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Jan. 5, 2008 Began unit on European Union (Chapter 14). Simulated the idea with Preview 14 in the Interactive Notebook (page 104) in which we imagined the advantages and disadvantages of removing neighborhood fences and having community yards. Homework - Geoterms on page 105 in Interactive Notebook Dec. 19, 2008 Students completed the open response and turned it in. Homework - none Dec. 18, 2008 Reviewed pages 112-114 in Interactive Notebook. Students began writing the open response in class. Homework - none Dec. 17, 2008 3rd and 7th hours - Reviewed pages 112 and 113 in the Interactive Notebook. Completed page 114 as classwork/homework Remainder of periods had no class today. Dec. 16, 2008 Snow Day Dec. 15, 2008 Looked at three typical shapes of population pyramids displayed by three countries. Discussed how the bottom of the pyramid predicts rapid, slow or negative growth. Looked at causes of negative growth (as shown in Europe) and problems that result from loss of population. Homework - 2nd hour - Interactive Notebook pages 112-114 3rd through 8th hour - Interactive Notebook pages 112-113 Dec. 12, 2008 Took map quiz. In some cases, worked to finish construction of pyramids and answers to questions about them. Homework - none Dec. 11, 2008 Reviewed for map quiz tomorrow. Began constructing population pyramids in groups and answering questions about them regarding the key terms. Homework - map quiz tomorrow Dec. 10, 2008 Reviewed the political and physical maps for quiz Friday. Study maps were completed by students on pages 102 and 103 of the Interactive Notebook. Reviewed the elements of populations and pyramids and introduced the terms: life expectancy, total fertility rate, replacement rate and dependency ratio. Homework - Map quiz on Friday Dec. 9, 2008 Reviewed the physical map of Europe for quiz Friday. Learned about the elements of population pyramids, the three basic types and how they give a picture of future growth or decline in population in a country. Did an exercise on page 110 of Interactive Notebook where students matched pictures of the typical populations in four American cities and which population pyramids matched each one. Homework - none. Map quiz on both political and physical on Friday. Dec. 8, 2008 Began our new unit study on Europe by locating countries through clues provided by students. Students received a half sheet with political and physical locations. We discovered the countries through the clues and numbered them on the Interactive Notebook map on page 103. Numbers 25-30 are cities. Students completed the physical map for homework. Homework - Political map of Europe if not finished. Complete page 103 in the Interactive Notebook using page 208 of Geography Alive. Physical map of Europe. Complete page 102 of Interactive Notebook using page 204 of Geography Alive. Dec. 5, 2008 Took Mexico City Spatial Inequality quiz. Took up folders for grading Homework - none Dec. 4, 2008 Checked study guide sheet that was last night's homework then reviewed for the quiz tomorrow. Besides the study guide to review, students should also study the Mexico City Tour Sheet that we filled out Tuesday and Wednesday. We reviewed the material in a game activity in class today. Homework - Spatial Inequality in Mexico City Quiz tomorrow Turn in Social Studies Folder for grade Social Studies folder table of contents 1. Mr. Calvert's 14 Points 8. Landform Map 18. Urban Sprawl Open Response 22. Physiographic Map of Latin America 23. Mapping Questions 24. Bell Ringer 10/20-24 25. Bell Ringer 10/27-31 26. Migration Open Response and Multiple Choice (Lost Boys) 27. Latin America Physical Map Quiz 28. Bell Ringer 11/3-7 29. Immigration Writing Piece Prompt 30. Immigration Writing Piece Outline 31. Bell Ringer 11/10-14 32. Demographic Definitions 33. History Alive Tour of Mexico City 34. Bell Ringer 11/17-21 35. Amazon Open Response and Multiple Choice 36. Study Guide for Mexico City (Spatial Inequality) Dec. 3, 2008 Handed back graded papers today and did a folder check for all papers that belong in folder when folders are handed in for a grade on Friday. The table of contents is below. We supplemented our virtual tour of Mexico City by reading about spatial inequality on pages 141-147 (Chapter 9) of Geography Alive. I handed out a study guide for the reading which is homework. Homework - Study Guide for Mexico City Dec. 2, 2008 Finished the virtual tour of Mexico City today and turned in tour sheet for homework grade (except in period 2). Homework - Rewrite of Open Response Question on Latin America demographics due tomorrow. Dec. 1, 2008 Began virtual tour of Mexico City to learn about how elements of culture define certain groups of people. We will also study spatial inequality within one of the largest cities in the world and the problems it can cause. We completed half the tour today. Homework - none Nov. 25, 2008 Worked on open response for Latin America demographics and turned it in. Nov. 24, 2008 2nd, 3rd, 8th - Completed demographic graphs of Latin American country. Will go over analysis sheet before open response tomorrow. 