Thursday and Friday Jan 14th & 15th Dyas 7 & 8

California

 Today's schedule

Objective - Given a  blank maps, and a reading about California regions, students will be able to describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and  use maps, charts, and pictures to describe how regions [communities] in California vary in land use, vegetation, wildlife, climate…

Rationale - Students current geographical awareness of California (the state where they live) is sorely lacking. Getting to know your own state is step one in remedying this problem.

Evidence - By correctly listing and labeling the various geographical regions of California on a map, students will demonstrate their understanding of where items are located.

California Regions Assignment

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 California Regions Activity

We will start the period by looking at the capabilities of Google Maps. Once you are familiar with the tools, we will watch a short video and presentation,
which will be followed by a Region's Activity-
Regions Assignment - California's Gold

MyMaps Tutorial - Here

California Regions ppt - Here

Work on the USA Map Activity to understand the history behind naming the States

How the States got their names - (naming of states resource info)

How the states got their name identification sheet and Map (handout) - The Map

If you finish early, make progress on your USA maps and your Current Events

USA - 

Blank Maps - Blank Maps

List of Pol/Phy items for maps - List

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Culture Collage Directions     Fandango Directions

Tuesday & Wed Jan 12th & 13th Days 5 & 6

California

 Today's schedule

Objective - Given a  blank maps, and a reading about California regions, students will be able to describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and  use maps, charts, and pictures to describe how regions [communities] in California vary in land use, vegetation, wildlife, climate…

Rationale - Students current geographical awareness of California (the state where they live) is sorely lacking. Getting to know your own state is step one in remedying this problem.

Evidence - By correctly listing and labeling the various geographical regions of California on a map, students will demonstrate their understanding of where items are located.

California Regions Assignment

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Part 1 - California Regions Map

Start the activity by reading the California Regions Reading ( see link below). Once finished, use the California Regions Map and question sheet (provided) to follow directions by filling-in the map and answer the questions.

*You will be turning in your Calif Map and answers before the block is over today.

California Regions Reading - Here        California Regions Map - Here 

Detailed pdf of Calif Regions - Here

Part 2 - Textbook Chapter 7 Regions of the United States - 

When you finish the California Regions Activity, use one of the textbooks in class to start Chapter 7 on USA Regions. Read the chapter and answer the questions on the following pages - Questions #1-5 on Page 160, Questions #1-5 On page 166, Questions 1-5 on Page 170, and Questions 1-5 on Page 175.  You do not need to re-write the questions, but make sure you clearly label which answers go with which set of questions.

The 4 sets of Questions in Chapter 7 will be due when you come into class on Thursday/Friday  

If you finish early, make progress on your USA maps and your Current Events

USA - 

Blank Maps - Blank Maps

List of Pol/Phy items for maps - List

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Culture Collage Directions     Fandango Directions

Monday Jan 11 Day 5

Mapping Monday

 Today's schedule

Objective - Given a set of blank maps, and a list of political and physical items, students will be able to access on-line atlases to locate and properly list the items within a defined country/continent using the proper mapping techniques learned in class.

Rationale - Students current geographical awareness is sorely lacking, and this activity will assists in changing that deficiency

Evidence - By correctly listing and labeling the various geographical items on a map, students will demonstrate their understanding of where items are located.

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Current Events form - Here        Mapping Directions - Here      World Map - Here
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Culture Collage Directions     Fandango Directions

Thursday & Friday January 7th and 8th Days 3 & 4

Digital Literacy

Today we will go over the Digital Citizenship Presentation as part of the SJUSD program of Student Health

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 Today's schedule

 Digital Citizenship, Start Place Collage

Objective - The student will be able to:

1. Evaluate how technology affects the individuals and society
2. Evaluate technology’s influence on the individual and society
3. Evaluate technology’s impact on the environment
4. Evaluate the use of technology to solve a societal issue
5. Propose a technological solution to a societal issue
6. a. Practice responsible and appropriate use of technology systems, software, and information
7. Explain the purpose of and follow the acceptable use policy
8. Work cooperatively and collaboratively with others when using technology
9. Practice responsible use of technology systems
10. Demonstrate proper care of equipment (such as following lab rules, handling equipment with care, appropriate printing of resources)
11. Explain the potential harm of intrusive applications (such as worms, viruses, spyware, pop-up windows, etc.) and safeguards for limiting exposure to these
12. Use safe and correct security procedures (such as protecting password and user ID)

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Start the ppt for today...here
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Collage example - China        Collage example - Russia 
Culture Collage Directions     Fandango Directions

Tuesday and Wednesday Jan 5th & 6th Days 1 & 2

Start of 2nd semester

Housekeeping issues for today -
New seating chart
Update the assignment sheet
Daily ( the 2 block days ) Journals (new feature)
Mapping Mondays - what does it mean, what are the expectations (Current Events requirement)
5 C's Project (explained)
Culture Collage Project (starting the 2nd semester)

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 Today's schedule

5 C's Project, Mapping Mondays (Intro), Collage

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Start the ppt for today...here


What is a reflection? (vid on ppt)

-Global Citizenship 
-Creativity 
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Collage example - China        Collage example - Russia 




Culture Collage Directions     Fandango Directions

Wednesday, Thursday, Friday Dec 16th, 17th, 18th Days 75, 76, 77

Finals

Wednesday 16th  Per 1 7:55 - 9:53

Break 9:58 to 10:08

Wednesday 16th  Per 2 10:08 - 12:06

Thursday 17th  Per 3 7:55 - 9:53

Break 9:58 to 10:08

Thursday 17th  Per 4 10:08 - 12:06

Friday 18th  Per 5 7:55 - 9:53

Break 9:58 to 10:08

Friday 18th  Per 6 10:08 - 12:06

Tuesday Dec 15th Day 74

Dead Day - Finals Prep Day

Agenda - Assignment sheets are due when you arrive for the final.

Subjects on the final

- 5 Themes of Geography

- Biomes

- Longitude/Latitude and Seasons

- Explorers and Mapping

- Chromebook tools and functions
YOU WILL BE ALLOWED (1) 3 X 5 INDEX CARD (BOTH SIDES) FOR NOTES

Monday Dec 14th Days 73

Dead Day - Finals Prep Day

Agenda - Assignment sheets are due when you arrive for the final.

Subjects on the final

- 5 Themes of Geography

- Biomes

- Longitude/Latitude and Seasons

- Explorers and Mapping

- Chromebook tools and functions
YOU WILL BE ALLOWED (1) 3 X 5 INDEX CARD (BOTH SIDES) FOR NOTES

Thursday & Friday Dec 10th & 11th Days 71 & 72

Etiquette and Travel Brochure Final Day

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

Work on Etiquette and Travel Brochure Project

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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)

Tuesday and Wednesday Dec 8th & 9th Days 69 & 70

Etiquette and Travel Brochure Day 4

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

Work on Etiquette and Travel Brochure Project

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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)

Monday Dec 7th Day 68

Etiquette and Travel Brochure Day 3

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

Review Test results Columbian Exchange and Biomes.

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Once the test review is finished, continue to work on your Project

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)

Thursday & Friday Dec 3rd & 4th Days 66 & 67

Etiquette and Travel Brochure Day 2

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

TEST ON COLOMBIAN EXCHANGE AND BIOMES

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Once the test is finished, continue to work on your Project

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)

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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