MSDE/BCPSS CONTENT STANDARDS AND INDICATORS

• 6.1.1.a. Explain the five themes of geography (location, place, human-environment interaction, movement, and region).
  • Standard 6.0 Skills and Processes: Students shall inquire about civics, geography, economics, history, and people and nations of the world using disciplinary literacy skills and processes to critically evaluate content through a variety of source materials across disciplines and use reading, writing, and other forms of communication to develop, defend, and critique arguments in order to take informed action.

C3 STANDARDS – SKILL DEVELOPMENT

• D2.Geo.5.6-8. Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.
• D2.Geo.6.6-8. Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.
• D2.Geo.7.6-8. Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.

NATIONAL ARTS STANDARDS

• VA-Cr2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.

ESSENTIAL QUESTION

• What is Geography?

SUPPORTING QUESTIONS

• Why is it important to study the five themes?
• How will the themes teach you about the world around us?

OBJECTIVES

• I will demonstrate knowledge of the 5 Themes of Geography by creating a 5-petal envelope that explains the themes using symbols and drawings.
• I will use content vocabulary to describe each theme using symbols and writing.

ASSESSMENT

• Students will design a symbol representing each of the 5 themes.

MATERIALS & CLASSROOM SETUP

• Scissors
• Copies of the foldable template
• Color Pencils
• Artworks Slide Show
• Notes handout
• Recommended to have students sitting in small groups or “podsˮ

KEY SOCIAL STUDIES VOCAB

• 5 Themes of Geography:
  • Location (Absolute Location, Relative Location)
  • Place (Physical Characteristics, Human Characteristics)
  • Human Environment Interaction (Depend, Modify, Adapt)
  • Movement (Transportation and Communication Systems, People, Physical Systems)
  • Regions (Similarities and Differences)

KEY ARTS INTEGRATION VOCAB

• Illustration, Symbol

TEACHER BACKGROUND

• Teachers should have already taught symbolism through BMore Me.
• Review the slide show and extension materials prior to sharing with students to increase familiarity with content and ability to ask culminating and supporting questions.
• It is recommended to practice cutting the foldable template and forming the 5 Petal Envelope.

STUDENT PREREQUISITES

• Historical Thinking unit completed before this lesson

ACCESSIBILITY

• Visual Support: Imagery is heavily emphasized, and key vocabulary is provided.
• Pre-Made Materials: Petals can be pre-cut and labeled with each theme. A word bank and matching symbols can be provided for additional support.
• Mapping: Students can create a map and complete a legend to represent each theme clearly.
• Flexible Options: Use the school neighborhood as a reference and to provide examples of each theme. Incorporate images from the web or Google Earth for added context and visual clarity.

WELCOME

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

The lesson uses arts integration to support multiple aspects of learning:

Emotional Climate:

• Brain Target 1: Students are encouraged to explore their creativity in a supportive environment that connects geography to their lived experiences. 

Physical Environment:

• Brain Target 2: Hands-on materials like the petal template and imagery provide accessible, tactile tools for engagement.

Mastery of Skills and Content:

• Brain Target 4: Visual arts serve as a medium for students to internalize and express their understanding of geography concepts.

Application of Learning:

• Brain Target 5: Students apply their knowledge by designing symbols and can extend their learning through neighborhood photography and map creation. The integration of arts deepens comprehension, supports diverse learners through visual and kinesthetic methods, and makes the study of geography interactive and relevant.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

JENNA PORTER

Jenna Porter has been teaching in Baltimore City Public Schools since 2016. She currently teaches middle school visual arts and digital photography at Roland Park Elementary Middle School. Jenna has facilitated professional development courses, mentored new visual arts teachers, and earned Model Teacher status. In 2021, she won a $25,000 grant for digital cameras and professional photography equipment. She has also worked as a teaching artist and instructional coach for Arts for Learning Maryland’s Summer Arts Learning Academy and facilitated murals through Arts Every Day’s Public Arts Grant. Last year, Jenna was honored as BCPSS’s Media Arts Teacher of the Year for middle school. She believes in the power of Arts Integration and meeting students with love and empathy.

ALLISUN THOMPSON

Allisun Thompson is an educator who has taught at Roland Park Middle School for 15 years, working in both ELA and Social Studies classrooms. Currently, she teaches 6th grade Eastern Geography and Cultures and is the Social Studies department lead along with the National History Day lead. In her total 25 years of teaching, Allisun has found that Arts Integration keeps her students excited about learning. In the past, she has included watercolor in map making, poetry to study primary sources, sculpture to learn about early forms of writing, and making masks to learn about culture. Join her and guest speakers on this year’s coming BCPSS PD Arc for Arts Integration.

MSDE/BCPSS CONTENT STANDARDS AND INDICATORS

• 6.1.1.a. Explain the five themes of geography (location, place, human-environment interaction, movement, and region).
  • Standard 6.0 Skills and Processes: Students shall inquire about civics, geography, economics, history, and people and nations of the world using disciplinary literacy skills and processes to critically evaluate content through a variety of source materials across disciplines and use reading, writing, and other forms of communication to develop, defend, and critique arguments in order to take informed action.

