The jeopardy game below should help prepare you for the final. I used an old version of a different jeopardy game so some of the pictures on each slide do not relate to the question, just ignore them.
Jeopardy for Final - Jeopardy Final Fall 2014
Saturday, December 13, 2014
Thursday, December 11, 2014
Thursday & Friday Dec 11th and 12th Days 72 & 73
Today we will continue our state mandated lesson on Social Media.
OBJECTIVE: Students will examine the legal implications of cyberbullying and the challenge of balancing the rights of free expression with the right to privacy and freedom from harassment. Students will build a case study examining the legal implications of cyberbullying and evaluate the claims of targets and perpetrators.
Students will:
- Analyze different forms of cyberbullying and its impact in the individuals involved
- Analyze visual media for better understanding of the challenges cyberbullying poses
to students and schools.
- Formulate legal arguments for a case study on cyberbullying.
- Conduct a case study analyzing the legal implications of cyberbullying.
- Evaluate the legal claims of perpetrators and targets of cyberbullying.
After finishing the first days assignments, we will start the last day (below)
The first thing you need to do is to become familiar with the law surrounding Cyberbullying.
Cyberbullying the Law - The Law
Cyberbullying Case Scenarios (you will be in a group of 5, your group will be assigned 1 of the scenarios within the linked document.) Your group will read the scenario. Each person will be assigned a perspective to summarize. You will individually write a ruling/judgment (as if you were a supreme court justice) determining the guilt or innocence of the participants within the story (based on the law information sheet) and provide evidence supporting your conclusion - Case Scenarios
Real life stories-
After reading about the facebook story below, play the role of the Supreme Court and write a brief summary of your verdict. (should his actions be allowed and what consequences (if any) should there be) Used what you learned about the law to help assist in determining your verdict.
Supreme Court Assignment - Posting threats -(Real Threat vs Free Speech)
Additional Cyberbullying and privacy stories below, these are not assignments, just references.
Audrie Pott Story -(Saratoga H.S. story ) New Calif Law Passed - (Audrie's Law)
Calif HW Patrol limits - - (Is your phone off limits?)
OBJECTIVE: Students will examine the legal implications of cyberbullying and the challenge of balancing the rights of free expression with the right to privacy and freedom from harassment. Students will build a case study examining the legal implications of cyberbullying and evaluate the claims of targets and perpetrators.
Students will:
- Analyze different forms of cyberbullying and its impact in the individuals involved
- Analyze visual media for better understanding of the challenges cyberbullying poses
to students and schools.
- Formulate legal arguments for a case study on cyberbullying.
- Conduct a case study analyzing the legal implications of cyberbullying.
- Evaluate the legal claims of perpetrators and targets of cyberbullying.
After finishing the first days assignments, we will start the last day (below)
The first thing you need to do is to become familiar with the law surrounding Cyberbullying.
Cyberbullying the Law - The Law
Cyberbullying Case Scenarios (you will be in a group of 5, your group will be assigned 1 of the scenarios within the linked document.) Your group will read the scenario. Each person will be assigned a perspective to summarize. You will individually write a ruling/judgment (as if you were a supreme court justice) determining the guilt or innocence of the participants within the story (based on the law information sheet) and provide evidence supporting your conclusion - Case Scenarios
Real life stories-
After reading about the facebook story below, play the role of the Supreme Court and write a brief summary of your verdict. (should his actions be allowed and what consequences (if any) should there be) Used what you learned about the law to help assist in determining your verdict.
Supreme Court Assignment - Posting threats -(Real Threat vs Free Speech)
Additional Cyberbullying and privacy stories below, these are not assignments, just references.
Audrie Pott Story -(Saratoga H.S. story ) New Calif Law Passed - (Audrie's Law)
Calif HW Patrol limits - - (Is your phone off limits?)
Tuesday, December 9, 2014
Tuesday & Wed Dec 9th & 10th, Days 70 & 71
Today we will start our State mandated lesson on Social Media.
OBJECTIVE: Students will examine the legal implications of cyberbullying and the challenge of balancing the rights of free expression with the right to privacy and freedom from harassment. Students will build a case study examining the legal implications of cyberbullying and evaluate the claims of targets and perpetrators.
Students will:
- Analyze different forms of cyberbullying and its impact in the individuals involved
- Analyze visual media for better understanding of the challenges cyberbullying poses
to students and schools.
- Formulate legal arguments for a case study on cyberbullying.
- Conduct a case study analyzing the legal implications of cyberbullying.
- Evaluate the legal claims of perpetrators and targets of cyberbullying.
Part 1
Cyberbullying Background article - (read the article silently to get a foundation for this activity) - (background)
Before the video, you will answer this quick questionnaire (make sure to follow the
directions at the top of the form to determine the score you give to each scenario) - (handout #1)
Pre-video Quiz - (prior to viewing the video, you will answer this short "quiz" which will reveal some of your current feelings regarding this issue. After the video you will be given an opportunity to go back and confirm or change your responses Pre-Viewing quiz
Video - Video (watch this 6 minute video and be ready to answer the questions)
Cyberbullying Chart - (after watching the short video, fill-in this chart - (Cost/Benefit Chart)
Class party for Period 3 Party in Mr. Gillis's Class
Stories for this week
Supreme Court Facebook Posting Threats - (Real Threat vs Free Speech)
Audrie Pott Story -(Saratoga H.S. story ) New Calif Law Passed -(Audrie's Law)
Calif HW Patrol and Pictures - (Is your phone off limits?)
OBJECTIVE: Students will examine the legal implications of cyberbullying and the challenge of balancing the rights of free expression with the right to privacy and freedom from harassment. Students will build a case study examining the legal implications of cyberbullying and evaluate the claims of targets and perpetrators.
Students will:
- Analyze different forms of cyberbullying and its impact in the individuals involved
- Analyze visual media for better understanding of the challenges cyberbullying poses
to students and schools.
- Formulate legal arguments for a case study on cyberbullying.
- Conduct a case study analyzing the legal implications of cyberbullying.
- Evaluate the legal claims of perpetrators and targets of cyberbullying.
Part 1
Cyberbullying Background article - (read the article silently to get a foundation for this activity) - (background)
Before the video, you will answer this quick questionnaire (make sure to follow the
directions at the top of the form to determine the score you give to each scenario) - (handout #1)
Pre-video Quiz - (prior to viewing the video, you will answer this short "quiz" which will reveal some of your current feelings regarding this issue. After the video you will be given an opportunity to go back and confirm or change your responses Pre-Viewing quiz
Video - Video (watch this 6 minute video and be ready to answer the questions)
Cyberbullying Chart - (after watching the short video, fill-in this chart - (Cost/Benefit Chart)
Class party for Period 3 Party in Mr. Gillis's Class
Stories for this week
Supreme Court Facebook Posting Threats - (Real Threat vs Free Speech)
Audrie Pott Story -(Saratoga H.S. story ) New Calif Law Passed -(Audrie's Law)
Calif HW Patrol and Pictures - (Is your phone off limits?)
Monday, December 8, 2014
Monday Dec 8th Day 69
Today we will start our State mandated lesson on Social Media.
OBJECTIVE: Students will examine the legal implications of cyberbullying and the challenge of balancing the rights of free expression with the right to privacy and freedom from harassment. Students will build a case study examining the legal implications of cyberbullying and evaluate the claims of targets and perpetrators.
Students will:
- Analyze different forms of cyberbullying and its impact in the individuals involved
- Analyze visual media for better understanding of the challenges cyberbullying poses
to students and schools.
- Formulate legal arguments for a case study on cyberbullying.
- Conduct a case study analyzing the legal implications of cyberbullying.
- Evaluate the legal claims of perpetrators and targets of cyberbullying.
