Tuesday and Wednesday Oct 20th and 21st Days 40 & 41

Projects and Test Prep

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.

_________________________________________________________________________________________________________________________

Today's schedule - Finish the History of Mapmaking presentation. - ( here )

_________________________________________________________________________________________________________________________

Projects

Begin working on Court Cartographer project. - ( here )  you will be given class time to work on this project during this week as well as into next week

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

_________________________________________________________________________________________________________________________

Your Long/Lat/Mapmaking Test will be Thursday/Friday (we will play a review game prior to the test)

Your Modern Mapmaking article as well as the Future of Mapmaking article and questions should be finished and uploaded into the Google Classroom the night before your test.

Modern Map Making Article - ( here )

The Future of Map Making Article - - ( here )

Navigators and Tools Article - - ( here )

_________________________________________________________________________________________________________________________

Monday Oct 19th Day 39

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.

_________________________________________________________________________________________________________________________

Today's schedule - continue with the History of Mapmaking presentation. - ( here )

_________________________________________________________________________________________________________________________

Projects

Introduce the Court Cartographer project. - ( here )  you will be given class time to work on this project during this week as well as into next week

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

_________________________________________________________________________________________________________________________

Your Long/Lat/Mapmaking Test will be Thursday/Friday (we will play a review game prior to the test)

Your modern mapmaking article as well as the future of Mapmaking article and questions should be finished and uploaded into the Google Classroom the night before your test.

Modern Map Making Article - ( here )

The Future of Map Making Article - - ( here )

Navigators and Tools Article - - ( here )

_________________________________________________________________________________________________________________________

Friday Oct 16th Day 38

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.

_________________________________________________________________________________________________________________________

Modern Map Making Article - ( here )

_________________________________________________________________________________________________________________________

EXPLORERS PROJECT

When learning about early Map Making, it should transition into how were those maps used and or expanded into the maps we know today. For that we will study early explorers to understand why they ventured out to "discover" new lands and how maps were shaped by these voyages.

An explorer will be assigned to each student.The Explorer you are assigned is the explorer with the same number as your current seat.
i.e student sitting at seat 11 gets explorer #11
The directions for the project are listed below

This is the world Map you will use on your Explorers project - ( here ) 
This map is very big, and you should crop out the part of the Map where your Explorer took his voyage(s). Use Google Slides to draw the path(s) from where your Explorer started and where he landed. Be sure to use dates and different colors to depict different voyages (if he in fact took more than one voyage)

Explorers Project - Directions Page: ( Link )

Resources for the Project

Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )  
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )

When you finish with your Explorer Project submit it into Google Classroom Folder.
Then Start
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Wednesday & Thursday Oct 14th & 15th Days 36 & 37

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  - ( here )

________________________________________________________________________________

EXPLORERS PROJECT

When learning about early Map Making, it should transition into how were those maps used and or expanded into the maps we know today. For that we will study early explorers to understand why they ventured out to "discover" new lands and how maps were shaped by these voyages.

An explorer will be assigned to each student.The Explorer you are assigned is the explorer with the same number as your current seat.
i.e student sitting at seat 11 gets explorer #11
The directions for the project are listed below

This is the world Map you will use on your Explorers project - ( here ) 
This map is very big, and you should crop out the part of the Map where your Explorer took his voyage(s). Use Google Slides to draw the path(s) from where your Explorer started and where he landed. Be sure to use dates and different colors to depict different voyages (if he in fact took more than one voyage)

Explorers Project - Directions Page: ( Link )

Resources for the Project

Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )  
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )

When you finish with your Explorer Project submit it into Google Classroom Folder.
Then Start
___________________________________________________________________________________
Modern Map Making Article - ( here )
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Monday & Tuesday Oct 12th and 13th Days 34 & 35

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  - ( here )

________________________________________________________________________________

EXPLORERS PROJECT

When learning about early Map Making, it should transition into how were those maps used and or expanded into the maps we know today. For that we will study early explorers to understand why they ventured out to "discover" new lands and how maps were shaped by these voyages.