5th - Competed demographic graphs and analysis sheet. Will briefly review before open response tomorrow. 7th - Competed demographic graphs and most of analysis sheet. Will briefly review before open response tomorrow. Homework - Immigrant letter for those who haven't finished Nov. 21, 2008 Finished typing immigrant letters. Some students were able to complete the Latin America demographic graphs which we will use to contrast and compare next week. Homework - finish immigrant letters if not completed Nov. 20, 2008 Typed immigration letters in the lab. We will have one more day to type tomorrow. Homework - Catch up on immigration writing if needed Nov. 19, 2008 Finished the immigration drafts and handed them in. Students also were assigned a Latin American country and in pairs were to graph demographic data on those countries so we could make contrasts and comparisons. Homework - You're behind if you're still working on the immigration paper. We're typing it in the lab tomorrow. Nov. 18, 2008 Homework - be ready to complete rough draft of immigrant paper in class tomorrow. Bring colored pencils. Nov. 17, 2008 Worked on second paragraph of the immigration paper. Homework - second paragraph. Nov. 14, 2008 Turned in the weekly bell ringers today. Turned in Amazon open response and multiple choice Distributed outline for letter to the editor and persuasive essay on immigration. Highlighted important information and possible "hooks" in the notes collected from three days of lab. Wrote the first paragraph. Students in periods 5,7,8 turned their first paragraphs in today. Those in period 2 started their paragraphs and in period 3 had the paragraph for homework. Homework - Period 3 - Immigration paper first paragraph Nov. 13, 2008 Amazon open response and multiple choice take-home assignment is due Friday. We completed research in the lab today for our immigration writing piece. Homework - Amazon open response and multiple choice take-home assignment Nov. 12, 2008 Handed out Amazon open response and multiple choice take-home assignment that is due Friday. Went to lab to continue research on immigration paper. Homework - Amazon open response and multiple choice take-home assignment due Friday. Nov. 11, 2008 Students went to the lab today with a list of websites to research for their immigration paper. They told me at the end of class which type of letter they would write about from the list I gave them on Monday. We will continue researching through Thursday. Homework - 7th period only - pg. 94 of the Interactive notebook Nov. 10, 2008 2nd, 3rd periods - Passed out the directions for writing the immigration transactive piece that will be placed in the student portfolio this year. We will research Tuesday-Thursday of this week, do the drafting process Friday-Wednesday of next week and type the rough draft next Thursday and Friday. When Team 1 transitions to the writing teacher (Ms. Powell) after Christmas, the pieces will be given a final draft. Homework - Complete page 94 in Interactive Notebook 5th period - Read about solutions to land-use conflict in the Amazon. Homework - Complete page 94 in Interactive Notebook 7th Period - Completed Amazon group interviews. Homework - Complete page 94 of Interactive Notebook 8th Period - Passed out the directions for writing the immigration transactive piece that will be placed in the student portfolio this year. We will research Tuesday-Thursday of this week, do the drafting process Friday-Wednesday of next week and type the rough draft next Thursday and Friday. When Team 1 transitions to the writing teacher (Ms. Powell) after Christmas, the pieces will be given a final draft. Homework - none Nov. 7, 2008 Completed mock interviews with residents of the Amazon. Took notes on page 92 and 93 of the Interactive Notebook about the groups. In most classes had time to informally quiz them with statements made by a mystery group, They had to guess the rainforest group that would make such a statement. Homework - none Nov. 6, 2008 Researched each of six groups of people who live/work in the Amazon. Assigned each rainforest group to one student group of