Current Cyberbulling Article - Article
From Last Week -
Michael Brown (Ferguson Missouri), Eric Garner (NY City) &Tamir Rice (Cleveland Ohio)
Students will write a short summary explaining what happened in each event. They will then access the Pro/Con website regarding Social Media and provide evidence that supports their opinion of whether social media was helpful in the above cases or hurtful. - (Social Networking Pro/Con )
Political Cartoon of the events above - ( political cartoon ) Answer a SOAPTS questionnaire about the Political cartoon - ( SOAPST )
Stories for this week
Supreme Court Facebook Posting Threats - (Real Threat vs Free Speech)
Audrie Pott Story -(Saratoga H.S. story ) New Calif Law Passed -(Audrie's Law)
Calif HW Patrol and Pictures - (Is your phone off limits?)
OBJECTIVE: Students will examine the legal implications of cyberbullying and the challenge of balancing the rights of free expression with the right to privacy and freedom from harassment. Students will build a case study examining the legal implications of cyberbullying and evaluate the claims of targets and perpetrators.
Students will:
- Analyze different forms of cyberbullying and its impact in the individuals involved
- Analyze visual media for better understanding of the challenges cyberbullying poses
to students and schools.
- Formulate legal arguments for a case study on cyberbullying.
- Conduct a case study analyzing the legal implications of cyberbullying.
- Evaluate the legal claims of perpetrators and targets of cyberbullying.
Current Cyberbulling Article - Article
From Last Week -
Michael Brown (Ferguson Missouri), Eric Garner (NY City) &Tamir Rice (Cleveland Ohio)
Students will write a short summary explaining what happened in each event. They will then access the Pro/Con website regarding Social Media and provide evidence that supports their opinion of whether social media was helpful in the above cases or hurtful. - (Social Networking Pro/Con )
Political Cartoon of the events above - ( political cartoon ) Answer a SOAPTS questionnaire about the Political cartoon - ( SOAPST )
Stories for this week
Supreme Court Facebook Posting Threats - (Real Threat vs Free Speech)
Audrie Pott Story -(Saratoga H.S. story ) New Calif Law Passed -(Audrie's Law)
Calif HW Patrol and Pictures - (Is your phone off limits?)
Thursday, December 4, 2014
Thursday & Friday Dec 4th and 5th, Days 67 & 68
Today's plan...
OBJECTIVE: Provided a chromebook with full internet access students will be able to research their ancestral culture to find multiple images related to cultural subjects to build a poster board collage. The collage will be an informative piece that will be presented to classmates as a way of teaching them about their ancestral culture.
RATIONALE: Students should have an understanding about their own timeline of where they come from. Many students have very little connection to their past, and this one step in connecting them to their parents, grandparents and great grandparents as well as their families past.
EVIDENCE: The collage will demonstrate that students know the features that allow us to define a culture. Students will be able to identify and explain those features in a presentation format to their classmates.
Second assignment - current events article related to the identified country of their collage.
OBJECTIVE: Provided a chromebook with full internet access, students will be able to research a current events article about the country of their collage, and write a descriptive summary outlining the key components of what occurred in that country.
RATIONALE: students need to have a better understanding of events occurring in the world outside their immediate view.
EVIDENCE: the summary paragraph will allow students to connect to places around the world and become aware of issues effecting places outside of America.
Third assignment - opinion regarding three cases.
Michael Brown (Ferguson Missouri), Eric Garner (NY City) and Tamir Rice (Cleveland Ohio)
Students will write a short summary explaining what happened in each event. They will then access the Pro/Con website regarding Social Media and provide evidence that supports their opinion of whether social media was helpful in the above cases or hurtful. - (Social Networking Pro/Con )
OBJECTIVE: Provided a chromebook with full internet access, students will be able to summarize the recent events a white police officer and a black male suspect encounter resulting in the suspects death, within a clear written paragraph as to what solutions (if any) can reduce the rate at which these events occur.
RATIONALE: students need to have a better understanding of events occurring in the world outside their immediate view, and should have an opinion about the type of justice system they wish to have.
EVIDENCE: the summary paragraph will allow students to address a growing concern in this country of the relationship between our police force and the community of color they represent.
OBJECTIVE: Provided a chromebook with full internet access students will be able to research their ancestral culture to find multiple images related to cultural subjects to build a poster board collage. The collage will be an informative piece that will be presented to classmates as a way of teaching them about their ancestral culture.
RATIONALE: Students should have an understanding about their own timeline of where they come from. Many students have very little connection to their past, and this one step in connecting them to their parents, grandparents and great grandparents as well as their families past.
EVIDENCE: The collage will demonstrate that students know the features that allow us to define a culture. Students will be able to identify and explain those features in a presentation format to their classmates.
Second assignment - current events article related to the identified country of their collage.
OBJECTIVE: Provided a chromebook with full internet access, students will be able to research a current events article about the country of their collage, and write a descriptive summary outlining the key components of what occurred in that country.
RATIONALE: students need to have a better understanding of events occurring in the world outside their immediate view.
EVIDENCE: the summary paragraph will allow students to connect to places around the world and become aware of issues effecting places outside of America.
Third assignment - opinion regarding three cases.
Michael Brown (Ferguson Missouri), Eric Garner (NY City) and Tamir Rice (Cleveland Ohio)
Students will write a short summary explaining what happened in each event. They will then access the Pro/Con website regarding Social Media and provide evidence that supports their opinion of whether social media was helpful in the above cases or hurtful. - (Social Networking Pro/Con )
OBJECTIVE: Provided a chromebook with full internet access, students will be able to summarize the recent events a white police officer and a black male suspect encounter resulting in the suspects death, within a clear written paragraph as to what solutions (if any) can reduce the rate at which these events occur.
RATIONALE: students need to have a better understanding of events occurring in the world outside their immediate view, and should have an opinion about the type of justice system they wish to have.
EVIDENCE: the summary paragraph will allow students to address a growing concern in this country of the relationship between our police force and the community of color they represent.
Tuesday, December 2, 2014
Tuesday and Wednesday Dec 2nd & 3rd Days 65 & 66
Today we will focus on the Culture Collage. Students will be given time in class to research images they will use on their collage. Please see the assignment sheet - Collage Directions
In addition each student will make a Fandango Culture Puppet - Fandango Directions
OBJECTIVE: Given a laptop with internet access, student will be able to assemble an assortment of pictures depicting the various cultural components of the ancestral identification. These pictures will be assembled onto a poster board in a collage fashion and will be presented to classmates for informational purposes.
RATIONALE: Students need to understand their background cultural history in order to maintain a sense of cultural identity to their ancestors.
EVIDENCE: a 22 X 28 poster board with accurate images depicting various cultural components of their ancestral background
Current Events: In addition to building their Collage and their Fandango, Students will research one current event impacting the location of their collage. Current Event Form
Thanksgiving Article
http://www.vox.com/2014/11/25/7269545/thanksgiving-sides-ranked
In addition each student will make a Fandango Culture Puppet - Fandango Directions
OBJECTIVE: Given a laptop with internet access, student will be able to assemble an assortment of pictures depicting the various cultural components of the ancestral identification. These pictures will be assembled onto a poster board in a collage fashion and will be presented to classmates for informational purposes.
RATIONALE: Students need to understand their background cultural history in order to maintain a sense of cultural identity to their ancestors.
EVIDENCE: a 22 X 28 poster board with accurate images depicting various cultural components of their ancestral background
Current Events: In addition to building their Collage and their Fandango, Students will research one current event impacting the location of their collage. Current Event Form
Thanksgiving Article
http://www.vox.com/2014/11/25/7269545/thanksgiving-sides-ranked
Monday, December 1, 2014
Monday Dec 1st Day 64
Today is a test review and grade update day.
Curve for the test is 44 (yes, a perfect score). The Magic number is 33, anyone below 33 must re-take the test.
The class total is now 669 points. There is 2 weeks of regular class remaining in the semester before Finals start on the week of Dec 15th-19th.
Finals will be:
Per 1,2 on Wed 17th
Per 3,4 on Thurs 18th
Per 5,6 on Fri the 19th
Curve for the test is 44 (yes, a perfect score). The Magic number is 33, anyone below 33 must re-take the test.