An explorer will be assigned to each student.The Explorer you are assigned is the explorer with the same number as your current seat.
i.e student sitting at seat 11 gets explorer #11
The directions for the project are listed below

This is the world Map you will use on your Explorers project - ( here ) 
This map is very big, and you should crop out the part of the Map where your Explorer took his voyage(s). Use Google Slides to draw the path(s) from where your Explorer started and where he landed. Be sure to use dates and different colors to depict different voyages (if he in fact took more than one voyage)

Explorers Project - Directions Page: ( Link )

Resources for the Project

Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )  
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )

Thursday & Friday Oct 8th & 9th Days 32 & 33

________________________________________________________________________________

Latitude and Longitude Section

Objective(s): Presented with a presentation covering the basic elements of Latitude and Longitude, students will be bale to identify various locations around the world based on their latitude and longitude coordinates.
-The student, when requested, will identify at least 10 places on the world map using the given latitude and longitude points to the nearest whole degree with 90% accuracy.

- The student, when requested, will identify the latitude and longitude points of at least 10 places on the world map to the nearest whole degree with 90% accuracy.

Rationale: Understanding how places are positioned and identified on a world map, allows students to better grasp the various characteristics on locations, such as climate, vegetation, animal life etc.

Evidence: Being able to use and understand Latitude and Longitude on a world map, allows students to locate just about anything.

_________________________________________________________________________________

Finish the Lattude and Longitude presentation - ( here )

Timed Quiz/Contest -Latitude/Longitude - ( here )

Use the Activity #4 Map as the answer sheet for all of the activities. Label each activity separately and answer the questions. Act #4 asks you to draw on the map, that is why I copied the map and placed it on a google sheet.

Act #4 Directions - ( here )      Activity #4 Map - ( here ) (use this as your answer sheet for all activities)
Measuring Longitude Activity - ( here )
Lat Map Location Calif Activity - ( here )
Lat Map USA Activity - ( here )
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Time Zone Project

 Directions -  ( here )  

Make sure you use a blank piece of printer paper for this assignment
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When the class finishes the Time Zone Project, we will start the History of Mapping Section

________________________________________________________________________________

History of Map Making presentation

Presentation  - ( here )

________________________________________________________________________________

EXPLORERS PROJECT

When learning about early Map Making, it should transition into how were those maps used and or expanded into the maps we know today. For that we will study early explorers to understand why they ventured out to "discover" new lands and how maps were shaped by these voyages.

An explorer will be assigned to each student.The Explorer you are assigned is the explorer with the same number as your current seat.
i.e student sitting at seat 11 gets explorer #11
The directions for the project are listed below

This is the world Map you will use on your Explorers project - ( here ) 
This map is very big, and you should crop out the part of the Map where your Explorer took his voyage(s). Use Google Slides to draw the path(s) from where your Explorer started and where he landed. Be sure to use dates and different colors to depict different voyages (if he in fact took more than one voyage)

Explorers Project - Directions Page: ( Link )

Resources for the Project

Famous Explorers - ( here )
Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )  
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )

Tuesday and Wednesday Oct 6th & 7th Days 30 & 31

Latitude and Longitude Section

Objective(s): Presented with a presentation covering the basic elements of Latitude and Longitude, students will be bale to identify various locations around the world based on their latitude and longitude coordinates.
-The student, when requested, will identify at least 10 places on the world map using the given latitude and longitude points to the nearest whole degree with 90% accuracy.

- The student, when requested, will identify the latitude and longitude points of at least 10 places on the world map to the nearest whole degree with 90% accuracy.

Rationale: Understanding how places are positioned and identified on a world map, allows students to better grasp the various characteristics on locations, such as climate, vegetation, animal life etc.

Evidence: Being able to use and understand Latitude and Longitude on a world map, allows students to locate just about anything.

_________________________________________________________________________________

Latitude and Longitude presentation -( here )
Latitude and Longitude Review video -( here )

TimeZone vid( here )

Timed Quiz/Contest -Latitude/Longitude - ( here )

Use the Activity #4 Map as the answer sheet for all of the activities. Label each activity separately and answer the questions. Act #4 asks you to draw on the map, that is why I copied the map and placed it on a google sheet.

