Tues & Wed Dec 1st & 2nd Days 64 & 65

Etiquette and Travel Brochure Day 1

Objective(s):

Given a chromebook with access to Google Docs, students will be able to build a travel brochure about an assigned country that addresses various social etiquette as well as local biome influences of weather, food, vegetation and animals

Rationale: Understanding the various influences on cultural characteristics that make places unique must include both natural and man-made cultural details

Evidence: Being able to build a travel brochure that guides visitors to various local cuisine, weather expectations, and proper cultural greetings and eating habits will allow students to demonstarte the role that each plays in defining a "place"

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 Today's schedule

You will be assigned a country. You will  access information about your country from the
Etiquette Website ( here ) as well as from the Cultural Grams tab at the top of the blog along the Navigation Bar.

Directions:( here )


Example of Hand Gestures and their meaning - ( here )

Project - You will use Google Slides (portrait 8 X 11 with 1/2 inch margins on all sides) to make a 2 page Travel Brochure - 1 page will be dedicated to the Etiquette aspects of the country, and the 2nd page will be dedicated to the Biomes/Natural Vegetation, Weather, Food, Animals, etc of the culture (based on the Biomes Spreadsheet)

Here is the presentation used for the Biomes spreadsheet - ( here )

Monday Nov 30th Day 63

World Biomes and Vegetation Zones Day 4

Objective(s):

Given a chromebook with access to Google Docs, students will be able to build a biomes spreadsheet with various customized cells, rows and columns as well as placing and formatting text within each cell as it relates to the information presented in class.

Rationale: Understanding the various functions and features of a spreadsheet, will allow students to access the tool for data input. In addition, understanding the connection between latitude, rainfall, temperature and vegetation, will allow students to gain a better understanding of where various products are grown and developed.

Evidence: Being able to manipulate a spreadsheet and customize it to receive data and display it in a structured way, is a great example of how spreadsheets can be used to categorize and display data in a logic and visibly pleasing way.

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 Today's schedule

We will continue with the Biomes Chart and get as far as possible. The remaining info will be posted on the blog, and students will need to fill-in the rest of the info themselves. 

Biomes Chapter 16 Sec #3 - due tomorrow, and Section #4 is Due Thursday (Per 3) Friday (Per 2, 4, 6)

We will start the Etiquette Project Tuesday (this will include the Travel Brochure project)

You will have a Biomes/Vegetation Test at the end of this Week (Thursday/Friday)

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Here is the presentation used for the Biomes spreadsheet - ( here )

Wednesday Nov 25th Day 62 (minimum day)

World Biomes and Vegetation Zones Day 3

Objective(s):

Given a chromebook with access to Google Docs, students will be able to build a biomes spreadsheet with various customized cells, rows and columns as well as placing and formatting text within each cell as it relates to the information presented in class.

Rationale: Understanding the various functions and features of a spreadsheet, will allow students to access the tool for data input. In addition, understanding the connection between latitude, rainfall, temperature and vegetation, will allow students to gain a better understanding of where various products are grown and developed.

Evidence: Being able to manipulate a spreadsheet and customize it to receive data and display it in a structured way, is a great example of how spreadsheets can be used to categorize and display data in a logic and visibly pleasing way.

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 Today's schedule

ASSIGNMENT SHEET UPDATE 

- make sure you have all the assignments listed and updated on your assignment sheet
- if you finish, you can work on section 16.2 questions on the Biomes Chapter pdf
Today we will continue the Biomes chapter and work on section 16.2 -( here )

There is no work required over break

Monday & Tuesday Nov 23rd & 24th Day 60 &61

World Biomes and Vegetation Zones Day 2

Objective(s):

Given a chromebook with access to Google Docs, students will be able to build a biomes spreadsheet with various customized cells, rows and columns as well as placing and formatting text within each cell as it relates to the information presented in class.

Rationale: Understanding the various functions and features of a spreadsheet, will allow students to access the tool for data input. In addition, understanding the connection between latitude, rainfall, temperature and vegetation, will allow students to gain a better understanding of where various products are grown and developed.