The class total is now 669 points. There is 2 weeks of regular class remaining in the semester before Finals start on the week of Dec 15th-19th.
Finals will be:
Per 1,2 on Wed 17th
Per 3,4 on Thurs 18th
Per 5,6 on Fri the 19th
Wednesday, November 26, 2014
Monday, November 24, 2014
Monday and Tuesday Nov 24th & 25th Days 60 & 61
Review for test tomorrow -Jeopardy Review
Today will be a chance for students to understand the various components of culture. Each society has its rules and regulations, ways of conducting oneself in expected behaviors, and rights and rituals in which to follow. All of these actions are classified in various components each with their own process for enforcement. As American citizens many of the components feel natural to us because we have been exposed to them since birth, they seem second nature at this point. But visitors from another culture may find many of the things Americans do as strange. The same feeling would occur if you were to visit another culture with different influences/expectations/requirements of behavior.
Objective:SWBAT - list the various components of culture with examples of differences between each of the categories. Furthermore, students will be able to distinguish, by means of consequences, the various actions that are expected by american citizens.
Rationale:Understanding what guides the daily behavior of people in the united states allows for students to look at and understand that not all cultures have the same influences as the US, and actions not familiar to them does not automatically constitute a negative evaluation
Evidence: By understanding the components of the US culture, students should be able to reflect on their etiquette project to see differences in other cultures, and view them without an ethnocentric viewpoint.
Today's presentations -
Sequent Occupance ppt
Introduction to Culture ppt
Cultural Diversity ppt
Jeopardy for Wednesday's test will be posted Tuesday after school here -Jeopardy Review
Thursday, November 20, 2014
Thursday & Friday Nov 20th and 21st, Day 58 & 59
Today we will present Part 1 and Part 2 of the Culture Presentation. The concept of Sequent Occupance will be introduced along with the basic tenets that make-up features of Culture.
Etiquette Eval sheet - Turn-in with Essay
Features of Culture -turn in by Friday
Everyone has a Culture - turn in by Friday
World Map of countries evaluated Turn in by Friday - ( Map link )
Etiquette Essay - Early turn in is appreciated (by Friday would be great), but last day to submit is Wed (share it with me using same naming conventions....using whichever period you are in...... P1_Gillis_Culture
Objectives:
Given information describing the various steps of colonization and independence, students will be able to list the various factors which lead a nation to experience Sequent Occupance.
In addition we will be continue working on the Etiquette Essay.
Here is the example that was presented in class....
Etiquette Eval sheet - Turn-in with Essay
Features of Culture -turn in by Friday
Everyone has a Culture - turn in by Friday
World Map of countries evaluated Turn in by Friday - ( Map link )
Etiquette Essay - Early turn in is appreciated (by Friday would be great), but last day to submit is Wed (share it with me using same naming conventions....using whichever period you are in...... P1_Gillis_Culture
Objectives:
Given information describing the various steps of colonization and independence, students will be able to list the various factors which lead a nation to experience Sequent Occupance.
In addition we will be continue working on the Etiquette Essay.
Here is the example that was presented in class....
Etiquette is
by definition, the conventional requirements as to social behavior; properties
of conduct as established in any class or community or for an occasion.
Etiquette is both regional and local, both personal and universal. In the study
of the United States, etiquette as it relates to family life has both rigid and
flexible components. When compared to cultures around the world, the Family
Life etiquette characteristics have both similarities and differences in three
main areas: example A, example B and Example C.
Paragraph 1:
(similarities Topic Sentence)
Paragraph 2:
(differences Topic Sentence)
Paragraph 3:
(personal comparison Topic Sentence)
Conclusion
Tuesday, November 18, 2014
Tuesday & Wednesday Nov 18th and 19th Days 56 & 57
Essay Writing foundation.
Today students will be introduced to the components of writing Topic Sentences and a Thesis Statement. A basic introduction presentation will be shown guiding students through some basic steps in formulating proper Topic Sentences. Once that presentation is complete I will show an example of an essay outline form that can be used to formulate both comparisons and differences in their countries. ( Link )
Here is a basic outline form for your essay - ( Link )
Once students are given some time to write their outline and start their essay, we will introduce the Culture presentation.
Today students will be introduced to the components of writing Topic Sentences and a Thesis Statement. A basic introduction presentation will be shown guiding students through some basic steps in formulating proper Topic Sentences. Once that presentation is complete I will show an example of an essay outline form that can be used to formulate both comparisons and differences in their countries. ( Link )
Here is a basic outline form for your essay - ( Link )
Once students are given some time to write their outline and start their essay, we will introduce the Culture presentation.
Monday, November 17, 2014
Monday Nov 17th Day 56
Developing a Thesis Statement for your Etiquette Essay
Agenda for today: Students will be given time in class to finish their comparison of Etiquette Projects to determine the focus of their Essay. Students should begin to fill-in an essay outline which will assist in the development of their essay.
We will also introduce the initial steps in how to develop a Thesis Statement. By the end of the class period, students should have a working foundation of their Thesis statement for their essay, and an outline of the points they plan on making in support of their Thesis Statement.
Essay Outline Form - ( Outline Form )
Etiquette Map - ( World Map ) - using this map, color in the 6 countries used in the essay (your country plus the 5 countries you chose to evaluate). Make a key at the bottom so I know the name and location of each country.
Etiquette Map - ( World Map ) - using this map, color in the 6 countries used in the essay (your country plus the 5 countries you chose to evaluate). Make a key at the bottom so I know the name and location of each country.
Thursday, November 13, 2014
Thursday Nov 13 Day 55
Etiquette Project and Culture Worksheets
Today students will use the class time to build their Etiquette Project Page.-( Project Directions ).
The Objectives for the Project are: Given a country and an informational website address, students will be able to summarize into a single sheet the various aspects of their assigned country, including but not limited to its greetings, agreed upon dining manners, and family structure dynamics.
Etiquette Layout - 1st section = Basic Stats (population, Capital City, Religions, ethnic breakdown, etc)2nd section = Unique things about your country (USA- Time is money, "American Dream")3rd section = Required Categories (Family Life, Greetings, Dining Etiquette)
Once the Project Page is completed, students will use this document-( Etiquette Eval ).
After each student has compiled the basic elements of their country in comparison to 5 others, they will write a 3 paragraph essay to reflect what they have learned. You should make an outline listing the Similarities (Paragraph 1) and the Differences (Paragraph 2). The 3rd paragraph is comparing your chosen country to America.
Follow these directions on how to compile and write your essay-( Essay Directions ).
Essay outline - ( Outline ).
The Objectives for the Project are: Given a country and an informational website address, students will be able to summarize into a single sheet the various aspects of their assigned country, including but not limited to its greetings, agreed upon dining manners, and family structure dynamics.
Etiquette Layout - 1st section = Basic Stats (population, Capital City, Religions, ethnic breakdown, etc)2nd section = Unique things about your country (USA- Time is money, "American Dream")3rd section = Required Categories (Family Life, Greetings, Dining Etiquette)
Once the Project Page is completed, students will use this document-( Etiquette Eval ).
After each student has compiled the basic elements of their country in comparison to 5 others, they will write a 3 paragraph essay to reflect what they have learned. You should make an outline listing the Similarities (Paragraph 1) and the Differences (Paragraph 2). The 3rd paragraph is comparing your chosen country to America.
Follow these directions on how to compile and write your essay-( Essay Directions ).
Essay outline - ( Outline ).
Wednesday, November 12, 2014
Wednesday Nov 12th (no school yesterday -Veterans Day) Day 55
Etiquette Project and Culture Worksheets
Today students will use the class time to build their Etiquette Project Page. -( Project Directions ).
The Objectives for the Project are: Given a country and an informational website address, students will be able to summarize into a single sheet the various aspects of their assigned country, including but not limited to its greetings, agreed upon dining manners, and family structure dynamics.
