Compare the way cotton is today with how it was when Ms. Lenski wrote her book,
Cotton in My Sack by Lois Lenski
Compare the way strawberries are grown with how they were grown when Ms. Lenski wrote her book, Strawberry Girl by Lois Lenski
Amelia's Road by Linda Altman and Enrique Sanchez. Amelia's folks pick vegetables and fruit for a living and that means the family is constantly moving
The fact that the boy's father in Just Like My Dad by Tricia Gardella & Margot Apple is a rancher means that the boy's life is much different than it would have been if his father worked on Wall Street.
Here's a list of children's books about agriculture.
Facts about Crops in Georgia
Georgia Ag Facts
Agriculture in Berrien County
Saturday, December 03, 2005
Thursday, December 01, 2005
PROMOTE GA 06 Assignment - Make Title and Write Purpose
PROMOTE GA team members' assignment: Using the site to make COOL TEXT, make a Title for our Web page. Save it to the F drive in the PROMOTE GA 06 folder. Add the "cool title image" to your blog. Type a purpose for our web page.
TIPS:
Cool Text made on this web site.
TIPS:
- See the example below for an example of matching the design with word.
- You should look back at the proposal for ideas for the TITLE and the PURPOSE.
- Notice that the cool text design matches the word and photo; so, when selecting a design you should choose a design that fits the subject of the words.
- On the "Cool Text" site, please ignore all flashing advertisements--don't click on them!!!!!!!!!!!!!!!!!
Cool Text made on this web site.
Wednesday, November 30, 2005
PROMOTE 06 Proposal
QCC’s Grade: 3, Social Studies, History
20 Communities
Standard: Describes and classifies the physical and human characteristics of urban, rural, and suburban communities.
23 Communities
Standard: Describes the local community in regard to origin, growth and change over time
-location/geography (natural resources)
-goods and services produced
-types of jobs
Social Studies, Geography
19 Regions
Standard: Identifies physical regions of Georgia (e.g., coastal plain, piedmont, mountain).
Grade 4, Social Studies, Geography
5 Regions
Standard: Identifies and describes different types of regions found within the United States that can be categorized according to climatic, physical, political, cultural and economic.
Grade 5, Social Studies, Geography.
10 Physical Characteristics Human, Environment Interaction Region
Standard: Examines how the natural resources and physical features influence human activity in each region of the United States.
Description and Purpose
A team of third, fourth, and fifth graders will create an educational website to teach visitors about life in South Georgia, especially the area where the students live—Berrien County. Visitors to the website will learn about agriculture; i.e. growing cotton, peanuts, pecans, and peaches and learn about the uses for these products; i.e. clothing, peanut butter, pecan pies, and peach ice cream. The visitor will also learn about the physical landscape; i.e. swampy areas, cypress ponds, flat, fertile soil—a coastal plain, etc. In addition, the students will describe the climate, animals, work opportunities, and regional accents of its residents. In order to create the website students will learn to blog, search on the Internet and in books. Students will use their own words, original drawings and/or maps, original digital photographs, original audio recordings, and original video to educate visitors about their region. The site will include vocabulary words with definitions, descriptions of the various components, and interactive activities to evaluate the visitors’ knowledge gained, and a bibliography to cite sources used. The purpose of this website is to show what it is like to live in a rural community in South Georgia and compare their lives with students who live in an urban or suburban community.
Team Division: Grades 4-5
Project Category: Social Studies
Your ETTC: Valdosta
WebSite Software: FrontPage
National Council for the Social Studies
Curriculum Standards for Social Studies: II. Thematic Strands
III. People, Places, and Environments
Social studies programs should include experiences that provide for the study of people, places, and environments.
Technological advances connect students at all levels to the world beyond their personal locations. The study of people, places, and human-environment interactions assists learners as they create their spatial views and geographic perspectives of the world. Today's social, cultural, economic, and civic demands on individuals mean that students will need the knowledge, skills, and understanding to ask and answer questions such as: Where are things located? Why are they located where they are? What patterns are reflected in the groupings of things? What do we mean by region? How do landforms change? What implications do these changes have for people? This area of study helps learners make informed and critical decisions about the relationship between human beings and their environment. In schools, this theme typically appears in units and courses dealing with area studies and geography.
