Embedded Files
QUARTER 1
🌐🧭🗺️📊
GEOGRAPHIC AWARENESS
Volcanoes and Plate Tectonics (link)- What patterns do you notice?
Google Earth - Arctic Expedition Tour (link) and Think Sheet (link) - Follow the stops along my expedition route to learn about my experience AND use MapMan to go 3D with the geo-spatial technology to explore the same locations for your own curiosities.
Mapping Activity (link) - Grindavik, Iceland evacuation due to impending volcanic eruption
Ice in the Polar Regions (link) - An introduction to the Arctic and Antarctic with glaciers, ice sheets, and ice cores. Plus a look into how ice cores are obtained in Antarctica and stored in Colorado.
QUARTER 2
📈👑🏛️💵
ECONOMICS AND GOVERNMENT
Eiderdown Economics (link) - Explore one of Iceland's most valuable natural resources to analyze the economic factors of production and the balance of the human -natural world through sustainable business practices
QUARTER 3
🧑🏾🤝🧑🏻👘🎵🥐
POPULATION AND CULTURE
Indigenous and Non-Indigenous Population Map: Greenland (link) - View pie charts depicting the population make-up in various locations of Greenland. Why do you suppose the capital city of Nuuk has a higher non-indigenous population than any other location?
Population Density Comparison: Greenland (link) Data Table and Vegetation Maps to compare the population densities of Greenland to Saudi Arabia and St. Peters, Missouri.
QUARTER 4
🌱✋🏽🐦🌦️
HUMAN-ENVIRONMENT INTERACTION
Light Pollution (link) - How are Greenland and Iceland similar? Different? What factors in this geographic area play a role in reducing light pollution?
student geo inquiry
student geo inquiry
My students examined different aspects of my expedition to choose a topic to act upon. It was the conversations I shared with an Icelandic teen and her mother about cultural language loss that connected with my students. Because teenagers in Iceland access media sites based in the English language, they are beginning to use more of that language in their conversational talk. There is some worry this will result in loss of the Icelandic traditional language in generations to come.
Below are the different stages of the Geo Inquiry Process we followed along with some images we captured during our experience.
ASK:
How can 6th grade geography students honor diversity by designing spaces and activities that celebrate the various cultures represented by Bryan Middle families?
COLLECT:
Students created a community survey and did extensive research.
VISUALIZE:
Students created digital graphs from the survey results, and they created three presentations. They presented one to their principal requesting a five-tier project. 1) Monthly Culture Cabinet 2) Recipe Exchange 3) Chef Meal at Lunch 4) Culture board games in Social Studies classes each month 5) Culture sporting games in PE each month. Their principal approved all five ideas, but they still needed approval from the District Chef, Social Studies Department Chair, and PE Department Chair. From presentations, they got approval for Steps 1, 2, and 3 of their plan.
CREATE:
Students then set to work planning, measuring, and creating the various elements for the new monthly culture cabinet and recipe wall.
ACT:
Students completed their inquiry at the end of their 6th grade year! They started the roll out of their newly created monthly culture cabinet, recipe take, and lunch menu option at the start of their 7th grade year. During the years they were 7th and 8th graders, several students from the class volunteered monthly to help rotate the monthly displays for viewing.
September: Hispanic/Latino
October: German
November: First Nations / Indigenous Americans
December: Italian
January: Greenlandic/Icelandic
February: African / Black
March: Irish
April: Arab
May: Asian / Pacific Islander
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