Around the World Conclusion - Class #4

Today's Agenda 

1. Finalize presentations (15 mins)
2. Complete Around the World Passports (15 mins)
3. Conclusion Discussion (Circle) (20 mins)
4. Self-Assessment (20 mins) - Complete the form below. Write your answers in Pages first. Finally, copy them into this form. We don't want to lose anyone's work!

Around The World Mini-Project

This week's Social Studies schedule:

MONDAY Jan 25 Class #1 Seq. 2 Seq. 3 Seq. 4

TUESDAY Jan 26 Class #1 Seq. 1 Class #2 Seq. 3 Seq. 2

WEDNESDAY Jan 27 Class #2 Seq. 4 Class #2 Seq. 1

THURSDAY Jan 28 Class #3 Seq. 1 Seq. 2 Seq. 3 Seq. 4

FRIDAY Jan 29 Class #4 Seq. 1 Seq. 2 Seq. 3

Class #1 - Continue and finalize research about your country.
Useful Resources
LINK to Britannica (http://school.eb.com.ursus-proxy-9.ursus.maine.edu/levels)
LINK to Kids NatGeo (http://kids.nationalgeographic.com/content/kids/en_US/)

Class #2 - Begin creating your product (Keynote, poster, etc.) for the Around The World Celebration.

Class #3 - Share your work at the Around The World Celebration.

Class #4 - To Be Announced

GeoBee Prep Class #3

Today's GEOBEE Practice Quiz:
http://www.nationalgeographic.com/geobee/quiz/today/

LT: I can use multiple geographic resources to make inferences about urbanization, population, population density and wealth.

Use these resources to answer the following questions.

• The Earth At Night
• Your atlas
• The links below the questions

1) URBAN AREAS: Where are the major urban areas in each continent? Label these areas on a blank map of the U.S. Identify the major cities on each continent.

2) OBSERVATION 1: Where do most populations exist (coastal or inland)?

3) OBSERVATION 2: What might the absence of lights (dark areas) indicate?

4) POPULATION: Do the lights correspond with the most largely populated continents?
http://www.geolounge.com/continents-population-density/

5) POPULATION DENSITY: Do the lights correlate with population density?
http://www.geolounge.com/continents-population-density/
http://data.worldbank.org/indicator/EN.POP.DNST

6) WEALTH: Do the lights correlate with wealth?
http://www.businessinsider.com/the-23-richest-countries-in-the-world-2015-7

GeoBee Prep Class #2

DO NOW: Today’s GeoBee >> http://www.nationalgeographic.com/geobee/quiz/today/

Continue Scavenger Hunt

1. Finalize Round 1 = Atlas
2. Begin Round 2 = Google Search
3. Winners!

Nat Geo Bee Practice Link

http://www.nationalgeographic.com/geobee/quiz/today

Class #35: Wind Power / Letter to the Editor (Due 12/22 - end of the day)

LT: I can cite evidence from multiple sources.

LT: I can explain the positive and negative impacts of wind turbines.

Letter to the Editor

Directions: Read the following prompt and write a letter to the editor of the Bangor Daily News. Make sure to pay close attention to the requirements (below).

A company from Boston, First Wind, plans to build 16 wind turbines in a rural area near Bowers Mountain in Penobscot County, Maine. The turbines will be visible from nine interconnected lakes: West Grand, Junior, Scraggly, Shaw, Pleasant, Bottle, Keg, Sysladobsis and Pug. The project will cost $100 million. However, each turbine can supply 1,500 average households with electricity for a year. Should First Wind be permitted to build the wind turbines? Write a letter that expresses your opinion on the issue to the editor of the Bangor Daily News.

Requirements:

1) Read the following example of a letter to the editor. What do you notice?
2) Make sure to write a claim that states your opinion. This will be the topic sentence of your letter.
3) Throughout the letter, back up your claim with at least 3 pieces of evidence. Cite specific information from our sources (used in the Socratic Seminar - posted below). Use “direct quotes” when using language directly from your sources. Consider the benefits of wind turbines and impacts on the ecosystem, animals and people.

4) Include a heading - Name, Group, Date

5) Type your letter in Pages. Font = Arial 12, double-spaced

6) When you're done, save and print your letter --> Turn in to Mr. Shaddox's Assignment basket.

Links to Sources:
Socratic Seminar Readings:
https://docs.google.com/document/d/1Je50yDK6klRf4RWYCSLvH9QGn9h29J2LVg7mtvwxU_8/edit#heading=h.oghwe51xww45

Additional Readings:
Homes
https://www.bostonglobe.com/metro/2013/04/04/turbine-flicker-effect-draws-complaints/UKgf7nOwMHm8CWAtZ47V5L/story.html

Sound A
http://www.theguardian.com/environment/2015/jun/10/no-evidence-people-affected-by-sound-emitted-by-wind-turbines-inquiry-told

Sound B
http://standardspeaker.com/news/wind-turbines-have-noisy-drawbacks-1.1901201

Climate
http://www.smithsonianmag.com/science-nature/myth-debunked-wind-farms-dont-alter-climate-180949701/?no-ist

Birds
http://www.smithsonianmag.com/smart-news/how-many-birds-do-wind-turbines-really-kill-180948154/

Class #34b - Socratic Seminar II

A number of students have asked for a second chance or continuation of the Socratic Seminar on wind power. I say, "Fantastic idea!" Today, we will split into 5 groups and grapple with 5 new sources. Each source provides information about further impacts of windmills (positive and negative). Once teams have read the text, highlighted passages and written annotations, questions or connections, we will regroup for another seminar.

Windmill Socratic Seminar Sources:

Homes

https://www.bostonglobe.com/metro/2013/04/04/turbine-flicker-effect-draws-complaints/UKgf7nOwMHm8CWAtZ47V5L/story.html

Sound A

http://www.theguardian.com/environment/2015/jun/10/no-evidence-people-affected-by-sound-emitted-by-wind-turbines-inquiry-told

Sound B

http://standardspeaker.com/news/wind-turbines-have-noisy-drawbacks-1.1901201

Climate

http://www.smithsonianmag.com/science-nature/myth-debunked-wind-farms-dont-alter-climate-180949701/?no-ist

Birds

http://www.smithsonianmag.com/smart-news/how-many-birds-do-wind-turbines-really-kill-180948154/