Minnesota Center for Social Studies Education (CSSE) - Geography

Geographic Inquiry: Video with Transcript in Spanish

miaozhen.li — Thu, 16 Feb 2017 15:46:20 +0000

Length:

4:56

Narrador: ¡Hola todos! ¡Conozcan a Pa y José! Sigan adelante y vean cómo Pa y José usaron el proceso de investigación para responder a una pregunta de la geografía y como comunicaron con otros lo que aprendieron.

Narrador: Entonces, ¿Cómo se usan el proceso de la investigación para examinar los problemas sobre DONDE se encuentran unas cosas y CóMO se relacionan uno al otro?

Narrador: El proceso de la investigación tiene cuatro pasos para ayudarnos: solucionar problemas de la geografía: preguntar, pensar críticamente, resolver problemas y comunicarse.

Narrador: Antes de empezar la investigación de la geografía, hay que aprender como usar las herramientas y habilidades que se usan lo geógrafos. ¡Sigan adelante para ver como Pa y José aprenden las habilidades de la geografía y como usaron el proceso de investigación para aprender sobre el mundo en que vivimos!

Narrador: Como Pa y José van a contestar las preguntas sobre la ubicación de un lugar (también conocido como preguntas del espacio), van a usar las herramientas que nos muestran donde se encuentran diferentes cosas; una herramienta geográfico es un mapa. Una colección de mapas se conoce como un atlas.

Sra. Adams: Hoy van a usar un atlas para contestar preguntas especificas sobre la geografía. Por favor, usen los mapas, graficas y tablas que se encuentran en el atlas. Van a escoger “La información mas apropiada” o la información relacionada con la pregunta que se encuentra en el atlas para poder encontrar las respuestas.

Pa: Primero, encontramos las respuestas sobre las preguntas de los Estados Unidos y los países vecinos, como Canadá en el norte y México en el sur.

José: Yo use una grafica que había en el atlas para aprender sobre las poblaciones de los Estados Unidos, Canada y México.

Narrador: Ahora como Pa y José han practicado como usar un atlas, ellos están listos para usar otras herramientas geográficas para preparase para el proceso de la investigación. Fotografías y imagínese de los satélites también son herramientas que muestran lugares.

Maestra: Ahora, como han practicado como usar un atlas, Uds. Van a usar fotografías y imágenes de los satélites para interpretar información espacial sobre los Estados Unidos y Canada.

Pa: Nosotros hemos visto unas fotografías que se llaman fotos aéreas para contestar preguntas sobre unas ciudades diferentes, cuerpos de agua y lugares importantes de nuestro país.

José: Luego, miramos los imágenes de los satélites de unos lugares en Canada y con esto pudimos contestar unas preguntas sobre este país.

Narrador: Es una aventura divertida, ¡¿No?! Nuestros estudiantes han aprendido como utilizar una herramientas especializadas para estudiar la geografía, ahora están listos para la pregunta de la investigación.

Sra. Adams: Estamos listos para usar el proceso de la investigación para contestar una pregunta sobre la geografía.

Pa: Sra. Adams nos preguntó sobre un problema geográfica de nuestra comunidad – las inundaciones.

Sra. Adams: Como se afectan las inundaciones las comunidades de la valle del río Rojo?

Jose: Nuestra maestra nos mostró unas fotos de la valle del río Rojo antes y durantes las inundaciones.

Narrador: El proceso de la investigación esta hecho de una variedad de habilidades. Estas herramientas te ayudan pensar críticamente y si investigas con la geografía también te ayuda entender como pensar en lo espacial.

Sra. Adams: Como para de la investigación de la geografía, hay que recaudar información de varias fuentes de información y luego organizar y analizarla buscando los patrones y las relaciones.

Sra. Adams: Pa y José van a compartir sus conclusiones con el ayuntamiento en su próxima reunión.

Narrador: Cuando se usa el proceso de la investigación sobre geografía, es importante identificar las perspectivas locales y globales. Hay que ver las diferentes perspectivas de cada problema. Su comunidad se puede se afectada por algo que tiene que ver con su ubicación en el mundo. Ir mas allá que el salón de clase es importante cuando investigas con geografía.

