Monday Oct 15th Day 38

Current Events/Mapping Monday's

CE #10 & #11

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.

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Thursday & Friday Oct 11th & 12th Days 36 & 37

For Thursday & Friday Oct 11th & 12th

1st we will finish the Lat/Long Seasons presentation
Latitude & Longitude Video
Seasons Video- Edpuzzle
Time Zones

TimeZone Project
Directions Sheet
Time Zone Form

Student answer forms
Student Form for TimeZone Project
Student List of Cities

Seasons Presentation

Assignments due NEXT week Tuesday/Wednesday

Early Map Making Article Summary and Questions- Early Mapmaking Article

Student Form to be used on the article

Modern Map Making Article Questions - Here is the Article and questions
Future of  Map Making Article Questions - Here is the Article and questions

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)

When you finish with your Explorer Project submit it into Google Classroom Folder.

Then Start

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Modern Map Making Article - ( here )

Future Map Making Article - ( here )

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Tuesday & Wednesday Oct 9th & 10th Days 34 & 35

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.

When this activity is finished we will introduce you to the idea of Latitude and Longitude through a detailed presentation

Activity #1

Activity #2

Activity #3

Activity #4

Activity #6

Student Answer sheet

Once the Activity sheets have been finished we will start on the Time Zone Assignment.

After the Mapping activity, we will go over Latitude and Longitude and Seasons and do a scavenger - Lat Long Scavenger Hunt

When we finish with the

Early MapMaking Article

Early MapMaking Student response form

Monday Oct 7th Day 33

Current Events/Mapping Monday's

CE #8 & #9

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.

__________________________________________________________________________________________________________

Oct 1st - 5th FALL BREAK

Fall Break

Thursday & Friday Sept 27th & 28th Days 31 & 32

FINAL DAY Mapping of the School 

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

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

1st assignment is to read and complete the Early Mapmaking Article

Tuesday & Wednesday Sept 25th & 26th Days 29 & 30

Mapping of the School - Day 2

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 signs you need to take a selfie of.
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

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 24th Day 28

Current Events/Mapping Monday's

CE #6 & #7

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 20th & 21st days 26 & 27

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

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

1st assignment is to read and complete the Early Mapmaking Article

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

Tuesday and Wednesday Sept 18th & 19th Days 24 & 25

Fairy Tale Last Work Day

Start the Next Unit = Explorers and Mapping

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

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

Monday Sept 17th Day 23

Current Events/Mapping Monday's

CE #4 & #5

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 13th & 14th 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 or 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

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Upload the questionnaire into the folder within the first 30 mins of the block today 

Rewrite due by the 11:59 PM (Thursday-Per 1), Friday (Per 2,4,6)

Final Project due by Wed Night 11:59 PM (per 1) Thursday Night 11:59 PM (per 2,4,6)

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)
The story goes in the left column, the changes you plan to make are listed in the right column.
i.e. in the example below Cinderella's name will be changed to Anatasia (listed in the right column)

5 Themes Fairy Tale Project ( Overview)

 ( Questionnaire Sheet ),  ( Rewrite Directions )  ( 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 & Wednesday Sept 11th & 12th 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
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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.