Tuesday and Wednesday Oct 15th & 16th Days 40 & 41

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.

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History of Map Making presentation

Presentation  - you will have access to a pdf copy of this presentation when it has been presented

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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 )

Mr Donn's Site: (Link)

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Monday Oct 14th Day 39

Current Events/Mapping Monday's

Work on Court Cartographer Project

Volunteers for Current Events #13 & #14

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 Oct 10th & 11th Days 37 & 38

Today you will get a chance to experience what being an ancient cartographer was like...
In this activity, each student will play the role of a mapmaker (Cartographer) as well as an explorer who visits uncharted lands.

The directions are Here, as well as on the website under Mapping/Explorers Unit Under 1st Semester

History of Mapping 

Today we are starting the Unit on History of Map Making, Latitude and Longitude as well as European Exploration

Introduction to the Unit

We are beginning our Unit on History of Map Making, Latitude/Longitude, Time zones and the History of Exploration. In this unit, students will learn about the challenges early mapmakers had in representing an accurate picture of their surroundings. Many early mapmakers had limited to no technology at their disposal and had to develop a way to represent various land features, coastlines, 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 outcomes as well as new found places, people and plant life. 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 an 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 an 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 student's the reasons why early explorers were usually dumbfounded when venturing off into unchartered waters


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

Does this look very accurate?

Tuesday & Wednesday Oct 8th & 9th Days 35 & 36

The first hour of class will be used to finish and submit the Mapping of the School Project into Google Classroom Folder

Part II

History of Mapping 

Today we are starting the Unit on History of Map Making, Latitude and Longitude as well as European Exploration

Introduction to the Unit

We are beginning our Unit on History of Map Making, Latitude/Longitude, Time zones and the History of Exploration. In this unit, students will learn about the challenges early mapmakers had in representing an accurate picture of their surroundings. Many early mapmakers had limited to no technology at their disposal and had to develop a way to represent various land features, coastlines, 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 outcomes as well as new found places, people and plant life. 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 an 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 an 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 student's the reasons why early explorers were usually dumbfounded when venturing off into unchartered waters


Evidence:- Students will be able to use an atlas and latitude/longitude coordinates to locate various places within 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 cartographer was like...
In this activity, each student will play the role of a mapmaker (Cartographer) as well as an explorer who visits uncharted lands.

Once this activity is finished we will start the presentation on the "History of Mapamaking" and I'll introduce you to the Cartographer Project about a Ficticious Island (Go to Google Classroom to get the directions for the ficticious Island Project)

Monday Oct 7th Day 33

Current Events/Mapping Monday's

Volunteers for Current Events #11 & #12

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 and Friday Sept 26th and 27th Days 31 & 32

Mapping of the School - Day 2

Early Map Making Quiz -Per 6 

Use the pdf of the directions sheet while you are out on campus finding the various locations listed.

Step 1: go out and locate all the signs you need to take a selfie of, and take those pics.
Step 2: get the Selfie Maps (School and Office) place your selfies at the appropriate location on the maps

Step 3: download the school map templates Classroom Identification Map Templates Link, delete the maps you are not assigned.

Step 4: Go out and locate the wings/classes you were assigned and record them.

Step 5: place all the classrooms and the labels on the map area you were assigned.

Mapping of the School

Day 1 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

____________________________________________________________________________

You should be plotting the various classrooms onto the school map template this block. 

Style #1 - Make a square, put the class number inside the square, modify the shape of the square to fit the available space, copy and paste the square for all additional classes. I would suggest this over using the line tool.

Tuesday & Wednesday Sept 24th & 25th Days 29 & 30

Mapping of the School - Day 1

Directions for School Mapping Project

Use the pdf of the directions sheet while you are out on campus finding the various locations listed.

Step 1: go out and locate all the signs you need to take a selfie of, and take those pics.
Step 2: get the Selfie Maps (School and Office) place your selfies at the appropriate location on the maps

Step 3: download the school map templates Map Templates Link, delete the maps you are not assigned.

Step 4: Go out and locate the wings/classes you were assigned and record them.

Step 5: place all the classrooms and the labels on the map area you were assigned.

Mapping of the School

Day 1 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

____________________________________________________________________________

You should be plotting the various classrooms onto the school map template this block. 

Style #1 - Make a square, put the class number inside the square, modify the shape of the square to fit the available space, copy and paste the square for all additional classes. I would suggest this over using the line tool.