Video Series:

Inquiry Process Videos

Grade Level:

Elementary Resources

Subjects:

Geography

Geographic Inquiry: Video with Transcript in English

miaozhen.li — Mon, 09 Jan 2017 18:25:55 +0000

Length:

3:33

You can also see this video in Spanish.

[Background scene of a street with light gray and white buildings of various sizes in the back.]

Narrator: Hi, Everybody! Meet Pa and Jose! Follow along to see how Pa and Jose used the inquiry process to answer a geographic question and communicate what they learned to others.

[A hand slides up from the bottom of the screen carrying the text “Hi everybody, meet…” to the upper lefthand corner. Hand slides out of view.]

[Two more hands slide in from the bottom right corner, each bring an animated child with it, named Pa and Jose. The hands slide back out of view.]

[Text of the kids’ names appear with arrows pointing to the kids]

[Pa and Jose stand waving in the lower right side of the screen.]

[Hands appear again bringing up animated drawings of a cat and daisies.]

[Two hands appear on Pa and Jose and slide everything across the screen to the left.]

[Screen transitions by a film clapperboard appear and shutting out the screen. It opens and slides out of view to the left.]

Narrator: So, how do geographers use the inquiry process to examine problems about WHERE things are located and HOW they are related to each other?

[The new screen is dark blue. Text reading “how?” appears in the upper middle of the screen.]

[Text reading “inquiry” appears below the previous text to the left hand side of the screen. Below that is and animated picture of the globe.]

[An arrow appears pointing to the right. Text appears at the end of the arrow reading “Examine, Related, Located”]

Narrator: The inquiry process has four steps that help us solve geographic problems: ask, think critically, solve problems, and communicate

[ New screen has white light bulb in the middle of blue background, Hand slides down from the top of the screen bringing down text reading ‘inquiry process’ then slides back up.]

[The four steps appear around the light bulb as the narrator reads them. Arrows point from one word to the other as they are read, forming a circle.]

Narrator: Before using inquiry in geography, you need to be able to use the tools and skills that geographers use. Follow along to see how Pa and Jose learned geographic skills and used inquiry to learn about their world!

[Text appears reading “tools + skills= Great Inquiry Ability.” An animation of a white hand giving a thumbs up appears with the text and two animations of explosions appear, one with fireworks.]

[Text and images shrink out of view. Pa and Jose appear with two friends standing in front of an animated globe and sun.]

Narrator: Since Pa and Jose are going to answer questions about location (also called spatial questions), they will use tools that show where things are located; one geographic tool is a map. A collection of maps is an atlas.

[Pa, Jose, and friends disappear. A hand appears and wriHand slides out of view.tes “questions about location” an arrow points down from that where the hand then also writes “spatial questions.” The hand slides out of frame but then reappears with a roller paint brush and paints over everything making the screen white.]

[New blue screen emerges with text reading “Use tools that show where things are located”]

[Text disappears and new text reading “a map” appears in the upper lefthand corner. Two images of maps appear below that, one animated and one a real image with an animated magnifying glass over it.]

[An animated atlas appears and the map images shrink away, the magnifying glass disappears after the maps.]

Ms. Adams: Today you will use an atlas to answer specific questions about geographic issues; please use the maps, charts and graphs in the atlas! You will “choose the most appropriate data” or information related to the question from the atlas to find the answers.

[Clapperboard appears and closes on picture of atlas. When it opens it slides out of view to reveal a new screen.]

[Ms. Adams appears on the right side of the screen. One the left appears the text ‘maps’ with an animated map below it, then text reading “charts” and “graphs” with an animated graph below.]

Pa: First, we found answers to questions about the United States and our neighboring countries - Canada to the north and Mexico to the south.

[Pa stands in the right corner. In the middle is an animated map of North America.]

[An arrow points to Canada, and another one points to Mexico.]

Jose: I used a graph in the atlas to learn about the populations of the U.S., Canada and Mexico.

[Pa disappears. Jose stands in the left corner. Above his head is an animated graph.]

[Text to the right of the graph text appears reading “U.S. population=300 Million” and “Canadian Population=35 Million”]

Narrator: Now that Pa and Jose practiced using an atlas, they are ready to use other geographic tools to prepare for inquiry. Photographs and satellite images are tools that show locations.