Students should copy all of the content of their country informational page into their Google Drive acct, and begin annotating and summarizing the content into smaller chunks. The project itself should be built in their Google Drive Presentation app.
*remember to adjust the page size to 8.5 X 11 in the "page set-up" under the "file" drop-down.
Please refer to samples of previous projects to get an idea for how the information can be laid out.
Once the Project Page is completed, each student will use this document - ( Etiquette Eval ).
After each student has compiled the basic elements of their country in caparison to 5 others, they will write a 3 paragraph essay to reflect what they have learned. Follow these directions on how to compile and write your essay - ( Essay Directions ).
Etiquette Category sheet - ( Question Category sheet )
Here is an example I made of the USA - ( USA sample )
The Objectives for the Project are: Given a country and an informational website address, students will be able to summarize into a single sheet the various aspects of their assigned country, including but not limited to its greetings, agreed upon dining manners, and family structure dynamics.
Students should copy all of the content of their country informational page into their Google Drive acct, and begin annotating and summarizing the content into smaller chunks. The project itself should be built in their Google Drive Presentation app.
*remember to adjust the page size to 8.5 X 11 in the "page set-up" under the "file" drop-down.
Please refer to samples of previous projects to get an idea for how the information can be laid out.
Once the Project Page is completed, each student will use this document - ( Etiquette Eval ).
After each student has compiled the basic elements of their country in caparison to 5 others, they will write a 3 paragraph essay to reflect what they have learned. Follow these directions on how to compile and write your essay - ( Essay Directions ).
Sample
Etiquette Informational sheet - ( Country Information sheet )Etiquette Category sheet - ( Question Category sheet )
Here is an example I made of the USA - ( USA sample )
Monday, November 10, 2014
Monday Nov 10th, Day 54
Etiquette Project and Culture Worksheets
Today students will use the class time to research their assigned country for the Etiquette Project. The directions for the project are here -( Project Directions ).
The Objectives for the Project are here: Given a country and an informational website address, students will be able to summarize into a single sheet the various aspects of their assigned country, including but not limited to its greetings, agreed upon dining manners, and family structure dynamics.
Students should copy all of the content of their country informational page into their Google Drive acct, and begin annotating and summarizing the content into smaller chunks. The project itself should be built in their Google Drive Presentation app.
*remember to adjust the page size to 8.5 X 11 in the "page set-up" under the "file" drop-down.
Please refer to samples of previous projects to get an idea for how the information can be laid out.
Etiquette Category sheet - ( Question Category sheet )
Here is an example I made of the USA - ( USA sample )
The Objectives for the Project are here: Given a country and an informational website address, students will be able to summarize into a single sheet the various aspects of their assigned country, including but not limited to its greetings, agreed upon dining manners, and family structure dynamics.
Students should copy all of the content of their country informational page into their Google Drive acct, and begin annotating and summarizing the content into smaller chunks. The project itself should be built in their Google Drive Presentation app.
*remember to adjust the page size to 8.5 X 11 in the "page set-up" under the "file" drop-down.
Please refer to samples of previous projects to get an idea for how the information can be laid out.
Sample
Etiquette Informational sheet - ( Country Information sheet )Etiquette Category sheet - ( Question Category sheet )
Here is an example I made of the USA - ( USA sample )
Thursday, November 6, 2014
Thursday and Friday Nov 6th & 7th Day 52 & 53
Culture Unit Starts Today
Today marks the first day of the Culture Unit. Students will be given the fist part of the class block to finish the Columbian Exchange mapping activity, but will then transition into the Culture Unit.Last thing is to watch Crash Course on the Columbian Exchange - ( youtube link)
One of the first things we did was watch Carol Dweck's talk about
having a Growth Mindset- ( Ted Talk )
and did a follow-up video on one of the study's Dweck group did - (Power of Praise)
Culture Unit Learning Objectives:
• Understand the defining attributes of culture• Culture is learned, shared, symbolic, all-encompassing, and integrated
• Understand the different divisions of culture and know the characteristics of each (High, Pop, Sub and Counter)
• Understand the difference between Ethnocentrism and Cultural Relativism and how both relate to viewing other cultures
• Understand the mechanisms of cultural change (Diffusion, Acculturation, etc)
• Understand rise of Western Civilization and historical influences
• Understand Globalization and forces behind it
• Understand xenophobia and the impact it has had on American Culture
• Understand culture traits, and symbols
• Understand norms, taboos, faux pas, mores, folkways, and the application of each
• Understand the different features of Western Culture vs Eastern Culture as it relates to Cultural Norms
The first worksheets students will fill-out is the Features of Culture - ( link to doc here )
The second worksheet will fill-out is Everyone has a culture ( link to doc here )
Etiquette Project Intro
Here are the directions to the assignment - ( Project Directions )
Here is the list of countries that have an etiquette informational sheet ( list of countries )
There are several examples in the class of previous students work on this assignment.
Tuesday, November 4, 2014
Tuesday and Wednesday Nov 4th & 5th Day 50 & 51
Today we went over the Mapping Test and updated assignment sheets. The curve was set as a 44, which means the "magic number" is 30 for this test. You have 1 week to re-take the test.
After the test we did our Gallery Walk of the Timeline Project. Students got a chance to see all of the timelines their classmates produced. It was a fierce competition but each class produced a Gold, Silver and Bronze winner. Now its time to see the overall winner of all classes.
Once the Gallery walk was finished we watched Carol Dweck's short video about open mindset vs closed mindset. Too many students have fixed mindsets regarding their abilities and tend to stop and throw up their hands when they encounter difficulties rather than persevering.
Columbian Exchange mapping activity:
The remainder of the period was spent starting the Columbian Exchange mapping activity.
World maps for activity - (Maps for Columbian Exchange Activity)
Here are the directions sheets for the activity, but you don't need to print them- (Directions)
Here are the directions sheets for the activity, but you don't need to print them- (Directions)
Monday, November 3, 2014
Monday Nov 3rd. Day 49
Mapping Test is today
Today is also the first day of the final 6 weeks of Semester 1.
All grades need to be checked for accuracy and any mistakes need to be addressed today. After today, no work form the previous 6 weeks will be eligible to be turned in late.
Follow these steps today:
1. Take the Mapping Test (and do well)
2. Get your chromebook and check your grade on-line
3. If you have a zero for any assignment, make sure you didn't send it as a "share" on your Drive acct. I had multiple students send me shared files. Those assignments need to be in a pdf format attached to an email (labeled so I know who it's coming from, which period you are in, and what assignment it is)
4. Make sure your timeline is available on your chromebook - we will do a gallery walk activity tomorrow to determine the winner.
For tomorrow:
Print out and bring with you these 3 world maps- (Maps for Columbian Exchange Activity)Here are the directions sheets for the activity, but you don't need to print them- (Directions)
Thursday, October 30, 2014
Thursday and Friday Oct 30th and 31st Days 47 & 48
Jeopardy for Monday's test here - ( jeopardy )
Columbian Exchange (day 3)
Today students will be given more time to finish their Columbian Exchange annotation as well as their Cartography Timeline Project
OBJECTIVES: Given primary source material, as well as summary material related to the Columbian Exchange, students will be able to annotate and clearly summarize information into a cohesive paragraph describing the cause and effects of the Columbus landing in 1492.
____________________________________________________________________
Here is a list of items and their due dates for this week:
Explorers Project: (was due by Wed, so its late at this point)
Timeline Project: Electronically submitted by Thursday (per 1,3,5) Friday (per 0,2)
We will play jeopardy in class Thursday and Friday, and I will post the jeopardy for review over the weekend.(Check back here on Friday for the Jeopardy review game pdf)
_____________________________________________________________________
OBJECTIVES: Given primary source material, as well as summary material related to the Columbian Exchange, students will be able to annotate and clearly summarize information into a cohesive paragraph describing the cause and effects of the Columbus landing in 1492.