Act #4 Directions - ( here )      Activity #4 Map - ( here ) (use this as your answer sheet for all activities)
Measuring Longitude Activity - ( here )
Lat Map Location Calif Activity - ( here )
Lat Map USA Activity - ( here )
________________________________________________________________________________

Monday Oct 5th Day 29

First thing is to get your assignment sheet updated.

Today we are starting the Unit on Latitude and Longitude as well as European Exploration

Introduction to the Unit

We are beginning our Unit on Latitude/Longitude  and the History of Cartography (map making). In this unit students will learn about the challenges early map makers had in representing an accurate picture of their surroundings. Many early map makers had limited to no technology at their disposal and had to develop a way to represent various land features, coast lines, mountains, etc. This led to many early maps being incredibly limited and inaccurate. These inaccuracies led many expeditions to unknown parts of the world and resulted in some very destructive behaviors as well as new found places and people. This unit will cover various explorers, and the lands they mapped-out for future exploration.

Objectives- 
*Given a blank piece of paper, the student will experience the challenges of a cartographer in producing and accurate map based solely on verbal instructions.
*Given a fictitious land mass to view, students will use only cardinal direction in describing the details to a amateur cartographer in producing a map.
*Given a description of a fictitious island, students will use recently acquired mapping skills to produce an accurate replication of the described land.
* Given a blank piece of paper students will be able to draw a relatively accurate map of a familiar place they know very well.

Rationale:-  Understanding the challenges with making accurate maps will teach the studens the reasons why early explorers wre usually dumbfounded when venturng off into unchartered waters

Evendence:- Students will be able to use an atlas and latitude/longitude coordinates to locate various places wihin the world as part of a scavenger hunt

Does this look very accurate?

Today you will get a chance to experience what being an ancient cartogropher was like...



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Thursday & Friday Sept 24th & 25th Days 27 & 28

Day 3 of the Mapping the school scavenger Hunt project

Objective: Given access to a fully functioning Chromebook with access to Google Docs, students will import a map of the school and place various shapes and pictures on its surface to identify various locations on campus as part of a scavenger hunt activity

Rationale:  Understanding the campus and where things are located will assist Freshmen in knowing their "place" of school

Evidence: Accurately and successfully placing pics and shapes on the school map within the time allotted

____________________________________________________________________________

Step 1. Each student will open a Google Slide and apply these requirements:

• Four shape boxes
• At least three colors
• One fun line
• Have one text box 
• Picture of you (yes a selfie) or other pic you may have (of you) 
• Submitted to Google Classroom. Per3_LastName_MappingExercise

Example - ( here ) 
Step 2. Get grouped with a partner who has a phone that can take pics.

Step 3. Open the assignment sheet for the Mapping Project - ( here )

Step 4. download and place the 2 school maps into a google slides doc - ( school Map - entire campus)     School Map Main Office - ( office Map)

Tuesday & Wednesday Sept 22 and 23, Days 25 & 26

Day 2 of the Mapping the school scavenger Hunt project

Objective: Given access to a fully functioning Chromebook with access to Google Docs, students will import a map of the school and place various shapes and pictures on its surface to identify various locations on campus as part of a scavenger hunt activity

Rationale:  Understanding the campus and where things are located will assist Freshmen in knowing their "place" of school

Evidence: Accurately and successfully placing pics and shapes on the school map within the time allotted

____________________________________________________________________________

Step 1. Each student will open a Google Slide and apply these requirements:

• Four shape boxes
• At least three colors
• One fun line
• Have one text box 
• Picture of you (yes a selfie) or other pic you may have (of you) 
• Submitted to Google Classroom. Per3_LastName_MappingExercise

Example - ( here ) 
Step 2. Get grouped with a partner who has a phone that can take pics.

