April 18, 2005
Celestial Reasonings, Just How Far, What's in a Name
Read '"What's in a Name" Social Studies blog and Lesson Activities:
The Eighteen National Geography Standards:
The Geographically Informed Person knows and understands
STANDARD 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information.
STANDARD 4: The physical and human characteristics of places.
Materials:
blank paper
clip art depicting boats, harbors, maps, globes (these pictures will be used to create a 'pictionary' of descriptions of the nautical terms
colored pencils
Preparation:
Divide your social studies group into sections of a minimum of two students.
Select words from the nautical glossary that your group would like to research.
Procedure:
Create a chart of your nautical terms and illustrate, making sure that you have labeled items in the pictures correctly.
Your definitions and pictures should accurately portray the meaning of each term selected.
Upon completion of the glossary, combine your charts for a classroom display and as a class reference.
Informational Links:
Nautical Terms
Analyze and Conclude:
Charts of nautical terms should reflect student understanding of the definitions.
Student pictures should correspond accurately with the nautical definition that the picture represents.
Pictures and definitions should be neatly compiled in an easy-to-read chart or poster.
Read "Celestial Reasonings" Science blog and Lesson Activities
Lesson Activities: Take a Bearing
CONTENT STANDARD E: SCIENCE AND TECHNOLOGY
E1. Abilities of technological design:
E2. Understanding about science and technology
Materials:
compasses
circle marked in 360 degree units
paper and pencil
Download Worksheet (Right click and choose Save target as to save it on your computer.)
Preparation:
Become familiar with the readings on a compass. Identify north at 0 degrees or 360 degrees. East is 90 degrees, south is 180 degrees and west is 270 degrees.
Identify intercardinal directions by their compass reading, example: northeast would be found at 45 degrees and so on.
Procedure:
Using the downloaded worksheet, begin at the 'X' and take a bearing (reading) on your compass or circle marked in 360 degrees. From 0 degrees, determine the bearing from X to each letter. Go from the center of the X to the center of each letter.
Post the correct compass reading from the X to each letter using the comment function of this blog:
(these measurements are approximate)
X to A: 304 degrees
X to B: 247 degrees
X to C: 204 degrees
X to D: 114 degrees
X to E: 71 degrees
X to F: 46 degrees
(You can copy the above questions, then paste them into the comment box, then add your answers before posting).
Informational Links:
Orienteering Lesson
How Celestial Navigation Works
The Mariner's Museum Online Exhibitions
Analyze and Conclude:
Check for student comprehension in the use of a compass in relation to degree readings and their corresponding cardinal/intercardinal directions.
Students should be able to divide a circle into eight equal parts, labeling north, south, east, west with appropriate degree readings, i.e. north: 0 degrees (or 360 degrees), east: 90 degrees, south: 180 degrees, and west: 270 degrees.
Check for corresponding degree measurements with the letters A-F from the worksheet. Approximate degree readings are listed. Estimates within (2-3) degrees should be accepted.
Read "Just How Far?" Math blog and the Lesson Activities:
National Mathematics Standards:
STANDARD 1: NUMBER AND OPERATION
STANDARD 4 : MEASUREMENT
STANDARD 6 : PROBLEM SOLVING
Materials:
calculator
unlined paper
pencils/colored pencils
pedometer/odometer
Procedure:
Use the attached table listing the length for nautical miles, statute miles, and kilometers in meters and feet based on the information given in "Just How Far?" Download Worksheet ( To save it to your computer right click and choose Save target as and choose where you want to save it. Open it using Microsoft Word.)
Complete the chart of the following conversions:
inches to centimeters multiply by 2.54 (example: 2 in. X 2.54= approx. 5 centimeters)
centimeters to inches multiply by 0.39 (example: 5 centimeters X 0.30=approx. 2 in.)
feet to meters multiply by 0.30 (example: 9 feet X 0.30= 2.7 meters)
meters to feet multiply by 3.28 (example: 2.7 meters X 3.28= 8.9 feet)
Then complete the second chart on the worksheet by changing nautical miles to miles and kilometers using the information given in the Just How Far section of this lesson.
When you have completed the worksheet, share what you have learned with your class, and attach a copy of it to an email to Barb.
