Introductory Unit

10/3 & 10/4: Test Day!

Homework:

Complete all parts of the Study Planner. You may need a separate piece of paper to complete Part C.

10/1 & 10/2: Test Preparation

Goals for the day: Preparation expectations

Discuss student questions about the exam: Review sheet and exam overview
Brainstorm study methods
- Both Active and Passive
Discuss preparation expectations - Study Planner
Review describe, explain & other command terms of concern
Quizlet live!

9/27 & 9/30: Photo Annotation

Goals for the day:

Apply Geo concepts to photo annotation.
Apply infographic analysis and critique in creating personal infographic.

1. Share your picture that captures Greely with me. Try to get as much of the Greely experience in the photo as possible.

Move your photo to a GoogleDoc. Share it with me so that I can print in color.
Share your GoogleDoc with your group of 3.
As a group, on your GoogleDoc photo make notes on what you see including what the actual place is and what the processes, power and possibilities are. However, unlike the previous activity, do not add any arrows.
Next we will print the sheets out in color and pass them to another group to complete their own analysis. They will go through the same process that we did when analyzing photos last class:
- - - - What are your first impressions of both images? What makes them different (disparity) and what might connect them?
      - THEN, annotate your evidence using the arrows in each photo. The arrows should concentrate your focus on clues to help you in your unwrapping of the geographic issues and connections.
      - NOW, create a simple four square grid on the back of each photo sheet with 'Place, Process, Power & Possibility' written individually on the top of each segment. Discuss with your group and then start filling these gaps in with information that you have gleaned from the photos. Then we will discuss as a class.
      - Each group should aim to add at last 8 evidence arrows and complete the 4P's grid on the back of each photo.
      - Using evidence from your photos, answer the question: Explain what is Greely. You must use evidence from the three new pictures that your group received and must include all 4 Ps.

2. GeoAction Speed Dating

3. Discuss exam which will take place on Thursday

- What to study- knowledge of Malawi, ability to view and process sources, vocabulary, comprehending and critiquing visuals, applying concepts

Homework: study for exam Review sheet and exam overview

9/25 & 9/26: Infographics

Goals for the day:

Apply Geo concepts to photo annotation.
Apply infographic analysis and critique in creating personal infographic.

1. GeoAction Update

2. Review area charts (use this graph)

3. Photo annotation:

Working in pairs or small groups, study both images (second) carefully. What are your first impressions of both images? What makes them different (disparity) and what might connect them?
THEN, annotate your evidence using the arrows in each photo. The arrows should concentrate your focus on clues to help you in your unwrapping of the geographic issues and connections. What type of country does each image show? HIC / UMIC / LMIC / LIC ?
NOW, create a simple four square grid on the back of each photo sheet with 'Place, Process, Power & Possibility' written individually on the top of each segment. Discuss with your group and then start filling these gaps in with information that you have gleaned from the photos. Then we will discuss as a class.
- - - For place, are you going to commit to a continent, a country, a region or even a specific settlement?

4. Now, it is our turn! Walking tour of Greely. Try to take a picture that captures Greely. Try to get as much of the Greely experience in the photo as possible.

Move your photo to a GoogleDoc. Share it with me so that I can print in color.
Share your GoogleDoc with your group of 3.
As a group, on your GoogleDoc photo make notes on what you see including what the actual place is and what the processes, power and possibilities are. However, unlike the previous activity, do not add any arrows.
Next we will print the sheets out in color and pass them to another group to complete their own analysis. Each group should aim to add at last 8 evidence arrows and complete the 4P's grid on the back of each photo.

HW: Review sheet and exam overview

9/23 & 9/24: Infographics

Goals for the day: Practice evaluating infographics

1. With a partner, complete: Visuals: The good, the bad the ugly

CRITIQUE:

Why are the creators telling this story?

What techniques did they use or not use to emphasize their point?

Homework: Complete Visuals: The good, the bad the ugly

9/19 & 9/20: Infographics

Goals for the day: Understand how to analyze infographics.

Start by reviewing work done on Representations of Data table in your group.
1. - Share out your definitions and column 4 information with the rest of your group.
  - NEXT, share definitions as a class, add information as needed.
  - THEN, compare your information to the KEY, add information as needed.
Fun with infographics!

- Complete the Infographic Comprehension worksheet
- After you have completed the worksheet, read the additional Critique of infographic in article. Did you spot the problem that they discuss?

*****What we know is largely a result of how it is communicated- helpful, clear, sloppy, misleading- many types

Homework:

Then read the two critique articles provided below. Take notes.

http://news.nationalgeographic.com/2015/06/150619-data-points-five-ways-to-lie-with-charts/

https://medium.economist.com/mistakes-weve-drawn-a-few-8cdd8a42d368

9/17 & 9/18: MAPS!!! part. II

1. Watch the West Wing video clip and then Watch 'The Impossible Map' from 1947.

Socratic discussion:

What are your views on how the world should be represented in a map? What is the best way?
To what extent can we be sure of our exact geographic location on earth? Is Cumberland exactly where we believe it to be located?
To what extent can maps be viewed as the Place? Or ‘Is the map the same as the Place it represents?’ What is the benefit of representing land or areas with a map?
To what extent are models simply our way of imposing a ‘meaningful’ pattern on reality?