Monday Sept 23rd Day 28

Current Events/Mapping Monday's

6 weeks grade check - a total of 226 points (before CE 9 & 10)

Volunteers for Current Events #9 & #10

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.

__________________________________________________________________________________________________________

Directions pdf to be downloaded onto your phone

Use the pdf of the directions sheet while you are out on campus finding the various locations listed.

Step 1: go out and locate all the classrooms listed and place them on the blank map template you got in class

Step 2: use your phone to take a selfie at all the sings listed on the direction page.

Step 3: download the school map templates Map Templates Link

Step 4: start to place your selfies on the school map template

Step 5: place all the classrooms and the labels on the 2nd school map template (see below for example)

Mapping of the School

Day 1 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

____________________________________________________________________________

You should be plotting the various classrooms onto the school map template this block. 

Style #1 - Make a square, put the class number inside the square, modify the shape of the square to fit the available space, copy and paste the square for all additional classes

Directions

Thursday & Friday Sept 19th & 20th Days 26 & 27

Fairy Tale Gallery Walk Day

Mapping of the School

Day 1 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

____________________________________________________________________________

You should be plotting the various classrooms onto the school map template this block if you are done with the fairy tale, or next block if you are not finished

Style #1 - Make a square, put the class number inside the square, modify the shape of the square to fit the available space, copy and paste the square for all additional classes

Style #2 - Make a larger square and use lines to separate the classes

1st assignment is to read and complete the Early Mapmaking Article located in the Google Classroom Folder 

6 Week Grading Period Ends this Friday Update your assignment sheets today!!!!

Tuesday and Wednesday Sept 17th and 18th Days 24 & 25

Day 3 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 rewrite a classic Fairy Tale and have it occur in a completely different culture from the original

Rationale: Understanding how the 5 themes affect different locations and therefore would affect how stories are told in those locations allows 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 with another student, you will collectively decide on a Fairy Tale as well as a new location in which to depict the story.

________________________________________________________________________________________________________________

Today should be spent finishing your project and submitting to the Google Classroom Folder

Mapping Unit

The next unit we will be starting is the Mapping Unit - for those of you who finish early you can start the "Early Map Making article and questions" go to Google Classroom to get the materials

Monday Sept 16th Day 23

Current Events/Mapping Monday's

Volunteers for Current Events #7 & #8

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 Sept 12th and 13th Days 21 & 22

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 rewrite a classic Fairy Tale and have it occur in a completely different culture from the original

Rationale: Understanding how the 5 themes affect different locations and therefore would affect how stories are told in those locations allows 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 with another student, you will collectively decide on a Fairy Tale as well as a new location in which to depict the story.

________________________________________________________________________________________________________________

Today should be spent on the rewrite and basic foundational steps in building the final product 

( Rewrite Directions )  ( example )


Make a Key for your rewrite, select a color for each Theme, put the story in a table in a doc (2 Columns, 1 Row). Place all the updates in the right column (see below for example)

Culture Grams Page from the class blog is where you can get a valuable resource to find the replacement items (the ones you fill-in on the questionnaire) for your story.

Tuesday and Wednesday Sept 10 & 11th Days 19 & 20

Day 1 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 rewrite a classic Fairy Tale and have it occur in a completely different culture from the original

Rationale: Understanding how the 5 themes affect different locations and therefore would affect how stories are told in those locations allows 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 with another student, you will collectively 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 )


Make a Key for your rewrite, select a color for each Theme, put the story in a table in a doc (2 Columns, 1 Row). Place all the updates in the right column (see below for example)

Culture Grams Page from the class blog is where you can get a valuable resource to find the replacement items (the ones you fill-in on the questionnaire) for your story.

Monday Sept 9th Day 18

Current Events/Mapping Monday's

Volunteers for Current Events #5 & #6

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 and Friday Sept 5th and 6th Days 16 & 17

5 themes Projet

Today well will continue to work on your 5 themes project and uplaod it by the end of the block

5 themes presentation

5 Themes Project Directions

Tuesday and Wednesday Sept 3rd and 4th Days 14 & 15

Hope you enjoyed your Labor Day Holiday

Today well will start the 5 Themes of Geography presentation. Once that is finished you will have the remainder of the block to work on your project

5 themes presentation

Design Principles

5 Themes Project Directions