Evidence: Being able to manipulate a spreadsheet and customize it to receive data and display it in a structured way, is a great example of how spreadsheets can be used to categorize and display data in a logic and visibly pleasing way.

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 Today's schedule

Today we will continue the Biomes section and continue to fill-in the biomes spreadsheet

Here are the 3 World Climate maps - ( here )
Here are the keys for those maps - ( Vegetation Key )    ( Temperature Key )      ( Rainfall Key )

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BIOMES -  You should start answering the questions in the Biomes chapter.
Section 1 question will be due by Wednesday.

There is no work required over break

Part 1 - Chapter 16 reading on Biomes -( here ) answer each of the section reviews
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Thursday and Friday Nov 19th & 20th Days 58 & 59

World Biomes and Vegetation Zones Day 1

Objective(s):

Given a chromebook with access to Google Docs, students will be able to build a biomes spreadsheet with various customized cells, rows and columns as well as placing and formatting text within each cell as it relates to the information presented in class.

Rationale: Understanding the various functions and features of a spreadsheet, will allow students to access the tool for data input. In addition, understanding the connection between latitude, rainfall, temperature and vegetation, will allow students to gain a better understanding of where various products are grown and developed.

Evidence: Being able to manipulate a spreadsheet and customize it to receive data and display it in a structured way, is a great example of how spreadsheets can be used to categorize and display data in a logic and visibly pleasing way.

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 Today's schedule

Today we will start the Biomes section with the building of a biomes/vegetation zones spreadsheet

Your Columbian Exchange Paragraph should be uploaded at this point.
Part 4 - Columbian Exchange Effects Article - ( here ) (this is the last assignment for the Columbian Exchange)
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The columbian exchange led to massive plant interaction, and the subsequent loss of many native plants once new species were planted in their environment. Today we see access to many different plants and their products (fruits, vegetables, spices, wood products, etc) but access to these products was never available locally for people unless their town/country was a major player along trade routes. Isolated cultures were limited to the various plant diversity of their location. In the section we will look at what plants grew where and how that affected their cultural development.

We will start by building the Vegetation Zones spreadsheet and filling in the Low Latitude Climates
Skills to be learned today - ( here )

(print out maps (not the keys) and bring to class for next week)

MAPS -  
Here are the 3 World Climate maps - ( here )
Here are the keys for those maps - ( Vegetation Key )    ( Temperature Key )      ( Rainfall Key )

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BIOMES -  (for next week)
Part 1 - Chapter 16 reading on Biomes -( here ) answer each of the section reviews
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Tuesday & Wed Nov 17th & 18th Days 56 & 57

Colombian Exchange Day 4

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

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 Today's schedule

Students should continue to work on their annotations and start working on the Columbian Exchange DBQ

Part 3 - Columbian Exchange DBQ - ( here )

Part 4 - Columbian Exchange Effects Article - ( here )

Part 5 - Chapter 16 reading on Biomes -( here ) answer each of the section reviews
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Monday Nov 16th Day 56

Colombian Exchange Day 3

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

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 Today's schedule

Part 3 - Columbian Exchange DBQ - ( here )

Part 4 - Columbian Exchange Effects Article - ( here )

Part 5 - Chapter 16 reading on Biomes -( here ) answer each of the section reviews
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Thursday & Friday Nov 12th & 13th Days 54 & 55

Colombian Exchange Day 2

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

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 Today's schedule

Part 2 - Intro to annotate the Columbian Exchange - ( here )

Part 3 - Columbian Exchange DBQ - ( here )

Part 4 - Columbian Exchange Effects Article - ( here )

Part 5 - Chapter 16 reading on Biomes -( here ) answer each of the section reviews
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Monday Nov 9th Day 53

Colombian Exchange Day 1

Objective(s):

Given a chromebook with access to Google Docs, students will be able to analyze primary documents of the various groups involved in Columbus' first encounter with the native populations in Western Hemisphere and evaluate the impression each had of each other.

Rationale: Understanding first impressions of groups who had never see or interacted before will provide some valuable insights about an exchange of cultures which is somewhat impossible to replicate in the 21st century

Evidence: Being able to evaluate and analyze first encounters will demonstrate that students understand the isolation the native people of the Western Hemisphere had for all those years.