Follow these steps:
1. Read the Columbian Exchange article and write a quick summary of what you read
2. Read the 2 intro articles
3. Read the Columbian Exchange article again, but this time annotate it
4. Fill-in the Graphic organizer
5. Fill-in the sentence frame sheet
6. Write a new Summary of the Article
Intro material
Read this short intro first -( Here ) then read this intro from Alfred Crosby ( Here ),Main Article
Columbian Exchange Article ( Here )Worksheets/Graphic Organizer
Use these printouts in class ( Here ) or use a separate piece of paper for each activity____________________________________________________________________
Here is a list of items and their due dates for this week:
Explorers Project: (was due by Wed, so its late at this point)
Timeline Project: Electronically submitted by Thursday (per 1,3,5) Friday (per 0,2)
We will play jeopardy in class Thursday and Friday, and I will post the jeopardy for review over the weekend.(Check back here on Friday for the Jeopardy review game pdf)
MAPPING TEST -Moved to Monday
______________________________________________________________________
Enjoy your "trick or treating"
Tuesday, October 28, 2014
Tuesday & Wednesday Oct 28th & 29th Day 45 & 46
Columbian Exchange
Today we will begin the Columbian Exchange article annotation.
OBJECTIVES: Given primary source material, as well as summary material related to the Columbian Exchange, students will be able to annotate and clearly summarize information into a cohesive paragraph describing the cause and effects of the Columbus landing in 1492.
____________________________________________________________________
Here is a list of items and their due dates for this week:
Explorers Project:
(per 1,3,5 ) Print out and bring Tuesday or finish Tuesday and bring Wed in your non-block day)
(per 0,2 ) Print out and bring Wed or finish Wed and bring Thursday in your non-block day)
Timeline Project: Electronically submitted by Thursday (per 1,3,5) Friday (per 0,2)
We will play jeopardy on the day of the test during the first part of the block schedule
_____________________________________________________________________
OBJECTIVES: Given primary source material, as well as summary material related to the Columbian Exchange, students will be able to annotate and clearly summarize information into a cohesive paragraph describing the cause and effects of the Columbus landing in 1492.
Follow these steps:
1. Read the Columbian Exchange article and write a quick summary of what you read
2. Read the 2 intro articles
3. Read the Columbian Exchange article again, but this time annotate it
4. Fill-in the Graphic organizer
5. Fill-in the sentence frame sheet
6. Write a new Summary of the Article
Intro material
Read this short intro first -( Here ) then read this intro from Alfred Crosby ( Here ),Main Article
Columbian Exchange Article ( Here )Worksheets/Graphic Organizer
Use these printouts in class ( Here ) or use a separate piece of paper for each activity____________________________________________________________________
Here is a list of items and their due dates for this week:
Explorers Project:
(per 1,3,5 ) Print out and bring Tuesday or finish Tuesday and bring Wed in your non-block day)
(per 0,2 ) Print out and bring Wed or finish Wed and bring Thursday in your non-block day)
Timeline Project: Electronically submitted by Thursday (per 1,3,5) Friday (per 0,2)
We will play jeopardy on the day of the test during the first part of the block schedule
_____________________________________________________________________
MAPPING TEST THURSDAY/FRIDAY
Monday, October 27, 2014
Monday Oct 26th Day 44
Finishing the History of Map Making
Today we will finish the History of Map Making presentation up to Columbus and Magellan. The remaining information on the presentation will be available on the presentation pdf found ( Here )
In preparation for tomorrow, please print out these 3 pages to be used in class ( Here )
Columbian Exchange Article ( Here )
Here is a list of items and their due dates for this week:
Modern Map Making article: Due today
Explorers Project:
(per 1,3,5 ) Print out and bring Tuesday or finish Tuesday and bring Wed in your non-block day)
(per 0,2 ) Print out and bring Wed or finish Wed and bring Thursday in your non-block day)
Timeline Project: Electronically submitted by Thursday (per 1,3,5) Friday (per 0,2)
We will play jeopardy on the day of the test during the first part of the block schedule
_____________________________________________________________________
Objectives for today: Presented with an informational presentation, students will be able to connect the various developments with the art of cartography and the extended travel expeditions of various explorers of the 15th and 16th centuries through a detailed timeline.
Columbus in the Bahamas
San Salvador Island
In preparation for tomorrow, please print out these 3 pages to be used in class ( Here )
Columbian Exchange Article ( Here )
Here is a list of items and their due dates for this week:
Modern Map Making article: Due today
Explorers Project:
(per 1,3,5 ) Print out and bring Tuesday or finish Tuesday and bring Wed in your non-block day)
(per 0,2 ) Print out and bring Wed or finish Wed and bring Thursday in your non-block day)
Timeline Project: Electronically submitted by Thursday (per 1,3,5) Friday (per 0,2)
We will play jeopardy on the day of the test during the first part of the block schedule
_____________________________________________________________________
MAPPING TEST THURSDAY/FRIDAY
______________________________________________________________________
Objectives for today: Presented with an informational presentation, students will be able to connect the various developments with the art of cartography and the extended travel expeditions of various explorers of the 15th and 16th centuries through a detailed timeline.
Columbus in the BahamasSan Salvador Island Friday, October 24, 2014
Friday Oct 24th Day 43
HOME COMING RALLY AND GAME
Today is Home Coming Rally schedule. The shortened period was used for students to work on their assignments and projects.
Here are the due dates of these items:
Modern Map Making Article - Due Monday
Explorers Project - Due end of 1st Day Block period (Tues/Wed)
Timeline Project - Due end of 2nd Day Block period (Thurs/Fri)
Mapping Test - will be Thurs/Fri of Next week. I plan on developing another Jeopardy game review to be played before the test.
Wednesday, October 22, 2014
Wednesday Thursday Oct 22nd & 23rd Day 41& 42
History of Map Making and the Explorers that use them
Today classes will continue with the History of Map Making presentation started in class last week.
The presentation will cover the historical events, people and technological developments of all things cartography. At the conclusion of the presentation students will be able to: Describe the evolution of map making advancements through various stages of development, listing the people and products developed through the various stages, and describe the role they played in mapping our world.
In addition to the presentation, students will be given time to work on their Timeline, the Modern Map Making article and their Explorers Project.
Monday, October 20, 2014
Tuesday Oct 21, Day 40
Today in class you should be working on a few things:
Navigation & Tools article and questions
Your Timeline Project (which should include information from the Navigators and Tools Article)
The next article Modern Map Making, link here ( Link ) as well as on yesterday's blog page
Or you can start doing research for the Explorers Project
i.e student sitting at seat 11 gets Juan Ponce de Leon. The directions for the project are listed on Yesterday's Blog page as well as the link to where you can find information about your explorer.
Links to various resources:
Explorers Project - Directions Page: ( Link )
Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )
Navigation & Tools article and questions
Your Timeline Project (which should include information from the Navigators and Tools Article)
The next article Modern Map Making, link here ( Link ) as well as on yesterday's blog page
Or you can start doing research for the Explorers Project
EXPLORERS PROJECT
The Explorers Project will assign an explorer 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 Juan Ponce de Leon. The directions for the project are listed on Yesterday's Blog page as well as the link to where you can find information about your explorer.