Additional Activities:
Using a car odometer (or a pedometer to measure walking distances), measure the distance from your home to a selected destination, i.e. school. Record the distance in your journal.
Using a calculator and the chart of conversions you made in the preparation section, convert the number of feet/meters you traveled to meters/feet.
Demonstrate the difference between the distances on a line, example: show the number of feet on a line. On a second line, compare the difference between the lengths of metric and standard measure.
Informational Links:
How Stuff Works
What is the Difference between a Nautical mile and a regular mile?
Analyze and Conclude:
Students should be able to demonstrate, using a formula, converting standard measure to metric and metric measure to standard.
The conversions in the table should be accurate based upon the measurement the student chooses to convert. This applies to either a standard measurement to metric or metric to standard based upon the conversion rate in the table example.
The student should be able to simulate a given distance of standard measure on a line. The corresponding distance in nautical mile should be drawn in proportion to standard, i.e. one mile = 5280 feet.......one nautical mile = 6076 feet
Posted by april at 4:08 AM | Comments (0)
April 6, 2005
Leapin' Lizards Lesson
Lesson Plan for Leapin' Lizards Activities
Read the Leapin' Lizards Social Studies Blog
Vocabulary:
export
poacher
cohabitate
estuary
prey
ban
Materials:
- a roll of paper to create a timeline
- markers, colored pencils, clipart
- resource material about crocodiles' habits/habitats
- journals to records facts and data
Preparation:
Locate resources providing information about crocodiles, fact and fiction.
Determine the proper intervals on a timeline to depict crocodile history.
Gather the materials needed to create a class timeline.
Procedure:
Research the evolution of crocodiles, then create a timeline depicting the development of crocodiles since prehistoric time.
Identify important events in croc history on the timeline discovered in class research.
Supplement the timeline events with artwork, drawings, pictures, and photos to create visual images.
Analyze and Conclude:
Are dates on the time line listed in chronological order? Are the intervals correctly labeled?
Is the information listed an accurate accounting of crocodile history?
Do the timeline events cover crocodile history from a variety of cultural viewpoints? Can the reader understand the impact of crocodiles in the Aboriginal culture, an environmentalist's point of view, or a stockman raising sheep/cattle in croc infested areas?
Use these links to help you research:
Crodilian.com Site
Aborigine crocs
Marine Bio
Please Post any additional ideas you have about this lesson here. Also give us feedback about the lesson.
Thanks,
The Expedition360 team
Read the Leapin' Lizards Science Blog and Lesson Activities
Here's the first scientific challenge for the research assistants...
Use these links to help you research:
Crocodiles.com>
Aborginal Crocs
Marine Bio
Analyze and Conclude:
Does the comparison/contrast paragraph for the differences and similarities between alligators and crocodiles list accurate information?
How many reptiles and mammals does each science team list that may be encountered in the Expedition 360 journal update?
Do team members describe the habitats of these animals? Which, if any, pose a problem to humans occupying that same habitat?
Read the Leapin' Lizards Math Blog and Lesson Activities
Materials
graph paper
colored pencils
clip art to supplement text and graphs
resource material about crocodile and alligator habits and habitats
Procedure:
Based on information collected about similarities and differences between crocodiles and alligators, create a graph, chart or table to display the information. Discuss physical characteristics, i.e. length, shape, eating habits, etc.
Use pictures, drawings, or photographs to enhance your graphs or charts and to highlight features.
Determine suitable intervals for your graph, i.e. crocodile lengths compared to alligator lengths. Use either metric or standard measurements to represent the information.
Use these links to help you research:
Crocodiles.com>
Aborginal Crocs
Marine Bio
Species List
Alligators & Crocs
Analyze and Conclude:
Is the graph labeled in the correct intervals to represent the information given?
Does the chart accurately depict the differences between crocodile species and alligators?
Identify physical characteristics of the reptiles and list them in a chart.
Create a line graph depicting crocodile numbers over a forty year time period. Explain why the numbers may increase or decrease over time.
Posted by barb at 5:27 AM | Comments (0)
April 3, 2005
Welcome Teachers
This blog is strictly for teachers to share information and questions about the expedition. Also please share any good research links you might find about topics during the project.
Have fun!
Posted by barb at 4:53 PM | Comments (0)