Wed,Thursday,Friday Dec 20th-22nd Days 82-84

Finals

Wed Dec 20th - Fri Dec 22nd

1st Final 7:55- 9:55

break 9:55 - 10:05

2nd Final 10:11- 12:11

Monday & Tuesday Dec 18th & 19th Days 80 & 81

Dead Day

This block period should be spent preparing for your final.

Grade breakdown for the 1st semester

1065 - 953    A

   952 - 847    B

   846 - 740     C 

    739 - 634    D 

   Below 633    F 

Our Final is worth 104 pts

   1169 - 1046   A

   1045 - 929    B

    928 -  812     C

     811  - 695    D 

   Below 694    F 

Thursday & Friday Dec 14th & 15th Days 78 & 79

Dead Day

This block period should be spent updating your assignment sheet and confirming all scores for the semester. 

Your assignment sheet is due (printed out and in your had) on the first block day next week (Mon=2,4,6  Tuesday = 1,3,5)

Grade breakdown for the 1st semester

1065 - 953    A

   952 - 847    B

   846 - 740     C 

    739 - 634    D 

   Below 633    F 

Our Final is worth 104 pts

   1169 - 1046   A

   1045 - 929    B
    928 -  812     C

     811  - 695    D 

   Below 694    F 

Tuesday and Wednesday Dec 12th & 13th Days 76 & 77

Biomes Quiz

Objective(s):

Given a chromebook with access to Google Docs, students will be able to create a spreadsheet where information about the world biomes is recorded. In addition, students will be able to access a fictitious world map and appropriately apply various vegetation zones to the landmasses

Rationale: Understanding the origin/location of various vegetation types allows students to realize the impacts of the Columbian Exchange on their daily food intake.

Evidence: Being able to identify the various locations of where their food originated will support the concept of a globalized world and the role of trade.

1st Semester Final Review Sheet

Due today

3 Maps -

World Vegetation Map
World Temperature Map
World Rainfall Map
Fictitious World Landmass Map

Monday Dec 11th Day 75

The Last...Mapping Monday's & Current Events

Today we will get our textbooks and go over the process of Current Events and Mapping assignments

Objective: Given access to a Chromebook, students will be able to access Google MyMaps App and a Google Drive based Current Events Template from the class Blog. Using the MyMaps app and the template, students will be able to look-up current events and summarize their selected story on the template. In addition, students will be able to use the MyMaps app to plot the location of these current event stories. 

Rationale: Students need to utilize the tools taught to them to ensure the learning becomes a part of their skill set. In addition, students need to become geographical aware of the world around them.

Evidence: Filling-in the Current Events template as well as using MyMaps to plot the location of the stories, will demonstrate that students have acquired the basic skills of fulfilling the  assignment.

__________________________________________________________________________________________________________

Thursday & Friday Dec 7th & 8th Days 73 & 74

Biomes Day 4

Objective(s):

Given a chromebook with access to Google Docs, students will be able to create a spreadsheet where information about the world biomes is recorded. In addition, students will be able to access a fictitious world map and appropriately apply various vegetation zones to the landmasses

Rationale: Understanding the origin/location of various vegetation types allows students to realize the impacts of the Columbian Exchange on their daily food intake.

Evidence: Being able to identify the various locations of where their food originated will support the concept of a globalized world and the role of trade.

The Biomes Unit will continue with a spreadsheet activity of the various climate zones

Biomes Section #3 (answer the questions on page 352 (the last page in the pdf) and upload to Google Classroom Folder)
Due Thursday night (per 1,3,5) Friday Night (per 2,6)


Biomes Section #4 (answer the questions on page 357 (the last page in the pdf) and upload to Google Classroom Folder)
Due Sunday night (per 1,2,3,5,6)

3 Maps -

World Vegetation Map
World Temperature Map
World Rainfall Map

Fictitious World Landmass Map

Vegetation Zones Presentation (pdf)

Tuesday and Wednesday Dec 5th and 6th Days 71 & 72

Biomes Day 3

Objective(s):

Given a chromebook with access to Google Docs, students will be able to create a spreadsheet where information about the world biomes is recorded. In addition, students will be able to access a fictitious world map and appropriately apply various vegetation zones to the landmasses

Rationale: Understanding the origin/location of various vegetation types allows students to realize the impacts of the Columbian Exchange on their daily food intake.

Evidence: Being able to identify the various locations of where their food originated will support the concept of a globalized world and the role of trade.

The Biomes Unit will continue with a spreadsheet activity of the various climate zones

Biomes Section #2 (answer the questions on page 348 (the last page in the pdf) and upload to Google Classroom Folder)

3 Maps - World Vegetation Map
World Temperature Map
World Rainfall Map

Fictitious World Landmass Map

Monday Dec 4th Day 70

Mapping Monday's & Current Events

Today we will get our textbooks and go over the process of Current Events and Mapping assignments

Objective: Given access to a Chromebook, students will be able to access Google MyMaps App and a Google Drive based Current Events Template from the class Blog. Using the MyMaps app and the template, students will be able to look-up current events and summarize their selected story on the template. In addition, students will be able to use the MyMaps app to plot the location of these current event stories. 