In the early grades, young learners draw upon immediate personal experiences as a basis for exploring geographic concepts and skills. They also express interest in things distant and unfamiliar and have concern for the use and abuse of the physical environment. During the middle school years, students relate their personal experiences to happenings in other environmental contexts. Appropriate experiences will encourage increasingly abstract thought as students use data and apply skills in analyzing human behavior in relation to its physical and cultural environment. Students in high school are able to apply geographic understanding across a broad range of fields, including the fine arts, sciences, and humanities. Geographic concepts become central to learners' comprehension of global connections as they expand their knowledge of diverse cultures, both historical and contemporary. The importance of core geographic themes to public policy is recognized and should be explored as students address issues of domestic and international significance.
http://www.socialstudies.org/standards/strands/
December 5, 2005
20 Communities
Standard: Describes and classifies the physical and human characteristics of urban, rural, and suburban communities.
23 Communities
Standard: Describes the local community in regard to origin, growth and change over time
-location/geography (natural resources)
-goods and services produced
-types of jobs
Social Studies, Geography
19 Regions
Standard: Identifies physical regions of Georgia (e.g., coastal plain, piedmont, mountain).
Grade 4, Social Studies, Geography
5 Regions
Standard: Identifies and describes different types of regions found within the United States that can be categorized according to climatic, physical, political, cultural and economic.
Grade 5, Social Studies, Geography.
10 Physical Characteristics Human, Environment Interaction Region
Standard: Examines how the natural resources and physical features influence human activity in each region of the United States.
Description and Purpose
A team of third, fourth, and fifth graders will create an educational website to teach visitors about life in South Georgia, especially the area where the students live—Berrien County. Visitors to the website will learn about agriculture; i.e. growing cotton, peanuts, pecans, and peaches and learn about the uses for these products; i.e. clothing, peanut butter, pecan pies, and peach ice cream. The visitor will also learn about the physical landscape; i.e. swampy areas, cypress ponds, flat, fertile soil—a coastal plain, etc. In addition, the students will describe the climate, animals, work opportunities, and regional accents of its residents. In order to create the website students will learn to blog, search on the Internet and in books. Students will use their own words, original drawings and/or maps, original digital photographs, original audio recordings, and original video to educate visitors about their region. The site will include vocabulary words with definitions, descriptions of the various components, and interactive activities to evaluate the visitors’ knowledge gained, and a bibliography to cite sources used. The purpose of this website is to show what it is like to live in a rural community in South Georgia and compare their lives with students who live in an urban or suburban community.
Team Division: Grades 4-5
Project Category: Social Studies
Your ETTC: Valdosta
WebSite Software: FrontPage
National Council for the Social Studies
Curriculum Standards for Social Studies: II. Thematic Strands
III. People, Places, and Environments
Social studies programs should include experiences that provide for the study of people, places, and environments.
Technological advances connect students at all levels to the world beyond their personal locations. The study of people, places, and human-environment interactions assists learners as they create their spatial views and geographic perspectives of the world. Today's social, cultural, economic, and civic demands on individuals mean that students will need the knowledge, skills, and understanding to ask and answer questions such as: Where are things located? Why are they located where they are? What patterns are reflected in the groupings of things? What do we mean by region? How do landforms change? What implications do these changes have for people? This area of study helps learners make informed and critical decisions about the relationship between human beings and their environment. In schools, this theme typically appears in units and courses dealing with area studies and geography.
In the early grades, young learners draw upon immediate personal experiences as a basis for exploring geographic concepts and skills. They also express interest in things distant and unfamiliar and have concern for the use and abuse of the physical environment. During the middle school years, students relate their personal experiences to happenings in other environmental contexts. Appropriate experiences will encourage increasingly abstract thought as students use data and apply skills in analyzing human behavior in relation to its physical and cultural environment. Students in high school are able to apply geographic understanding across a broad range of fields, including the fine arts, sciences, and humanities. Geographic concepts become central to learners' comprehension of global connections as they expand their knowledge of diverse cultures, both historical and contemporary. The importance of core geographic themes to public policy is recognized and should be explored as students address issues of domestic and international significance.
http://www.socialstudies.org/standards/strands/
December 5, 2005
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