2. In groups of 4, complete your assigned infographic types on the Representations of Data table. When finished, check against key

Homework:

1. Complete your assigned infographics. We will share next class.

2. GeoAction due Friday!!

9/13 & 9/16: MAPS!!!

1. Limits of data article socratic seminar discussion.

- How does data fail to reflect the full complexity of human realities?
- How should we deal with data in this class? What can we use it for and what can't we?
- How is our world impacted by all of the data!?!?!

2. Pretest: the world as we know it

museum walk- discuss similarities across maps.
Discussion of pretest: Where do we get our geographic knowledge? What do we know, based on the “world as we know it” activity

Homework: Complete learning log for class

9/11 & 9/12: Visual Practice

1. Discuss Describe questions homework

2. Finish the IB Learner Profile Posters

3. Bridge to a fact based world view - watch Hans Rosling video (point out how data can be represented differently to give different conclusions) and complete Facts/Data Worksheet. Next, read Limits of data article and then socratic seminar discussion.

9/9 & 9/10: Visual Practice

(W2 discuss BWHW as source)

Turn in Seminar Reflection Prompt.
Course policy and syllabus questions?
Set up shared google folder for IB Geography- Intro., Population, Climate change, Resource Consumption.
Class policies: Sign outs, cell phones, what if we don't finish in given time? Communication!
Distribute East and Southern Africa Demographic Snapshot - Discuss usage of this information
Distribute snapshot and 5 visuals on fertility rate
1. - Distribute Introduction to describing patterns and trends - Note command term
  - Define a pattern and trend. Then answer first two describe questions.
  - NEXT, discuss technique of how to describe and complete questions on pg. 2
Catching up with William 2017 -- https://www.youtube.com/watch?v=5KMfunb5Klk
1. - There is even a Netflix movie now!
Make learner Profile posters: Read each attribute & with your group identify a specific example from BWHW where William demonstrated this attribute. Refer to summer HW.
Make a poster for our classroom about your assigned attribute - Your poster should clearly state what the attribute is and what kinds of things students can do to develop and demonstrate that attribute
If time, EF Student questionnaire - link to success in combination with the learner profile. Make Popsicle sticks

Homework - Complete the Introduction to describing patterns and trends questions on pg. 3.

9/5 & 9/6: Map Quiz and Seminar Prep

BWHW Fishbowl Seminar!!!

Discuss Command Term Evaluate and add it to the list

Seminar reflection - intro to IB style prompt

9/3 & 9/4: Map Quiz and Seminar Prep

1. Map Quiz!!!

2. Discuss syllabus

3. Discuss notebook - be sure you have a section of a binder for handouts and loose leaf paper for notes.

4. Discuss notes/learning log format - handwritten, present Cornell notes, debrief.

5. Discuss Geo Action. Here is the Project TEMPLATE and RUBRIC

6. Discuss seminar

7. Review 4Ps, SiS factors from book

8. Our seminar discussion on BWHW will explore the geographic concepts that interacted with William’s life and the famine. Discuss prompts and clarify that we are taking the obvious short term causes off the table for each question (so not William is a hard worker/great thinker for #1 and not floods and then lack of rain #2). We are looking to examine systemic interactions instead.

9. Distribute seminar score sheet, explain it will be fish bowl style and they will discuss either prompt 1 or 2 but won’t know which. Also review that each prompt has multiple things to consider.

I will grade based on these sheets and my own notes/observations/judgements. Not just number of times speaking, but quality and whether it is a discussion.

10. If time, bridge to a fact based world view- complete Facts/Data Worksheet as we watch Hans Rosling video (notice how data can be represented differently to give different conclusions). Next, read Limits of data article and then socratic seminar conclusions.

HW: Prepare for seminar discussion

8/28 & 8/29: SDGs and Intro Materials

1. Watch SDGs video

2. Next, pairs create a Knowledge Cube of a chosen SDG goal.

The goal is to show aims and objectives of your chosen SDG as well as links to the 4P's that we've previously studied.

Grab a pair of scissors. Use the template to create your cube. You'll need to use information from the U.N SDG excellent report. Read the content carefully (including the numerous sub goals).

The faces of the cube should be composed as follows:

Face 1: Logo & title of SDG

Face 2: Which places are affected by this goal & why?

Face 3: Which processes are causing the issue?

Face 4: Which groups have power over the goal being achieved?

Face 5: What are the possibilities targeted by the goal by 2030?

Face 6: Summarize a recent news story that has links to this goal.

Share out your cube!

3. We will be having our map quiz and seminar discussion about the BWHW very soon, but since add-drop happens fast and people may have pressing questions about the course, we will focus on that first.

4. Distribute syllabus packet and Syllabus Review Assignment. Due 9/9-10. HW assignment should be done on paper but you do need a video link for one prompt- it is on class website.

5. Review map quiz study guide. Map Quiz will be next class.

6. Turn in summer HW

HOMEWORK: Study for map quiz. Also work on Syllabus Review Assignment.

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