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 Today's schedule

We will have a quick gallery walk of the timelines students created over last week.

The Columbian Exchange activity will assist in introducing the event to you.
Get the modified world map - ( here ) Using Google Slides, copy this map onto 3 separate slides.
Make a 4th blank slide for answers to questions.
Get the directions to the activity - ( here )

Part 2 - Intro to annotate the Columbian Exchange - ( here )

Part 3 - Columbian Exchange Reading - ( here )

Part 4 - Columbian Exchange DBQ - ( here )
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Tuesday & Wednesday Nov 3rd & 4th Days 49 & 50

Timeline Project (Day 3)

Objective(s):

Given a chromebook with access to Google Docs, students will be able to produce a historical Timeline of explorers, navigation tools, inventors, and maps as it relates to the history of cartography, and the expansion of european created maps, using either Google Slides OR the Hstry.co timeline maker

Rationale: Understanding the role each of the 4 contributing elements had to the history of cartography and exploration. This  will enable students to make the connections between a country or kingdoms desire for expansion, wealth, and fame and  the difficulties encountered by those exploring.

Evidence: Being able to chronologically place each of the main events/advancements/etc along a timeline will demonstrate the various influences each had on the development and advancement of cartography.

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 Today's schedule

Original groups to determine the sequence of all 4 categories. By the end of the block every student should have 40 items to place on their timelines. You may start to built it if everyone at your table has their list (Date, Name, Description, Image)
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Timelines

Here are some examples of how timelines are styled - ( here )

Directions for Timeline Project - ( here ) you will be given class time to work on this project during this week as well as into next week.

At the end of Step 1 (Day 1 in the process) -

• 4 things are required - Date, Name, Description and Image of each item in your category saved into your folder

Timeline Project Resources: (these can also be found on the resources page)

Early Mapmaking article- ( here )

Modern Mapmaking article- ( here )

Future Mapmaking article- ( here )

Navigation & Tools Article pdf - ( here )

Explorers History - ( here )

History of Maps presentation from class - ( here )
Navigation History - ( here )

You should also use the web to locate additional resources for the timeline
here's a site: Nautical Navigation
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Monday Nov 2nd day 48

Timeline Project (Day 2)

Objective(s):

Given a chromebook with access to Google Docs, students will be able to produce a historical Timeline of explorers, navigation tools, inventors, and maps as it relates to the history of cartography, and the expansion of european created maps, using either Google Slides OR the Hstry.co timeline maker

Rationale: Understanding the role each of the 4 contributing elements had to the history of cartography and exploration. This  will enable students to make the connections between a country or kingdoms desire for expansion, wealth, and fame and  the difficulties encountered by those exploring.

Evidence: Being able to chronologically place each of the main events/advancements/etc along a timeline will demonstrate the various influences each had on the development and advancement of cartography.

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 Today's schedule

Finish your specific group sequence and get back together with the original table group
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Finishing Mapping and Explorers

Goal: To compile all the information we covered during the Mapping and Explorers Unit into one sequential timeline to understand how and when each discovery/invention led to a better understanding of the world around us. This project will lead us into the Next Unit which will cover the impact of those explorers on the Western Hemisphere through the Columbian Exchange.

Timelines

Here are some examples of how timelines are styled - ( here )

Step 1 - set-up your google acct folders (see timeline directions for this)

Directions for Timeline Project - ( here ) you will be given class time to work on this project during this week as well as into next week.

At the end of Step 1 (Day 1 in the process) -

• 4 things are required - Date, Name, Description and Image of each item in your category saved into your folder

Timeline Project Resources: (these can also be found on the resources page)

Early Mapmaking article- ( here )

Modern Mapmaking article- ( here )

Future Mapmaking article- ( here )

Navigation & Tools Article pdf - ( here )

Explorers History - ( here )

History of Maps presentation from class - ( here )
Navigation History - ( here )

You should also use the web to locate additional resources for the timeline
here's a site: Nautical Navigation
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