Rationale: Students need to utilize the tools taught to them to ensure the learning becomes a part of their skill set. In addition, students need to become geographical aware of the world around them.

Evidence: Filling-in the Current Events template as well as using MyMaps to plot the location of the stories, will demonstrate that students have acquired the basic skills of fulfilling the  assignment.

__________________________________________________________________________________________________________

Thursday & Friday November 30 and Dec 1st Days 68 & 69

Biomes Day 2

Objective(s):

Given a chromebook with access to Google Docs, students will be able to create a spreadsheet where information about the world biomes is recorded. In addition, students will be able to access a fictitious world map and appropriately apply various vegetation zones to the landmasses

Rationale: Understanding the origin/location of various vegetation types allows students to realize the impacts of the Columbian Exchange on their daily food intake.

Evidence: Being able to identify the various locations of where their food originated will support the concept of a globalized world and the role of trade.

The Biomes Unit will continue with a spreadsheet activity of the various climate zones

Biomes Section #1 (answer the questions on page 343 (the last page in the pdf) and upload to Google Classroom Folder)

3 Maps - World Vegetation Map
World Temperature Map
World Rainfall Map

Tuesday & Wednesday Nov 28th & 29th Days 66 & 67

Biomes Day 1

Objective(s):

Given a chromebook with access to Google Docs, students will be able to create a spreadsheet where information about the world biomes is recorded. In addition, students will be able to access a fictitious world map and appropriately apply various vegetation zones to the landmasses

Rationale: Understanding the origin/location of various vegetation types allows students to realize the impacts of the Columbian Exchange on their daily food intake.

Evidence: Being able to identify the various locations of where their food originated will support the concept of a globalized world and the role of trade.

The Biomes Unit will begin with a spreadsheet activity of the various climate zones

Monday Nov 27th Day 65

Mapping Monday's & Current Events

#17 & #18
Congratulations to the Varsity Football Team. They Play for a CCS Championship this Sat 7:00 PM at Westmont H.S.

Wednesday Nov 22nd Day 64

Columbian Exchange Day 5

Biomes Day 1

Its a minimum day, we will correct the Columbian Exchange test, and the time remaining can be spent on Current Events for Monday or on the Food Origins Project, which will be due Tuesday/Wednesday Night

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.

The Biomes Unit will begin Tuesday/Wed Nov 28th/29th

Monday & Tuesday Nov 20th & 21st Days 62 & 63

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.

_________________________________________________________________________________________________________________________

Christopher Columbus landing in Costa Rica 

Today's schedule: Take the Quiz then work on assignment below

Food Origins Assignment

The Food Origins activity will allow students to see the effects of the Columbian exchange on the foods they eat.
Directions for the Food Origins Assignment

Thursday & Friday Nov 16th & 17th Days 60 & 61

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.

_________________________________________________________________________________________________________________________

COLUMBIAN EXCHANGE QUIZ- Mon/Tues Next Week

Today's schedule

Food Origins Assignment

The Food Origins activity will allow students to see the effects of the Columbian exchange on the foods they eat.
Directions for the Food Origins Assignment

Part 1 - Columbian Exchange Effects Article  

Assigned questions to each table member. When finished, each student will "teach" the other students about the sections they were assigned, and have them fill-in the document answers. DO NOT SHARE THE DOC AND SIMPLY FILL - IN EACH OTHERS SECTIONS

Part 2 - Plants_Animals_Diseases

Read the article and answer the 3 questions at the end. 

Tuesday & Wednesday Nov 14th & 15th Days 58 & 59

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.

_________________________________________________________________________________________________________________________

Schedule for the week and into Next week...

Today:

-Work on Part 3 and part 4 articles (see below) these will be due on the night before block day (Wednesday Night/Thursday Night) see Google classroom for folders.

-Finish and submit (by tonight) your Columbian Exchange Project (3 maps and questions) see Google classroom for folder.

-Time permitting, look at Food Origins Assignment, and start thinking about what "dish" you might use for the assignment.

-The in-class assignments for Thursday/Friday will be group assigned, so please do not start them ahead of time.

COLUMBIAN EXCHANGE QUIZ

The quiz on the Columbian Exchange will be during your block day next week, it will cover the information from the assigned articles and the 3 map project.

Today's schedule

Columbian Exchange Section

The Columbian Exchange activity will assist in introducing the event to you.

Part 1 - 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 3 - Columbian Exchange Reading - ( here ) (for Tuesday/Wednesday)

Part 4 - Columbian Exchange DBQ - ( here ) (for Tuesday/Wednesday)

_________________________________________________________________________________________________________________________

Food Origins Assignment

The Food Origins activity will allow students to see the effects of the Columbian exchange on the foods they eat.
Directions for the Food Origins Assignment

For Thursday/Friday in Class will be submitted the first Block Day next week

Part 1 - Columbian Exchange Effects Article  

Assigned questions to each table member. When finished, each student will "teach" the other students about the sections they were assigned, and have them fill-in the document answers. DO NOT SHARE THE DOC AND SIMPLY FILL - IN EACH OTHERS SECTIONS

Part 2 - Plants_Animals_Diseases

Read the article and answer the 3 questions at the end. 