Step 3. Open the assignment sheet for the Mapping Project - ( here )

Step 4. download and place the 2 school maps into a google slides doc - ( school Map - entire campus)     School Map Main Office - ( office Map)

Monday Sept 21st Day 24

Objective: Given access to a fully functioning Chromebook with access to Google Docs, students will import a map of the school and place various shapes and pictures on its surface to identify various locations on campus as part of a scavenger hunt activity

Rationale:  Understanding the campus and where things are located will assist Freshmen in knowing their "place" of school

Evidence: Accurately and successfully placing pics and shapes on the school map within the time allotted

____________________________________________________________________________

Step 1. Each student will open a Google Slide and apply these requirements:

• Four shape boxes
• At least three colors
• One fun line
• Have one text box 
• Picture of you (yes a selfie) or other pic you may have (of you) 
• Submitted to Google Classroom. Per3_LastName_MappingExercise

Example - ( here ) 
Step 2. Get grouped with a partner who has a phone that can take pics.

Step 3. Open the assignment sheet for the Mapping Project - ( here )

Step 4. download and place the 2 school maps into a google slides doc - ( school Map - entire campus)     School Map Main Office - ( office Map)

Thursday Sept 17th Day 23

Objective: Given access to a fully functioning Chromebook with access to Google Docs, students will import a map of the school and place various shapes and pictures on its surface to identify various locations on campus as part of a scavenger hunt activity

Rationale:  Understanding the campus and where things are located will assist Freshmen in knowing their "place" of school

Evidence: Accurately and successfully placing pics and shapes on the school map within the time allotted

____________________________________________________________________________

Step 1. Each student will open a Google Slide and apply these requirements:

• Four shape boxes
• At least three colors
• One fun line
• Have one text box 
• Picture of you (yes a selfie) or other pic you may have (of you) 
• Submitted to Google Classroom. Per3_LastName_MappingExercise

Example - ( here )
Step 2. Get grouped with a partner who has a phone that can take pics.

Step 3. Open the assignment sheet for the Mapping Project - ( here )

Step 4. download and place the 2 school maps into a google slides doc - ( school Map - entire campus)     School Map Main Office - ( office Map)

Tuesday Sept 15th Day 22

Objective: Given access to a fully functioning Chromebook with access to Google Docs, will summarize a Early Mapmaking article
answering specific questions.

Rationale:  Understanding how to sumamrize and annotate an article will increase a students ability to acquire knowledge.

Evidence: Accurately sumamrizing an article and pull out the answers.

____________________________________________________________________________

Two assignments online.
1.      Students will read the El Salvador excerpt and the Azerbaijan expcerpt. They will then make two charts in the same document for each excerpt. They will submit the documents to google classroom.

Use the pdf on Elsalvador and replicate the table at the bottom, and answer the questions on a separate Google Doc - ( El Salvador pdf here )...( Azerbaijan here ) when finished submit to google classroom

2.      Students will read Early mapping article. 
Access the Early Mapmaking article. -Early Mapmaking Article - ( article here )
Secondly, access the article form.- Early Mapmaking Article answer Form-  ( questions and form here ).

On a separate google doc use the Table tool (insert table) to replicate the table on the student answer sheet. Answer the questions that are listed at the end of the article, by writing the answer to the question as a sumamry on the left side of the table, and answering the 3 questions on the right side of the table.

When you are finished you should have submitted 2 assignments to tgoogle clsassroom

1.  is the 5 Themes activity on El Salvador and Azerbeijan.

2.  is the Early Mapmaking article

If you still have time, you can start on the next map making article - ( article here )

Monday Sept 14th Day 21

 Fairy Tale Project - Gallery Walk and Evaluation

Objective: Given access to a fully functioning Chromebook with access to Google Docs, students will be displaying their fairy tale rewrite for their classmates to evaluate. Students will be able to identifu the 5 themes within the fairy tale rewrite and evluate the information to see if each fairy tale followed the guidelines of the assignment

Rationale:  Understanding how the 5 themes effects different locations and therefore would effect how stories are told in those locations allows for students to see the world from a different perspective.