Links to various resources:
Explorers Project - Directions Page: ( Link )
Explorers Name and links to informational websites: ( Link )
Explorers Information website:( Link )
All about Explorers:( Link )
Notable Explorers: ( Link )
Conquistadors: ( Link )
Explorers assigned to your seat number (only periods 1, 3 & 5)
| 1- | Sir Francis Drake |
| 2- | Sir Walter Raleigh |
| 3- | Marco Polo |
| 4- | Ferdinand Magellan |
| 5- | Christopher Columbus |
| 6- | Francisco Pizarro |
| 7 | -Amerigo Vespucci |
| 8- | Vasco Nunez de Balboa |
| 9- | Vasco da Gama |
| 10 | -Sir Humphrey Gilbert |
| 11- | Juan Ponce de Leon |
| 12- | Sir Richard Grenville |
| 13 | -Sir John Hawkins |
| 14 | Francisco Vasquez de -Coronado |
| 15 | -Sir Martin Frobisher |
| 16 | -Hernando De Soto |
| 17- | Sir Richard Hawkins |
| 18 | -Hernando Cortes |
| 19 | -Bartolomeu Dias |
| 20 | -Pedro Alvares Cabral |
| 21 | -Giovanni da Verrazzano |
| 22- | Gaspar Corte Real |
| 23- | John Cabot |
| 24- | Sebastian Cabot |
| 25 | -Jacques Cartier |
| 26 | -Henry Hudson |
| 27 | -Jacques Marquette |
| 28 | -Samuel de |
| 29 | -Cabeza de Vaca |
| 30 | -Panfilo de Narvaez Spanish |
| 31 | -Fray Marcos de Niza |
| 32 | -Alonso Alvarez de Pineda |
| 33 | -Juan de Onate Spanish |
| 34 | -Lucas Vazquez de Ayllon |
| 35 | -Juan Rodriguez Cabrillo |
| 36 | -Louis Joliet |
Monday Oct 20th Day 39
Explorers Project
Here is the link to the Jeopardy game we played in class as a review for the test - (Jeopardy)
Today we assign students their Explorer for the Explorers Project - (Direction sheet)
In addition, the timeline project is continuing this week. Contributing to the info on your timeline is the Modern Map Making article (Article Link here) be sure to answer the questions at the end and add the info to your timeline.
We also went over the test results for the Lat/Long/Seasons test. The curve was a 55, and the magic number (to not re-take the test) was a 41. Remember, you have 1 week to re-take the test.
Wednesday, October 15, 2014
Thursday & Friday Oct 16th & 17th Day 37,38
Latitude/Longitude/Seasons
Today we will review the materials for the Latitude/Longitude/Season test, before we actually take the test during the Block time period.
Objectives: Separated into 3 groups, student will work cooperatively assisting team members to determine the correct answer to possible test questions.
We will start the class playing jeopardy as a review game.
The test will cover all the material we learned about Longitude and Latitude (including determining the the distance in miles between lines,figuring out scale, knowing the significant lines of Latitude and Long, etc) as well as Seasons (the dates of the seasons, the locations of direct and indirect rays of the sun and the impact that has on weather and daylight) and lastly Time Zones (the way time is determined, and how to add or subtract time based on the location of a city).
One of the sources of information for this test came from the Seasons ppt -
get the PowerPoint version here (PowerPoint version)
get the PDF version here (PDF version)
When students finish the test, they should continue to work on their Map Making Timeline, or the Navigators and Tools article.
Tuesday, October 14, 2014
Tuesday & Wednesday Oct 14th &15th Days 35, 36
Island Project/Article/Timeline
Today students will work on their Island project, the Early Map Making Article, and the Navigators & Tools Article.
OBJECTIVES:
- Given and article covering historical Explorers and the tools they used for navigation, students will be able to describe using a summary format, the various advancements in exploration technology, and the effect those advancements had on the distance, duration and accuracy of travel.
Navigators and Tools -
ABSTRACT: Upon completion of this article student will be able to describe, using a summary format (answering the questions), the various advancements in exploration tools/technology, and the effect those advancements/tools had on the distance, duration, and accuracy of travel. In addition, students will be able to list in a timeline format the various people that played a major role in the advancement of cartography and exploration - (Article and Questions)
Timeline -
Begin the process of making a timeline of events, people and advancements in cartography and exploration. Use the Google Drive Presentation tools to include: a line, pictures of people, tools,etc and a brief description of what the item is or who the person was, and what impact they had on the history of mapping.- (Timeline directions )
exampleSunday, October 12, 2014
Monday Oct 13th Day 34
HISTORY OF MAP MAKING
Today students will be introduced to the History of Map Making.
OBJECTIVES:
- students will be able to describe in detail using a historical timeline the various advancements in the art of cartography from early Babylonian Society to modern day.
-Given a chromebook with the Google Drive applications loaded and working, students will be able to construct a historical timeline of map development, including significant events of exploration.
Today's History of Mapping presentation - (PowerPoint version)
(PDF version)
TEST
There will be a test this week (Thursday/Friday) on Season/Latitude and Longitude/and Time Zones.
We will have a review activity on Tuesday/Wed as part of that block.
Wednesday, October 8, 2014
Thursday and Friday Oct 9th & 10th Days 33, 34
HISTORY OF MAP MAKING
Today students will continue on their island activity for the Cartographer project. In addition, we will watch the West Wing episode regarding the use of the Mercator Projection vs the Peterson Projection.
Students will be given an opportunity to compare the two maps and draw conclusions regarding their differences. In addition students will get the "early Map making article and will be given time to read and complete the questions to further their understanding of the history of Cartography.
OBJECTIVES:
-Given a first hand account of an explorer visiting a new land, students will be able to draw to scale a accurate depiction of the island, place it within the stated lines of Latitude and Longitude and describe the appropriate vegetation and animal life that would occur on such an island.
-Given an article describing the early developments of Cartography, students will be able to accurately analyze and answer text dependent questions to demonstrate understanding of the articles content.
Mercator vs Peters
West Wing on Mercator vs Peters - (watch the video)Mercator vs Peters Projections -website animation - (watch the animated debate)
Original "Blue Marble" picture taken from the moon - (Orientation?)
Reading Assignment on Early Map Making
Early Map Making article - (Article and Questions)Early Map Making article - (Student answer sheet)
 |
| Oldest Known Map |
 |
| Ptolemy's world map |
Tuesday, October 7, 2014
Tuesday-Wednesday Oct 7th, 8th Day 31, 32
Introduction to the Unit
We are beginning our Unit on 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 and outcomes:
*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.
 |
| Does this look very accurate? |
Monday, October 6, 2014
Monday Oct 6th
Journal Writing
What did you do over the break
Objectives:
Given a scavenger hunt directions sheet with multiple latitude and longitude coordinates, students will be able to find the locations listed and spell out the location of the hidden treasure with 100% accuracy.
Scavenger Hunt directions sheet - ( scavenger hunt )
Test your knowledge -
Latitude and longitude practice site - ( fun practice)Map Coordinates Practice - ( fun practice )
Time Zones practice site - ( fun practice )
Monday, September 29, 2014
Thursday, September 25, 2014
Thursday and Friday Sept 25th and 26th Day 27, 28
OBJECTIVES:
Given a Compare Contrast article, students will be able to annotate the article identifying its Key Details, Major Quotes, Vocabulary, and General Concepts with 100% accuracy
Today's activities will be using a Comparison Contrast article about the Tropical Rainforest and the Tropical Savanna. The article will serve as a template for future annotation activities. I will annotate the article and students will write-in the annotations in the margin provided.
Once we have finished the lesson, students will apply the new formatting process to an article provided in the next class period.
Given a Compare Contrast article, students will be able to annotate the article identifying its Key Details, Major Quotes, Vocabulary, and General Concepts with 100% accuracy
Today's activities will be using a Comparison Contrast article about the Tropical Rainforest and the Tropical Savanna. The article will serve as a template for future annotation activities. I will annotate the article and students will write-in the annotations in the margin provided.
Once we have finished the lesson, students will apply the new formatting process to an article provided in the next class period.
Tuesday, September 23, 2014
Tuesday and Wed Sept 23rd and 24th Day 25, 26
Today's Objectives are to make progress on the vegetation chart, start the activities of Lat and Long, and work on the Time Zone project.
OBJECTIVES:
Given a list with 24 separate locations, students will be able to plot their respective clock times with 100% accuracy on a pinwheel chart.
Given a detailed vegetation presentation/resource, students will be able to list appropriate details within pre-determined categories spreadsheet for the various climates around the world, with 100% accuracy.