four. They conducted mock interviews with the six different residents to find out what they do and what they want in the face of deforestation of the Amazon. Didn't finish presenting in any classes. Nov. 5, 2008 Reviewed examples of open response pieces done on "Lost Boys of Sudan". Gave students chance to elevate their grade by correcting both the open response and multiple choice questions. Homework - redos due tomorrow Nov. 3, 2008 Reviewed the Geoterms on page 91 of Interactive Notebook and watched video of the "Impact of Deforestation on the Amazon Rainforest". Students completed an exit slip on positive and two negative results of deforestation, which was our learner outcome for the day. Homework - Students who went on Salato trip and who were absent Friday take the physical map test on Wednesday. Oct. 31, 2008 Took physical and political map quizzes. Assigned to read pages 177-179 in Geography Alive and complete the Geoterms on page 91 in the Interactive notebook. Homework - Geoterms on page 91 of Interactive Notebook Oct. 30, 2008 We reviewed the physiographic map of Latin America and went to the lab to "test out" of the political map quiz tomorrow. Students had a chance to drill and practice the location of countries in Latin America until they mastered it. I set 75 percent as a goal, but most mastered it at 100 percent. Those who did not complete the political drill and practice will need to take both the political and physical map quizzes tomorrow. Homework - Physical and Political Map Quiz tomorrow on Latin America. Study guide is your Latin America Physiographic Map (page 22 in folder) and the Latin America Political Map on page 71 of the Interactive Notebook. Students can also study page 136 of Geography Alive. Oct. 29,2008 We finished reviewing the physical features of Latin America on their Mapping Questions sheet and their Latin America Physiographic Map sheets. We identified them on the map and, in most classes viewed the locations on powerpoint. We also located the countries they should know on the political map on page 71 of their Interactive Notebook. We will have a quiz on both physical and political on Friday, unless they can improve their scores enough in the review tomorrow to warrant bypassing the political test. Homework - Study political and physical maps for quiz Friday. Oct. 28, 2008 We reviewed the physical features of Latin America from the previous night's homework assignment and I assigned the second half of the sheet for tonight. We will be having a quiz over physical and political features on Friday. Homework - Mapping Questions 11-20 for Latin America Physiographic Map. Once you've found the the answer write it next to the question. Then write one fact about the feature. You may find it in your GA book, the blue book in class or another resource. Then, use the key on the map and use a colored pencil to color in the key feature and label the name of it in its correct location on the map. Use maps on pages 132 of Geography Alive or pages 183 and 229 of the blue book. Oct. 27, 2008 We began a study of Latin America today by looking at the physical features. Students received a map and mapping questions. We also cleaned out our folders and kept only the papers listed in the Table of Contents below. Homework - Complete Mapping Questions 1-10. Once you've found the the answer write it next to the question. Then write one fact about the feature. You may find it in your GA book, the blue book in class or another resource. Then, use the key on the map and use a colored pencil to color in the key feature and label the name of it in its correct location on the map. Use maps on pages 132 of Geography Alive or pages 183 and 229 of the blue book. Table of Contents for folder 1. Mr. Calvert's 14 Points 8. Landform Map 18. Landform Terms 22. Physiographic Map of Latin America 23. Mapping Questions 24. Bell Ringer 10/20-10/24 Oct. 24, 2008 We took a quiz over immigration in the United States and completed an open response question. We also turned in our weekly bell ringer. Homework - none Oct. 23, 2008 We finished the immigrant interviews today and began reading about the immigrants' impact on the United States and emigrants impact on the country they left (pages 124-127 in Geography Alive, Sections 8.5 and 8.6). We will have a quiz tomorrow over Chapter 8. The study guide will be the homework assignment plus review of terms on page 121 of Geography Alive. Homework - Page 68 of Interactive Notebook. Study terms on page 121 of Geography Alive. Oct. 22, 2008 We presented the immigrant interviews today. Homework - remainder of class prepare for immigrant interviews