Monday Nov 13th Day 57

Mapping Monday's & Current Events

#11 & #12
Congratulations to both Boys and Girls Water Polo for their CSS Championships, as well as 
Leland Cheer for winning the JAMZ Cheer Competition (see pics below)

Today we will get our textbooks and go over the process of Current Events and Mapping assignments

Objective: Given access to a Chromebook, students will be able to access Google MyMaps App and a Google Drive based Current Events Template from the class Blog. Using the MyMaps app and the template, students will be able to look-up current events and summarize their selected story on the template. In addition, students will be able to use the MyMaps app to plot the location of these current event stories. 

Rationale: Students need to utilize the tools taught to them to ensure the learning becomes a part of their skill set. In addition, students need to become geographical aware of the world around them.

Evidence: Filling-in the Current Events template as well as using MyMaps to plot the location of the stories, will demonstrate that students have acquired the basic skills of fulfilling the  assignment.

__________________________________________________________________________________________________________

Wednesday & Thursday Nov 8th & 9th Days 55 & 56

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.

_________________________________________________________________________________________________________________________

Today's schedule

Columbian Exchange Section

The Columbian Exchange activity will assist in introducing the event to you.

Part 1 - 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 ) (for next week)

Part 4 - Columbian Exchange DBQ - ( here ) (for next week)

_________________________________________________________________________________________________________________________

Monday & Tuesday Nov 6th & 7th Days 53 & 54

Lat/Long/Seasons/Mapping Test Today

TEST CORRECTIONS
ASSIGNMENT SHEET UPDATE
CURRENT EVENTS 11 & 12

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.

_________________________________________________________________________________________________________________________

Today's schedule

Columbian Exchange Section

The Columbian Exchange activity will assist in introducing the event to you.

Part 1 - 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 )

_________________________________________________________________________________________________________________________

Thursday & Friday Nov 2nd & 3rd Days 51 & 52

Lat/Long/Seasons/Mapping Test Today

Timeline Project 

Timeline Project Directions

Here is a resource that can be used on the timeline project - Timeline resource

- Navigational Tools Website
- Exploration Museum

Mapping and Explorers

Objective(s):

1. The advantages of coordinating multiple geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations to answer geographic questions

Therefore, the student is able to:

A. Explain the advantages of using multiple geographic representations to answer geographic questions, as exemplified by being able to

• Explain how multiple geographic representations and geospatial technologies (e.g., GIS, GPS, RS, and geographic visualization) could be used to solve geographic problems (e.g., help determine where to locate a new playground, or identify dangerous street intersections within a community).
• Describe how an analysis of urbanization can be done using differ­ent geospatial technologies (e.g., RS for land use, GIS data layers to predict areas of high/low growth, GPS and GIS for identifying trans­portation issues regarding growth).
• Explain how multiple geospatial technologies can be used to solve land-use problems (e.g., effects of new farming technologies on the sustainable production of food, preservation of wetlands in bird mi­gration flyways).

Rationale: Understanding how maps were created and used allows students to understand the history of exploration and its impact on imperialism.

Evidence: Being able to articulate who pioneered/paid for the trips of explorers will allow students to list and explain the historical significance of maps.

________________________________________________________________________________

Tuesday & Wednesday Oct 31st & Nov1st Days 49 & 50

Assignments due today - Nothing...in the Spirit of Halloween...its been extended to Thursday/Friday

The articles are still due

Future Map Making Article - Future Map Making Article
Navigation Tools Article and Questions - Navigational Tools

History of Map Making Presentation - Here is the entire presentation

Timeline Project 

Timeline Project Directions

Here is a resource that can be used on the timeline project - Timeline resource

- Navigational Tools Website
- Exploration Museum

Mapping and Explorers

Objective(s):

1. The advantages of coordinating multiple geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations to answer geographic questions

Therefore, the student is able to:

A. Explain the advantages of using multiple geographic representations to answer geographic questions, as exemplified by being able to

• Explain how multiple geographic representations and geospatial technologies (e.g., GIS, GPS, RS, and geographic visualization) could be used to solve geographic problems (e.g., help determine where to locate a new playground, or identify dangerous street intersections within a community).
• Describe how an analysis of urbanization can be done using differ­ent geospatial technologies (e.g., RS for land use, GIS data layers to predict areas of high/low growth, GPS and GIS for identifying trans­portation issues regarding growth).
• Explain how multiple geospatial technologies can be used to solve land-use problems (e.g., effects of new farming technologies on the sustainable production of food, preservation of wetlands in bird mi­gration flyways).

Rationale: Understanding how maps were created and used allows students to understand the history of exploration and its impact on imperialism.

Evidence: Being able to articulate who pioneered/paid for the trips of explorers will allow students to list and explain the historical significance of maps.

________________________________________________________________________________

History of Map Making presentation

Presentation  - you will have access to a pdf copy of this presentation when it has been presented
Your timeline should contain information from the presentation, the 3 articles about Hist of Map Making and the Navigational Tools Article

________________________________________________________________________________