Resources for today:
Time Zone Project - Time Zone Project
Lat/Long Activities - Act 1, Act 2, Act 3, Act 4, Act 5, Act 6
Biomes/Vegetation presentation - Chart info
Biomes/Vegetation presentation - Seasons
OBJECTIVES:
Given a list with 24 separate locations, students will be able to plot their respective clock times with 100% accuracy on a pinwheel chart.
Given a detailed vegetation presentation/resource, students will be able to list appropriate details within pre-determined categories spreadsheet for the various climates around the world, with 100% accuracy.
Resources for today:
Time Zone Project - Time Zone Project
Lat/Long Activities - Act 1, Act 2, Act 3, Act 4, Act 5, Act 6
Biomes/Vegetation presentation - Chart info
Biomes/Vegetation presentation - Seasons
Sunday, September 21, 2014
Monday Sept 22nd Day 24
Today is the first Day of Fall (officially the Autumnal Equinox)
Today we will introduce the 4 seasons our world experiences, and the relationship the lines of Latitude have in those events.
OBJECTIVES:
Given a blank globe, students will be able to identify the major lines of Latitude and the role they play in the changing of seasons.
Given a blank globe, students will be able to identify and list the major lines of latitude, the dates at which the direct rays of the sun hit those lines, and the seasons that begin/end on those dates in both the Northern and Southern hemispheres, with 100% accuracy.
Today we will introduce the 4 seasons our world experiences, and the relationship the lines of Latitude have in those events.
OBJECTIVES:
Given a blank globe, students will be able to identify the major lines of Latitude and the role they play in the changing of seasons.
Given a blank globe, students will be able to identify and list the major lines of latitude, the dates at which the direct rays of the sun hit those lines, and the seasons that begin/end on those dates in both the Northern and Southern hemispheres, with 100% accuracy.
Thursday, September 18, 2014
Thursday Friday Sept 18th,19th Day 24-25
Today's Objective:
SWBAT: format and input data into a spread sheet to accommodate the climate zones presentation.
How to format a spreadsheet using Drive - (Making a spreadsheet)
Print out these maps - Maps. The keys to the maps only need to be viewed and do not need to be printed-out. Vegetation Key and this one Rainfall Key and this one Temperature Key
HW/Classwork - Biomes Chapter in your Google Classroom acct - write up answers and submit to classroom. Biomes Chapter Read and Questions
SWBAT: format and input data into a spread sheet to accommodate the climate zones presentation.
How to format a spreadsheet using Drive - (Making a spreadsheet)
Print out these maps - Maps. The keys to the maps only need to be viewed and do not need to be printed-out. Vegetation Key and this one Rainfall Key and this one Temperature Key
HW/Classwork - Biomes Chapter in your Google Classroom acct - write up answers and submit to classroom. Biomes Chapter Read and Questions
Monday, September 15, 2014
Tuesday-Wed Sept 16th 17th Day 22 & 23
The Unit we are starting will cover a few related topics and will involve a Biomes project. We will cover Latitude and Longitude, Seasons, and Biomes.
Here are the Instructional Objectives:
SWBAT (Know and Do):
* Show evidence of knowledge of the various plants that grow within each biome
* Identify the climate of each biome including the rainfall averages and temperature fluctuations throughout the year
* Show evidence of the ability to read a climograph
* List various countries along low attitude, mid latitude, high latitude, and mountainous biomes.
* Describe characteristics (Climate, vegetation, human use, products,etc) that are developed or cultivated from each biome.
* Understand the relationship between the environmental factors and the plants and animals within a biome.
How to format a spreadsheet using Drive - (Making a spreadsheet)
Print out these maps - Maps as well as these keys Vegetation Key and this one Rainfall Key and this one Temperature Key
______________________________________________________________________
Resources for this unit are listed below
Calif Hist and Geog site ( resource site )
Biomes site -(types of biomes)
World Climates (World Climates )
How to build a climograph - ( build climograph )
Biomes resource site - (PBS interactive)
Great resource that can be used for the Biomes Project - (What makes a good Poster )
How to conduct research - ( How to do research )
How to cite a source -(citing research)
another link for citing - ( Cited sources - how )
evaluation and citing - ( Eval and Citing )
How to create a decision Matrix - ( How to make a group decision )
Project idea site - (Project Ideas )
On-line book resource - (source)
Here are the Instructional Objectives:
SWBAT (Know and Do):
Latitude/Longitude section:
* The student, when requested, will identify at least 10 places on a blank world map using the given latitude and longitude points to the nearest minute degree with.
* The student, when requested, will identify the latitude and longitude points, as well as hemisphere designation of at least 10 places on a blank world map to the nearest minute degree.
* The student will be able to show evidence of the ability to identify the major lines of latitude (by name and degree) on a blank world map.
* The student will be able to identify the correct time of any city on the earth if given the correct starting time of any other city.
Seasons Section:
* Students will be able to list the dates and lines of latitude the direct rays of the sun is hitting at the beginning of each season for both Northern and Souther Hemisphere's
* Students will be able to explain the "Longest day of the year" and the
Shortest Day of the year"
Biomes Section:
* Identify the nine different biomes by name and characteristics* Show evidence of knowledge of the various plants that grow within each biome
* Identify the climate of each biome including the rainfall averages and temperature fluctuations throughout the year
* Show evidence of the ability to read a climograph
* List various countries along low attitude, mid latitude, high latitude, and mountainous biomes.
* Describe characteristics (Climate, vegetation, human use, products,etc) that are developed or cultivated from each biome.
* Understand the relationship between the environmental factors and the plants and animals within a biome.
How to format a spreadsheet using Drive - (Making a spreadsheet)
Print out these maps - Maps as well as these keys Vegetation Key and this one Rainfall Key and this one Temperature Key
______________________________________________________________________
Resources for this unit are listed below
Calif Hist and Geog site ( resource site )
Biomes site -(types of biomes)
World Climates (World Climates )
How to build a climograph - ( build climograph )
Biomes resource site - (PBS interactive)
Great resource that can be used for the Biomes Project - (What makes a good Poster )
How to conduct research - ( How to do research )
How to cite a source -(citing research)
another link for citing - ( Cited sources - how )
evaluation and citing - ( Eval and Citing )
How to create a decision Matrix - ( How to make a group decision )
Presentation Rubric - (Multimedia Rubric)
Project idea site - (Project Ideas )
On-line book resource - (source)
Thursday, September 11, 2014
For Monday Sept 14th Day 21
Below are the class codes for Google Classroom.
Make sure you put in the right code for the class you are in
Zero Period = pm5j0b
1st Period = ycuor1s
2nd Period = 0b7qf2p
3rd Period = bo8wqxi
5th Period = q3f8k4
Go to www.google.com/classroom
click the "Join Classroom" button and put in the appropriate class code
Tuesday, September 9, 2014
Tuesday and Wednesday Sept 9th and 10th Day 19 and 20
Google Classroom code - lkesrxh
Today and tomorrow are work days to continue with the Fairy Take Project. Students should have finished their questionnaires and sent them to me via PDF/email OR turned them in to the class tray.
The Fairy Tale project is due by Midnight Wed the 10th.
As a reminder we will have our fist quiz/test on the 5 Themes of Geography on Thursday/Friday based on your block day.
Today and tomorrow are work days to continue with the Fairy Take Project. Students should have finished their questionnaires and sent them to me via PDF/email OR turned them in to the class tray.
The Fairy Tale project is due by Midnight Wed the 10th.
As a reminder we will have our fist quiz/test on the 5 Themes of Geography on Thursday/Friday based on your block day.
Monday, September 8, 2014
Monday Sept 8th Day 18
- In your journals/composition books, please answer this question
Warm-Up Activity
What have you found to be the most difficult part of the Fairy Tale project so far?
- Get with your 5 themes group and make sure you have shared each poster within the group. Someone make a slide at the beginning that lists the group members names and which themes poster they built. Save that 6 slides as 1 pdf and email it to me. The title just needs to be your period and the term 5 themes poster project. If you decided to print out your poster, simply turn it in.