Oct. 21, 2008 Began immigrant interview preparation. Each student pair received a biography of an immigrant to this country. They were then supposed to answer push-pull questions about the immigration and then rehearse an interview with the immigrant to be done on microphone tomorrow. Homework - rehearse interviews Oct. 20, 2008 All classes today took the KIP survey during the period. There was no homework. Oct. 10, 2008 Today we used our calculations from yesterday's water runoff lesson to answer an open response dealing with comparisons of runoff from developed and non-developed areas. Homework - none, except to finish open response Oct. 9, 2008 Mr. Brian Radcliffe from UK and the Tracy Farmer Center talked about water runoff from undeveloped and developed lands and we made some astounding calculations of how much more water runoff (water that doesn't percolate into the soil) there is for developed lands. he then took us outside and showed us how to use the GPS system to measure acreage. We measured the acreage of the school building and then did the water runoff calculations for building roofs. Homework - Period 2 ONLY - Read pages 122-124 and complete Page 67 in Interactive Notebook Oct. 8, 2008 Students in period 2 finished the I-Test today, turned in their urban sprawl assessment mastery sheets and began the unit on migration by looking at the key geographic terms. Students in the other classes thoroughly reviewed the terms, read about push and pull factors in migration and did an exit slip at the end of class. Homework - Period 2 - Read pages 119-121 and complete Page 66 in Interactive Notebook Periods 3,5,7,8 - Read pages 122-124 and complete Page 67 in Interactive Notebook Oct. 7, 2008 All classes took I-Test pre-test on GIS (Geographic Information Systems). 2nd hour did not finish. Students in periods 3,7,8 handed in their open response and multiple choice assessment mastery sheets today. In other words, they were redos of the urban sprawl test. Students in period 2 need to do so tomorrow. Along with Science class, sixth grade Team 1 geography is working with UK through the Tracy Farmer Institute on a wetlands project and some of our classes will be working with the tools of GIS. A post-test will be given to calculate student achievement. We are beginning Chapter 8 in Geography Alive called Migration to the United States: The Impact on People and Places. Our essential question is: How does migration affect the lives and people and the character of places? Homework (Periods 3,5,7,8)- Read pages 119-121 in Geography Alive. Complete page 66 of chapter terms in the Interactive Notebook. Period 2 - Complete mastery assessment (redos) of urban sprawl test. Oct. 6, 2008 We did not have class in 2nd period because of the Children's Theatre production of Sleepy Hollow. In all other classes open response and multiple choice tests on urban sprawl were handed back and we went over it pretty thoroughly. I also gave them an example of a good open response on one of the roles they could've chosen from. The number one problem with some of the open responses was that students didn't write according to their roles. I gave them a chance to redo both the multiple choice and open responses tonight and turn them in tomorrow. Period 5 was too talkative and, after repeated warnings, made the choice to turn their redos in today. Homework - Test redos Oct. 3, 2008 We turned in the bell ringers for the week to the class trays. The 10/1 and 10/2 bell ringers were also exit slips to account for learning the previous days. We took the Open Response and Multiple Choice test on Urban Sprawl. Oct. 2, 2008 Today we reviewed the homework from yesterday (pages 44 and 45 from the Interactive Notebook for periods 2,3,5,7 and Applying Geography Skills for period 8) and turned those pages in. Students pulled pages 44 and 45 out of their Interactive Notebook and turned them in. We also reviewed for the quiz and open response tomorrow with a Jeopardy game. You can click to the game on this website. Click on "Sprawl Jeopardy" in the box at the top. The study guide for the quiz is below: Study Guide Urban Sprawl (Chapter 5, pages 79-91) Know the term definitions on Geography Alive page 81. Know the three rings of a city: urban core, urban fringe and rural fringe. ( Page 79 Graphic Organizer) Portland saved farmland by drawing growth boundaries (Smart Growth) Atlanta solved it growth problem with public transit (MARTA) Infill is tearing down abandoned building and replacing them. The fastest growing area of a city is the rural fringe. Most who want to control urban sprawl say they do so to preserve habitats.