[Jose slides out of view. Text appears at the top of the screen reading “other geographic tools.” Text appears below reading “photographs” and “satellite images.”]

Teacher: Now that you have practiced using an atlas, you will “use photographs or satellite images” to interpret spatial information about the United States and Canada.

[Ms. Adams in her classroom with a yellow background. She’s in the right hand corner with her desk to the left.]

Pa: We looked at photographs called aerial photos to answer questions about different cities, landforms, bodies of water, and landmarks in our country.

[Pa and Jose slide in from the left side. Above Ms. Adams desk appears a real photograph of a body of water next to a town.]

Jose: Then we looked at satellite images of places in Canada and answered questions about this country.

[Jose appears alone on a blue background. A satellite image of Canada appears above Jose’s head. To the right of that is text reading “Canada” with a red maple leaf below it.]

Narrator: This is an exciting journey … our students have learned some specialized geographic skills and are now ready for their inquiry question …

[Pa, Jose and their two friends appear, waving their arms. Text appears: “skills” is in the top left corner and to the right of that appears the words “spatial questions”, “satellite images”, and “aerial photos.”]

Ms. Adams: We are ready to use the inquiry process to answer a geographic question.

[Back to Ms. Adams classroom. Ms. Adams has a text bubble reading ‘read for inquiry process!’]

Pa:. Ms. Adams asked us about a geographic issue in our community - floods.

Ms. Adams: How does flooding affect communities in the Red River Valley?

[A hand reaches over and pulls down a string that is attached to a blind. When the blind pulls up there is a new screen reading “How does flooding affect communities in the Red River Valley?”]

Jose: Our teacher showed us photos of the Red River Valley before and during a flood. Then, we analyzed the photos.

[Text reading “Red River Valley” appears in the upper right corner. To the left and below appears two actual images of a flooded fields.]

Narrator: The inquiry process involves many skills. Using these skills gives you practice with thinking critically; if you do inquiry in geography it also gives you practice with thinking spatially.

[Photos disappear. Blue screen has new text that reads ‘skills’. An arrow points to the upper right at text reading “thinking critically.” Another arrow points to the bottom left and reads “thinking spatially.”]

[Ms. Adams Gathering information from different sources, organizing it, and then analyzing what you find by identifying patterns and relationships is necessary for geographic inquiry.]

[Text reading “gathering information” appears across the top of the screen. Below animated shapes jumble together. They then organize themselves in a line organized by shape]

Ms. Adams: Pa and Jose will share their conclusions at the next city council meeting.

[Text across the top reads “City Council Meeting.” Pa and Jose stand behind a podium. Two black chairs with two figures of people in them are across from the podium.]

Narrator: When using inquiry in geography, it is important to identify the local and global perspectives - ways of looking at problems from different viewpoints. Your community may be affected by something that affects other locations. Going beyond your classroom with what you learned using geographic inquiry is important!

[Background is a white piece of paper on a wooden desk. On it appears the text reading “Local” with an animated picture of buildings beneath it, and to the right of that more text reads “global” with an animated globe beneath.]

[White paper disappear and a world map fills the screen. 3 arrows come in and point to various areas of the globe. Arrows then slide out of screen to the left.]

[White page with list of photo citations appear.]

[Screen fades to dark blue with the Minnesota Center for Social Studies Education logo appears in the middle. The lower left corner has the Minnesota Historical Society logo and the lower right corner has the Minnesota Department of Education logo.]

Video Series:

Inquiry Process Videos

Grade Level:

Elementary Resources

Subjects:

Geography

Geography for Secondary Students Video with Transcript

miaozhen.li — Fri, 06 Jan 2017 22:32:19 +0000

Length:

6:19

Video Series:

Career Videos

Grade Level:

Secondary Resources

Subjects:

Geography

Geography for Elementary Students Video with Transcript

miaozhen.li — Fri, 06 Jan 2017 22:30:24 +0000

Length:

1:35

Video Series:

Career Videos

Grade Level:

Elementary Resources

Subjects:

Geography

Elementary Geography Resources Video with Transcript

miaozhen.li — Fri, 06 Jan 2017 21:13:32 +0000

Length:

5:24

Hi I’m Jess Winkelaar are from the Minnesota Center for Social Studies Education.

Welcome to the elementary geography resource video.