- Make sure you include the 5 Themes when you are re-writing the Fairy Tale, and make sure they are really obvious when mentioned. i.e. if the story includes a passage about the PHYSICAL CHARACTERISTICS of PLACE (such as a desert) make sure you have a picture/drawing of a desert. If the story involves a windmill or water wheel (HUMAN ENVIRONMENTAL INTERACTION) make sure there is a picture/image/drawing of it.
- Steps to take today:
- * Get connected with your 3 o'clock partner make sure you are finished with your questionnaire. Each person will submit a questionnaire to me.
- * Begin/continue re-writing your story. Make sure to include images of the 5 themes as they relate to your story
- * Remember to make a cover to your Fairy Tale story, this is where your title should go as well as the names of the 2 students who have worked on it.
The Fairy Tale Project will be due on Wed before Midnight.
- Here is the Assignment description - ( Fairy Tale Directions ) The 2nd page of this doc contains a list of famous Fairy Tales
- Here is the Questionnaire which must be filled-in - ( Questionnaire ), Copy the questions and paste them into your Drive onto a blank Document page. Answer the questions on your document. Once finished, print out the document and bring it to class for Monday. You will both need to submit a finished questionnaire sheet when the project is finished.
- Here is a resource to help fill-in your questionnaire - ( Culture Gram ) these Culture Grams contain lots of information that can be used inside of your story to make it accurate to the country in which the Fairy Tale is happening. In addition, you can use the web to find additional sites to help fill-in the questionnaire.
Today's Objectives and Outcomes:
- Students will be able to:
1) Apply the 5 themes to a traditional Fairy Tale replacing the elements of the story with appropriate elements from a different area/country
2) Show evidence of their understanding of the 5 themes of Geography by uses examples to describe features within the story.
3) Build a "Story Book" telling a Fairy Tale within the contexts of a different culture
4) Present their "updated" Fairy Tale to the class.
Wednesday, September 3, 2014
Thursday and Friday Sept 4th and 5th Day 16 &17
- In your journals/composition books, please answer this question
Warm-Up Activity
What is your favorite Fairy Tale, and Why is it your favorite.
By the end of this period, you should have your 5 Themes poster finished and formatted the same as the rest of your group. Be ready to turn it in on Monday.
You should also have decided on a Fairy Tale with your partner ( we are using 3 o'clock partners for this project), and have most of the Questionnaire finished (Zero Period will have until the end of the period Friday, but 1,3,& 5th period should have their questionnaires done by today.
If you finish the questionnaire, start writing the new version of your Fairy Tale. (A list of Fairy Tales is located on page 2 of the assignment sheet located below)
- Steps to take today:
- * Get connected with your 3 o'clock partner and review the list of Fairy Tales and decide which one you want to "re-write" in a new location
- * Research the web and the Culture Gram Site (link below) for information to fill-in the 5 themes questionnaire (questionnaire located below)
- * Copy the questionnaire into your Google Drive and fill-in the questionnaire with the appropriate information from your new location (use a country for new location, not a city or fictitious place)
- * Use the information on the questionnaire to re-write your Fairy Take making sure you mention examples of the 5 themes (i.e. describe some of the Human Characteristics of your place, as well as some of the Physical Characteristics)
- * Decide what medium (paper based, hand drawings, etc, OR presentation tool, clip art, etc)
- What would the Aladdin story be if it were to have happened in Korea, or Japan, or Southern Africa?
- Here is the Assignment description - ( Fairy Tale Directions ) The 2nd page of this doc contains a list of famous Fairy Tales
- Here is the Questionnaire which must be filled-in - ( Questionnaire ), Copy the questions and paste them into your Drive onto a blank Document page. Answer the questions on your document. Once finished, print out the document and bring it to class for Monday. You will both need to submit a finished questionnaire sheet when the project is finished.
- Here is a resource to help fill-in your questionnaire - ( Culture Gram ) these Culture Grams contain lots of information that can be used inside of your story to make it accurate to the country in which the Fairy Tale is happening. In addition, you can use the web to find additional sites to help fill-in the questionnaire.
Today's Objectives and Outcomes:
- Students will be able to:
1) Apply the 5 themes to a traditional Fairy Tale replacing the elements of the story with appropriate elements from a different area/country
2) Show evidence of their understanding of the 5 themes of Geography by uses examples to describe features within the story.
3) Build a "Story Book" telling a Fairy Tale within the contexts of a different culture
4) Present their "updated" Fairy Tale to the class
Tuesday, September 2, 2014
Tuesday-Wed Sept 2nd, 3rd Day 14 & 15
- The assignment sheet can be found below.
- Directions for how to make your presentation portrait rather than landscape can be found here (link). All members of your group should have their posters oriented the same way either all portrait or all landscape.
- Today's task:
- * work as a group to decide the formatting of the posters
- * begin to research the theme to find pictures to be used
- * save those images to your drive and put them in an images folder
- * begin to build your individual poster on your assigned theme
- If everyone in the group finishes building their poster, make sure the formatting is the same for all posters, and collectively make changes where necessary.
- The assignment sheet for the project can be found here ( 5 themes assignment sheet ).
Monday, September 1, 2014
Monday Labor Day Holiday
No school in honor of Labor Day.
Labor Day, the first Monday in September, is a creation of the labor movement and is dedicated to the social and economic achievements of American workers. It constitutes a yearly national tribute to the contributions workers have made to the strength, prosperity, and well-being of our country.
Labor Day, the first Monday in September, is a creation of the labor movement and is dedicated to the social and economic achievements of American workers. It constitutes a yearly national tribute to the contributions workers have made to the strength, prosperity, and well-being of our country.
Friday, August 29, 2014
Friday Day 13
Today's Objectives and Outcomes:
- Students will be able to:
1) Research information on their assigned Theme
2) Work collaboratively with their assigned group to create a consistent formatted poster
3) Share a presentation document across 5 people
4) Build a poster displaying 1 of the 5 themes of Geography
Warm-Up Activity
Describe a Perceptual Region of the USA where you WOULDN'T fit-n
- Each student will be assigned to a group and each group will work collaboratively to develop a consistent theme for their project including type face style, size, color schemes, etc. The assignment sheet for the project can be found here ( 5 themes assignment sheet ). Once each group is finished with their project, they will present their poster page to the class (each student presenting their own poster) demonstrating their newly acquired presentation skills they developed last week in their 8 slide assignment.
- Today's task:
- * work as a group to decide the formatting of the posters
- * begin to research the theme to find pictures to be used
- * save those images to your drive and put them in an images folder
Wednesday, August 27, 2014
Wednesday and Thursday Day 11,12
Today's Objectives and Outcomes:
- Students will be able to:
1) Assign relative and absolute location
2) Determine the significant characteristics of "place"
3) Describe a region in terms of culture, physical features, trade, industry
4) List reasons why migrations and trade are key events
5) Explain two significant human-environment interactions
Warm-Up Activity
Describe the unique characteristics that make Almaden and a distinctive PLACE
The first part of the 5 Themes of Geography will be to view and take notes on a PowerPoint presentation. ( presentation ) Students will be required to take notes using the 3-column Cornell notes technique ( 3 column notes ). Once the presentation has been finished, students will be assigned one of the 5 themes and an assignment to use their newly acquired skills from Google Drive Presentations to make a single slide informational "poster" of their theme. Each student will be assigned to a group and each group will work collaboratively to develop a consistent theme for their project including type face style, size, color schemes, etc. The assignment sheet for the project can be found here ( 5 themes assignment sheet ). Once each group is finished with their project, they will present their poster page to the class (each student presenting their own poster) demonstrating their newly acquired presentation skills they developed last week in their 8 slide assignment.
Homework: Read Chapter 1.1 (pages 35-42) Define key terms and answer all questions on page 42 (#1-6)- Due FRIDAY 29th of Aug
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