Evidence: Accurately evaluating the various stories will demonstrate a students ability to identify the 5 Themes within Culturally based fairy tales.

____________________________________________________________________________

( Gallery Walk eval sheet )

Thursday and Friday Sept 10 & 11 Days 19 & 20

Final Day of the Fairy Tale Project 

Objective: Given access to a fully functioning Chromebook with access to Google Docs, students will be able to apply the 5 themes of geography to re-write a classic Fairy Tale and have it occur in a completely different culture from the original

Rationale:  Understanding how the 5 themes effects different locations and therefore would effect how stories are told in those locations allows for students to see the world from a different perspective.

Evidence: Building the Fairy Tale to accurately reflect the new location will demonstrate evidence that the student understands the 5 themes of geography

________________________________________________________________________________________________________________

Day 2 should be used to re-write the Fairy Tale and change the appropriate elements with the elements that would occur in the new culture.

Please refer to the re-write directions sheet - ( Rewrite Directions ) 

________________________________________________________________________________________________________________

When you finish with your re-write, start to create the new version of the story using the Google Docs presentation tool, or make it with your partner using art materials.

Our plan is to present (gallery walk evaluation) on the 2nd block of ths week

Tuesday Sept 8th Day 18

Day 2 of the Fairy Tale Project - 

Objective: Given access to a fully functioning Chromebook with access to Google Docs, students will be able to apply the 5 themes of geography to re-write a classic Fairy Tale and have it occur in a completely different culture from the original

Rationale:  Understanding how the 5 themes effects different locations and therefore would effect how stories are told in those locations allows for students to see the world from a different perspective.

Evidence: Building the Fairy Tale to accurately reflect the new location will demonstrate evidence that the student understands the 5 themes of geography

________________________________________________________________________________________________________________

Day 2 should be used to re-write the Fairy Tale and change the appropriate elements with the elements that would occur in the new culture.

Please refer to the re-write directions sheet - ( Rewrite Directions ) 

________________________________________________________________________________________________________________

When you finish with your re-write, start to create the new version of the story using the Google Docs presentation tool, or make it with your partner using art materials.

Our plan is to present (gallery walk evaluation) on the 2nd block of ths week

Friday Sept 4th Day 17

5 Themes Test Day

When you finish with the test, continue on your Fairy Tale Project

Wed & Thursday Sept 3rd & 4th Day 15 & 16

Day 1 of the Fairy Tale Project - 

Objective: Given access to a fully functioning Chromebook with acces to Google Docs, students will be able to apply the 5 themes of geography to re-write a classic Fairy Tale and have it occur in a completey different culture from the original

Rationale:  Undestanding how the 5 themes effects different locations and therefore would effect how stories are told in those locations allows for students to see the world from a different perspective.

Evidence: Building the Fairy Tale to accurately reflect the new location will demonstrate evidence that the student understands the 5 themes of geography
________________________________________________________________________________________________________________

You will be paired wth another student, you will collectivley decide on a Fairy Tale as well as a new location in which to depict the story.

________________________________________________________________________________________________________________

5 Themes Fairy Tale Project ( Overview) ( updated )
 ( Questionnaire Sheet ),  ( Rewrite Directions )  ( example )

Tuesday Sept 2nd Day 14

Day 1 of the Fairy Tale Project - 

Objective: Given access to a fully functioning Chromebook with acces to Google Docs, students will be able to apply the 5 themes of geography to re-write a classic Fairy Tale and have it occur in a completey different culture from the original

Rationale: Undestanding how the 5 themes effects different locations and therefore would effect how stories are told in those locations allows for students to see the world from a different perspective.

Evidence: Building the Fairy Tale to accurately reflect the new location will demonstrate evidenc tha the student undeetands the 5 themes of geography
________________________________________________________________________________________________________________

You will be paired wth another student, you will collectivley decide on a Fairy Tale as well as a new location in which to depict the story.

________________________________________________________________________________________________________________

5 Themes Fairy Tale Project ( Overview)
 ( Questionnaire Sheet ),  ( Rewrite Directions )  ( example )