape, plastic sheet or whatever material is best and available) to represent an obvious boundary. Ask the students what this is and what it represents to them.
Step 2: Section off one group of students with the boundary. This should get results from the students. Ask how the students inside the boundary feel? Why? Ask how the students outside of the boundary feel? What do they think of the other group? Why?
Step 3: Then get into a discussion of the vocabulary words, what they define them as, and what they are defined as by the New Shorter Oxford English dictionary as they apply to geography. Write their answers on the board or have students record the answers in a notebook.
Step4: There are regions within the world, regions within this country and, regions within this state. This classroom could also be considered a region. Ask the students to designate subregions by outlining them on their own maps and give them an appropriate name.
Note: There will be many different possible ways to define subregions and it's fine to be unique, encourage them to use their imagination. Instead of naming objects in the room, make up a name for that area or region that encompass the objects.
Step 5: Have the students compare and contrast their maps with questions in mind like: Are their similarities on all of the maps? is there a unique region on one or more of the maps? Do you notice any similarities or differences between maps made by different gender? Age? Some certain group or click?
Step 6: Compare the results as a group by asking a leader from each group what was interesting or substantial in the maps. What did they learn?
Step 7: Discuss the definition for region and boundary and see how well they compare with the regions and boundaries on the maps. Are there any changes they would make to their definition of region or boundary?
Conclusion:
Different people can define boundaries in different ways. Some boundaries are easy for us to see while others may not be noticed, but to someone else it is clear. We use boundaries as an organizational tool and they help us understand the similarities and differences between what’s inside and what’s outside of our boundaries. This lesson flies well all by itself. The sheet of plastic is unusual and serves to grab the students interest. When it is maneuvered to isolate a small segment of the class emotions rise more.
Key Vocabulary:
Boundary – something that serves to mark the limits of an area; the limit itself; the dividing line.
Region – an area of the Earth; a country; a definable portion of the earth’s surface especially one distinguished by natural features. An area of the world made up of neighboring countries which are considered socially, economically, or politically interdependent. A part of a country covered by a particular broadcast company, etc...