This unique book combines state-specific facts and 30 fun-to-do hands-on projects. The Geography Projects Book includes creating a montage of the wildlife that lives in your state using cut-out pictures, recreating the path of a state river with pipe cleaners, building a state tree from fresh or dried leaves or needles from as many types of trees as possible, testing soil samples and more! Kids will have a blast and build essential knowledge skills including research, reading, writing, science and math. Great for students in K-8 grades and for displaying in the classroom, library or home.

Grades K-8. Features 30 geography projects for kids to complete-and includes actual state facts. Each project is quick, easy, and inexpensive! Projects include: constructing a replica of the state's capitol building; creating a montage of the wildlife that lives in our state using cut-out pictures; recreating the path of a state river using a wire coat hanger; building a state tree from fresh or dried leaves/ needles from as many trees as possible; and more! Students will have a blast creating projects sure to end up as part of a geography resource center-all about your state! Most projects use ordinary, easy-to-access materials. 32 pages.

Exploring Minnesota through Project-Based Leaning includes 50 well-thought-out projects designed for grades 3-5. In assigning your students projects that dig into MinnesotaÕs geography, history, government, economy, current events, and famous people, you will deepen their appreciation and understanding of Minnesota while simultaneously improving their analytical skills and ability to recognize patterns and big-picture themes. Project-based learning today is much different than the craft-heavy classroom activities popular in the past. Inquiry, planning, research, collaboration, and analysis are key components of project-based learning activities today. However, that doesnÕt mean creativity, individual expression, and fun are out. They definitely arenÕt! Each project is designed to help students gain important knowledge and skills that are derived from standards and key concepts at the heart of academic subject areas. Students are asked to analyze and solve problems, to gather and interpret data, to develop and evaluate solutions, to support their answers with evidence, to think critically in a sustained way, and to use their newfound knowledge to formulate new questions worthy of exploring. While some projects are more complex and take longer than others, they all are set up in the same structure. Each begins with the central project-driving questions, proceeds through research and supportive questions, has the student choose a presentation option, and ends with a broader-view inquiry. Rubrics for reflection and assessments are included, too. This consistent framework will make it easier for you assign projects and for your students to follow along and consistently meet expectations. Encourage your students to take charge of their projects as much as possible. As a teacher, you can act as a facilitator and guide. The projects are structured such that students can often work through the process on their own or through cooperation with their classmates.

For the first time in English, a key work of critical geography Originally published in 1978 in Portuguese, For a New Geography is a milestone in the history of critical geography, and it marked the emergence of its author, Milton Santos (1926–2001), as a major interpreter of geographical thought, a prominent Afro-Brazilian public intellectual, and one of the foremost global theorists of space. Published in the midst of a crisis in geographical thought, For a New Geography functioned as a bridge between geography’s past and its future. In advancing his vision of a geography of action and liberation, Santos begins by turning to the roots of modern geography and its colonial legacies. Moving from a critique of the shortcomings of geography from the field’s foundations as a modern science to the outline of a new field of critical geography, he sets forth both an ontology of space and a methodology for geography. In so doing, he introduces novel theoretical categories to the analysis of space. It is, in short, both a critique of the Northern, Anglo-centric discipline from within and a systematic critique of its flaws and assumptions from outside. Critical geography has developed in the past four decades into a heterogenous and creative field of enquiry. Though accruing a set of theoretical touchstones in the process, it has become detached from a longer and broader history of geographical thought. For a New Geography reconciles these divergent histories. Arriving in English at a time of renewed interest in alternative geographical traditions and the history of radical geography, it takes its place in the canonical works of critical geography.