The purpose of this video is to share powerful resources with classroom teachers. I will walk you through three websites to highlight resources for teaching geography.

Please pause the video as needed to write down a website address or discuss an idea with your teaching team.

[A woman, Jess, stands in front of a screen titled Elementary Geography resources in yellow]

We will begin on the CSSE website MNCSSE.org

The first resource to highlight is under the “curriculum” tab at the top or if you scroll down to “popular resources” it is the first item featured.

[Jess steps out of the way to show screen changing to read mncsse.org. She then steps back into frame.]

[The screen changes to the mncsse web page. The mouse scrolls the screen up and down.]

These curriculum guides were developed by classroom teachers and they provide a grade level by benchmark by benchmark overview of the what students are asked to do, and also it has an accompanying resource list of how you can bring each benchmark to life.

[Mouse clicks on the tab called curriculum guides. Scrolls up and down the page. Then clicks back to home page.]

The next thing is below it on the homepage. It's the Doing Social Studies Video Series. This is a new series to help the elementary classroom teachers get an overview of each benchmark along with some teaching strategies of how you can bring those to life.

There’s a teacher guide to help you view these videos.

[Mouse clicks on video series tab. Scrolls up and down on the web page.]

Next, we’re going to go to a set of inquiry visuals. Geographic inquiry is a really important way of thinking and if you go to the inquiries page, and scroll to the bottom, you will find the next two resources.

[Inquiry tab at the top of the screen is clicked on. Click on a link to a visual, and then clicks on a link for a powtoons video.]

The first one is the geography visual which walks you through the geographic inquiry process from a spatial question through using geographic sources of information coming to conclusions and then sharing and communicating findings.

To support this process there’s also a Powtoon video located right next to it. This Powtoon video features to students going through the geographic inquiry process. There’s a teacher guide for you to bring this video to life for your students.

The next website that we’re going to go through two is the Minnesota Alliance for Geographic Education or MAGE. This website has a wealth of resources and also opportunities for both teachers and students so we’re going to start by highlighting a student program. So if you get to the MAGE website and go up to “student enrichment” you will find under here some really great opportunities for elementary students.

[MAGE symbol at the top, website listed below it, http://lt.umn.edu/mage/. Mouse moves around MAGE homepage and clicks on student enrichment tab at the top.]

The first one the Geographer’s Fair is an annual event that features student geography projects. And then the Minnesota State Geographic Bee is also an annual event for those students who really like to learn about the earth and its people. they can be a part of this student program.

Also on the MAGE website is you can go under “curriculum”, and we’re going to look at one specific thing called a ‘podcast’. So if you click on “podcasts” you will see this warehouse it’s an extensive list of about 100 podcasts to help bring geography to life.

It’s searchable so for example you could type sketch maps in here sketch maps are a great spatial thinking strategy starting in first grade, but to continue through all elementary years. You can listen to an elementary classroom teacher walk you through the steps sketch map process.

The final thing on this site is under the “curriculum” tab and it’s a great curriculum developed by the Minnesota Department of Agriculture called ‘Food for Thought’ so please check these amazing resources out and bring them to your classroom to get kids to be geographers.

The final website we’re going to go to is National Geographic Education. education.nationalgeographic.org is the teacher site to bring geography to life for all students.

So when you go to this home page there’s a wealth of information, but we what we are going to do is go to one item on the tab on the menu bar one tab called “mapping”.

So if you go to the “mapping” and you pull down to the second choice it’s called ‘Mapmaker Interactive’.

This is an amazing tool to help your students think spatially so it’s just really a palette. You can zoom in and out, you can mark points and you can add layers to really answer a geographic question or analyze data with a spatial component.

The final resource for you to bring geography to life are called the ‘State Tabletop Maps’. These maps are printable and they are available for not only the 50 states, they are also available for the world for the oceans. Basically you can print these out one 8 ½X11 sheet of paper at a time and tape them together, laminate them. You can bring spatial thinking and location and places across the world to life for elementary students.

So you can see there are wealth of geography resources all across these websites so please start with the Center for Social Studies Education to get your students doing some Geographic inquiry and spatial thinking to be geographers.

Video Series:

Elementary Social Studies Videos

Grade Level:

Elementary Resources

Subjects:

Geography