Oct. 1, 2008 As a hook to today's lesson, we looked at a music video from the Talking Heads called "Nothing But Flowers". As a comment on urban sprawl, it is a satire that makes fun of those who do not care to preserve green spaces. Next we summed up our unit by looking at world urban centers and noting that almost half the world's people live in urban areas compared to only 14 percent in 1900. We also noted that large urban centers are not likely to develop in certain areas: very arid, very cold, mountainous, rain forest and nation's with poor economies. Homework - Periods 2,3,5,7 - Pages 44 and 45 in Interactive Notebook. Period 8 - Applying Geography Skills worksheet Sept. 30, 2008 Today we looked at urban sprawl in Atlanta, GA, and returned to our interest groups to decide how best to handle Atlanta's terrible air pollution problems caused by urban sprawl. All groups came to a conclusion among three options and we voiced each group's decision in class. All students then read about how Atlanta actually decided to cope to meet Clean Air Standards. They completed page 43 in their Interactive Notebook. Homework - page 43 in Interactive Notebook Sept. 29, 2008 I
am handing bell ringer weekly pages to students. This is to help them organize
their writing and help me to grade :). If they lose the paper, they'll have to
start over on their own. Today
we continued the study of urban sprawl by looking at growth in
Homework - Read about Sept. 28, 2008 I am handing bell ringer weekly pages to students. This is to help them organize their writing and help me to grade :). If they lose the paper, they'll have to start over on their own. Today we continued the study of urban sprawl by looking at growth in Portland, Oregon, in the 1970s. We read about it on page 83 of Geography Alive. Each student was placed in an interest group and that group had to decide among three options for Portland. The option chosen was written on page 38 in the Interactive Notebook along with two reasons why. Homework - Read about Portland's actual decision about growth in section 5.5 of Geography Alive (page 84) and fill in the worksheet on page 39 of the Interactive Notebook. Sept. 24, 2008 Handed back Physical Map quizzes. Read and handed in "US of the North" paragraphs. 2nd, 7th and 8th hours took notes on the Middle Atlantic States video. Below are those notes if you need to copy them: Middle Atlantic States 1. Diverse in cultures, transportation, business and climate 2. Major cities are the country's largest city, New York (20 million), capital Washington, D.C., and former capital and 4th largest city, Philadelphia. 3. Heavily populated because of ease off transportation, particularly rivers and bays. 4. Erie Canal links the Atlantic Ocean with the Great Lakes. First eastern link with the west. 5. Gettysburg, PA, was site of greatest Civil War battle 6. New York City to Washington, D.C. is really one continuous city called a megalopolis. 3rd and 5th hours took notes on the video guide for the Pacific Region. We introduced the concept of urban sprawl today, using Phoenix, Arizona, as an example. Homework - Students should read pages 79-81 in Geography Alive and be ready to draw and label the three rings of a city in class tomorrow. Sept. 23, 2008 Took US Physical Map Quiz. Viewed the New England region with video guide. Learner outcome was to be able to describe what three things New England is noted for. Homework - Read pp. 42-44 of the Geography Alive book and respond in one paragraph on a sheet of notebook paper to this prompt: Canada could really be called the "United States of the North" because..... Sept. 22, 2008 Viewed the Southcentral region of the United States (Texas, Oklahoma and New Mexico). The learner outcome was to be able to explain why the region's economy changed in the 1930s and what brought about lasting change. Study pages 11 and 13 in your folder for US physical map quiz tomorrow. Page 11 numbers and names the locations. The page 13 map is numbered by location. Returned Social Studies folders and weekly bell ringers in most classes. Homework - US physical map quiz Sept. 19, 2008 Turned in Social Studies folder for a grade and the weekly bell ringers. Viewed the Great Plains and Mountain West regions of the United States with video guide. The learner outcome was to know why the Great Plains region is the factory of the United States. Sept. 18, 2008 Mapped the physical features of the United States. Began study of U.S. Regions with our own Southeast and video and guide. Homework - Folder due tomorrow. The table of contents is below: 1. Mr. Calvert's 14 Points (Class Rules) 2. Bell Ringer 8/18-22 3. Latitude/Longitude Quiz 4. Bell Ringer 8/25-29 5. Reflective Paragraph and US Import Map 6. Bell Ringer 9/3-6 7. Scale Quiz 8. Landform Map 9. Landform Terms sheet (1-31) 10. Cartographer's Challenge (will not be returned for folder check) 11. History Alive--United States Physiographic Map questions 12. Bell Ringer 9/8-12 13. United States Physical Map 14. US Regions video guide