C3 STANDARDS – SKILL DEVELOPMENT

• D2.Geo.5.6-8. Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.
• D2.Geo.6.6-8. Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.
• D2.Geo.7.6-8. Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.

NATIONAL ARTS STANDARDS

• Anchor Standard 6: Convey meaning through the presentation of artistic work.

  • VA-Cr1.2.6a: Formulate an artistic investigation of personally relevant content for creating art.
  • VA-Cr2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
• Anchor Standard 7: Perceive and analyze artistic work
  • VA-Re.7.1.6a Identify and interpret works of art or design that reveal how people live around the world and what they value.

ESSENTIAL QUESTION

• What is Geography?

SUPPORTING QUESTIONS

• Why is it important to study the five themes?
• How will the themes teach you about the world around us?
• What can you learn from and about your peers from their perspectives on the 5 Themes?

OBJECTIVES

• Students will create a comic strip that represents the five themes of geography in their neighborhood. They will analyze and discuss comics as a medium for geographical storytelling.
• Students will use content vocabulary and images to describe each theme using comic/graphic art.
• Students will present their comics in small groups and evaluate peers’ work for evidence of the Five Themes of Geography using key vocabulary, illustrations, and speech bubbles.

ASSESSMENT

• Students will have drawn a comic based on the themes as they are represented in their neighborhood.

MATERIALS & CLASSROOM SETUP

• Five-window comic strip template
• Comic slides
• Rubric
• Student-taken neighborhood images
• Art supplies (pencils, markers, erasers, etc.)
• How-to video on comic creation (included in slides)
• Peer evaluation handouts

KEY SOCIAL STUDIES VOCAB

• 5 Themes of Geography:
  • Location (Absolute Location, Relative Location)
  • Place (Physical Characteristics, Human Characteristics)
  • Human Environment Interaction (Depend, Modify, Adapt)
  • Movement (Transportation and Communication Systems, People, Physical Systems)
  • Regions (Similarities and Differences)

KEY ARTS INTEGRATION VOCAB

• Comic strip – A sequence of drawings in boxes that tell an amusing story, typically printed in a newspaper or comic book.
• Illustration – A visualization made by an artist to explain information.
• Art criticism– The discussion or evaluation of visual art.

TEACHER BACKGROUND

• Review the slideshow and extension materials to become familiar with the content and prepare to ask both culminating and supporting questions.
• Showing students an exemplar comic strip is highly recommended.
• Teachers are encouraged to watch the video “Facilitating Comic Strip Peer Evaluationˮ included in these resources before facilitating.
• Lay the groundwork for constructive criticism and how to give encouraging but thoughtful feedback with your students.

STUDENT PREREQUISITES

• Students will have taken photos of their neighborhood/school neighborhood and saved them to their Google Drive or e-mailed to the teacher for reference.

ACCESSIBILITY

• Sentence Starters:
  • Offer structured sentence starters to support during written responses, discussions, and peer evaluations.
• Glossary & Definitions:
  • Include a simple glossary with student-friendly definitions of key terms.
• Modified Graphic Organizer:
  • Allow students to complete a limited number of boxes instead of the full set.
• Option to use online resources, including images from the web or Google Earth.
• Alternate Artform:
  • Video Presentation: Students may work individually or in small groups to show one or more themes (e.g., food, festivals, green spaces, murals) through a video or slides presentation.

WELCOME

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Repeated Rehearsal 

• The 5 Themes of Geography song serves as an example of “repeated rehearsal” to help deepen students’ understanding and memory.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

JENNA PORTER

Jenna Porter has been teaching in Baltimore City Public Schools since 2016. She currently teaches middle school visual arts and digital photography at Roland Park Elementary Middle School. Jenna has facilitated professional development courses, mentored new visual arts teachers, and earned Model Teacher status. In 2021, she won a $25,000 grant for digital cameras and professional photography equipment. She has also worked as a teaching artist and instructional coach for Arts for Learning Maryland’s Summer Arts Learning Academy and facilitated murals through Arts Every Day’s Public Arts Grant. Last year, Jenna was honored as BCPSS’s Media Arts Teacher of the Year for middle school. She believes in the power of Arts Integration and meeting students with love and empathy.

ALLISUN THOMPSON

Allisun Thompson is an educator who has taught at Roland Park Middle School for 15 years, working in both ELA and Social Studies classrooms. Currently, she teaches 6th grade Eastern Geography and Cultures and is the Social Studies department lead along with the National History Day lead. In her total 25 years of teaching, Allisun has found that Arts Integration keeps her students excited about learning. In the past, she has included watercolor in map making, poetry to study primary sources, sculpture to learn about early forms of writing, and making masks to learn about culture. Join her and guest speakers on this year’s coming BCPSS PD Arc for Arts Integration.