Sept. 17, 2008 Researched questions on physical features of the United States. We will map them tomorrow and begin a study of United States regions Homework - Social Studies Folder due Friday. Sept. 16, 2008 Presentation of Cartographer's Challenge. Homework - Social Studies folder due Friday. Sept. 15, 2008 Presentation of Cartographer's Challenge posters. Homework - Social Studies folder due Friday. Sept. 12, 2008 Worked on Cartographer's Challenge throughout the period and turned in on time at the end of the period. Students lost 5 points if they had to take it home and finish it over the weekend. I want to emphasize that some students had partners and some did not. I made a strong point before the project to choose partners carefully or not at all. Students had their choice to do the project by themselves. If they didn't, it was at their own risk. Homework - Cartographer's Challenge (late -5 points on Monday) Sept. 11, 2008 We will spend most of the next several days working on the Cartographer's Challenge project in class. The project should be completed by the end of class on Friday. Homework - Cartographer's Challenge poster if needing to catch up Sept. 10, 2008 We will spend most of the next several days working on the Cartographer's Challenge project in class. The project should be completed by the end of class on Friday. Homework - Cartographer's Challenge poster if needing to catch up Sept. 9, 2008 All students received a rubric/data sheet for completing their Cartographer's Challenge landform theme maps. We reviewed the rubric requirements in class and I showed them some of the pitfalls of students in past years: not sketching their country large enough; using two keys with the correct information in each; connecting cities with roads, railroads... All students, regardless if they are in groups, must turn in a rubric/data sheet (filled out completely) when submitting their project for grading. We will spend most of the next several days working on the project in class. The project should be completed by the end of class on Friday. Homework - Cartographer's Challenge poster if needing to catch up Table of Contents for Social Studies folder Sept. 8, 2008 Today we finished a reading and question assignment from the Glencoe blue book (read pages 39-42 and wrote questions and answers for questions 2 through 6 on page 42). Students may not take the blue book home, so it was done in class over the course of two days. We also reviewed the landform map in which students matched the picture of a particular landform with its corresponding number on the list of 31 landforms they were given. We also began work on the Cartographer's Challenge map in which students create their own country and label landforms and other essential map elements. Homework - none. Sept. 5, 2008 We turned in the week's bell ringers today--- all focusing on our quiz of scale measurement today. We were able to review the the landform map in all but 5th and 8th hours. We turned in the maps for an attempt/completion grade in classes where we did review. Students had an in-class reading assignment after the quiz that we will finish in class on Monday. Homework - We will be doing the Cartographer’s Challenge starting Monday. Students will need to purchase a large white or sky (light) blue poster board for creating their own country. Kroger or Kmart usually have these. They will need to bring it in on Monday. If doing a partner project, one member of the group may bring it in. Sept. 4, 2008 Today we finished the landforms powerpoint
with definitions of all 31 landform terms and then worked on locating those
terms on a physical map The physical map was homework. We also reviewed scale
and will have an in-class quiz on scale tomorrow. Purchase the poster Finish the landforms physical map
using the terms Sept. 3, 2008 Today we reviewed the finished US imports product map and discussed the questions done for homework on the back side. We turrned in this sheet. We also began looking at and defining the world's landforms. We will be doing an individual culminating project later once we have learned these terms. Homework - none Sept. 2, 2008 Today we finished displaying our 3 imported items from foreign countries and made a tally list. We took our tally list and color-coded countries on a world map by whether products imported were food, school supplies, or clothing. We then made a legend for our map and added a compass rose. Homework - Students were to answer the questions (in complete sentences) on the back of the product map which call for analyzing the data and drawing conclusions. Below are the data received from each class. United States Product Imports List (2nd Hour) Nicaragua - shirt China - folder, 8 glue, dividers, 2 binders, 2 shirts, ruler, 2 pencils, notebook, pencil case Taiwan - calculator Thailand - tuna, candy, shirt Brazil - colored pencils, shirt Italy - shirt, lasagna Guatemala - shirt Mexico - jalapenos, Crystal Light, notebook, vanilla, shirt, pencil Malaysia - markers, shirt El Salvador - shirt Korea - glue Honduras - 5 shirts, jacket Vietnam - shirt Indonesia - pencils India - pencils, kidney beans Canada - salt, noodles, semi-sweet chocolate Jamaica - all spice Dominican Republic - shirt United States Product Imports List (3rd Hour) China - shirt, pencil, notebook, sharpener, 5 folders, 3 glues, binder, 2 protractor, scissors Malaysia - jacket Vietnam - colored pencils, notebook, shirt Italy - rice Cambodia - jacket, shirt Mexico - staples, hoodie, mango, tacos, glue, 2 folders, picante, 2 shirts, jalapenos Canada - carrots, ham, construction paper Honduras - 3 shirts Korea - glue India - hoodie, shirt South Africa - shirt Indonesia - tuna, 2 shirts, jacket, mushrooms Australia - colored pencils Thailand - fruit salad Brazil - 2 colored pencils Spain - olives Japan - curry Guatemala - 3 shirts Pakistan - shirt El Salvador - shirt Haiti - shirt United States Product Imports List (5th Hour) Vietnam - shirt, pencil India - pencil, tea, pens Indonesia - shirt, jacket Canada - rice, 2 glue, pencils, paprika, veggie dip mix El Salvador - hoodie, shirt China - 2 mandarin oranges, 2 colored pencils, 2 hoodies, 2 shirts, 2 glue, highlighter, pineapple, 3 folder, 2 ruler, mushrooms, binder Japan - candy Nicaragua - shirt Taiwan - 2 pencils, folder Peru - shirt Mexico - 2 salsa, cookies, tortilla, glue, 5 shirts Brazil - 2 pencils, notebook, shirt Haiti - shirt Pakistan - shirt Malaysia - erasers Bangladesh - shirt Honduras - shirt Jordan - shirt
United
States
Product Imports List (7th
Hour) Thailand – 2 shirts, tuna, salmon, rice, coconut milk Canada - noodles India - tea, beans Pakistan - shirt Brazil - notebook United States Product Imports List (8th Hour) Mexico - 2 glue, pinto beans, jalapenos, 2 picante, 2
shirt, Kool-Aid El Salvador - 2 shirts Indonesia - mushrooms, colored pencils China - 3 rulers, 4 glue, mandarin oranges, 2 folders, lunch box, 2 shirts, dress, protractor, sweater, pencil adornment Korea - shirt, crayons Haiti - shirt Canada - hazelnut butter, shirt, jello Cambodia - shirt Vietnam - composition book, shirt, notebook Macau - shirt, hoodie Japan - sesame dressing, dressing Turkey - 2 shirts Taiwan - shirt Spain - notebook South Africa - shirt, candy India - index cards, shirt Honduras - shirt Brazil - notebook Italy - 2 olive oil Nicaragua - 2 shirts Bangladesh - shirt Australia - pencils Thailand - composition book
Aug. 18, 2008 Complete numbers 1-3 on The "The Geography of the School" sheet. Aug. 19, 2008 We completed reviewing the Five Themes of Geography. Place
– What that location is like (physical and human) Human-Environment
Interaction – How people change the environment and how the environment
changes people Movement
– How people, goods and ideas travel Region
– an area with common characteristics Aug. 20, 2008 We copied the
definitions of all 5 Themes of Geography for Bell Ringer. We picked partners,
took a National Geographic magazine and began step 1 to make a Five Themes flip
book: find and cut out 1 picture from the magazine (large) that matches each
theme. You will need two for location (absolute and relative). Aug. 21, 2008 Aug. 22, 2008 Aug. 25, 2008 Present portfolios Passed out Geography Alive books and Interactive notebooks Homework - none Aug. 26, 2008 Presented Portfolios. Introduced the term coordinates and learned about latitude and longitude. Read 1.4 in Geography Alive about angle measure and coordinates Homework - none Aug. 27, 2008 We reviewed
the 4 elements that every map must have (title, legend, scale, compass rose) and
we practiced finding coordinates (latitude and longitude) on world and regional
maps. 2.
boxed or canned food 3.
school supplies Aug. 28. 2008 We reviewed latitude and longitude and then took a quiz. We also began looking at scale on the bell ringer and did a class assignment on scale for homework. Homework - Scale Assignment Aug. 29, 2008 We
turned in the week’s bell ringers. Homework
- none |
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Happy New Year!!!!!!!!!! January 5, 2009 Periods 2/3 Today we started a new book called Accentuate the Negative In Investigation 1 gives students experiences with positive and negative numbers, ordering, and informal operations in a variety of contexts so that subsequent formal work can be based on "what makes sense." Positive and negative numbers in the form of integers, fractions, and decimals are also represented on a number line. Lesson 1.1 Playing Number Fever In this lesson, students explore the use of positive and negative numbers in applied settings and interpreting and write mathematical sentences. Homework is on Page 16 (6,8) Page 20 (48)
Periods 5,7,8 Students worked on translations. A translation is a transformation in which each point of a figure moves the same distance and in the same direction. Homework is a worksheet! |
