Google+Maps

=Example Entry=


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Name: Nancy West

NC Standard Course of Study English II Language Arts: Goal 5: The learner will demonstrate understanding of selected world literature through interpretation and analysis 5.01, understand the importantce of cultural and historical impact on literary texts, making connections between historical and contemporary issues

Link:**[]** Explanation : I created a Google map of ancient Greece and Turkey to pinpoint the locations of five ancient temple sites dedicated to the Greek gods. (I plan to expand this to include the entire pantheon, eventually). I included information on the age and history of the temple ruins, and was delighted to finally get the pictures to attach. I would like to use a map like this to incorporate geography, but also to point out that the temples were not all in Greece. Two of the five are in Turkey, which was apparently at war with Greece in at least one point in time, since the city of Troy was located in Greece. This could open up discussion on how various countries and peoples share elements of the same religion, but could still go to war with each other.

Peer Comments:

Name: Kim Speight

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): 4.03 Understanding Information Technology and its Careers

Link (Remember- use TinyURL at [] : **http://tinyurl.com/y8beeys**

Explanation (ELABORATE): I created my Google map to a place where I would love to visit. Once students get an understanding of Google maps, they will map there most favorable place in the world to visit. They could even map a place they have already been and add pictures of their favorite spots. Students will be able to prepare a map when and if they go on a vacation. I have had students in my previous classes playing with Google maps. They found their houses and mapped their house to the school and added it to their career projects.

Peer Comments: ​ ​ I like your idea of having students map from their home to school. Many of my students can hardly tell you their address and many don't know how to get to their house from school. So many kids now do not have a good sense of direction. This assignment would definitely help make them more aware of their surroundings. Yvonne Cockerham

I also like the idea of getting the students to map the route from home to school. I know many of ours only know it by the bus route and this would be a great tool to let them know that a quicker route is available! Leigh B.

Kim, I love to travel and know I would enjoy creating a vacation map. I actually did enjoy marking places I have been to in NC with my own map last night. This is something that the students could definitely relate to. Joyce

Name: Vickie Sutton

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): __// Current S.S. SCOS //__ **Competency Goal 3** **The learner will analyze how individuals, families, and communities are alike and different.** (Maps) **5.04** Identify the absolute and relative location of communities. **5.05** Interpret maps, charts, and pictures of locations. // __New Proposed Essential Standards__ // Students will combine learning about different cultures with our Visions of the World celebration and using maps to show relative and absolute location and interpret the information on maps. They will make statements such as "Buckingham Palace is west of 10 Downing St."
 * 3.03** Compare similarities and differences among cultures in various communities. (Visons of the World celebration)
 * **2.G.1** || ** Understand how to use geographic representations and technology to process information from a spatial perspective .** || 2.G.1.1 || Interpret maps using observation skills to locate and derive information about people, places and environments. || Use map skills to identify location of certain things in a community including houses, parks, lakes, ponds, restaurants, libraries, schools, churches, etc. ||
 * ^  ||^   || 2.G.1.2 || Use map skills to find absolute and relative locations of people and places. ||   ||

Link (Remember- use TinyURL at [] :
 * http://tinyurl.com/yc6pzwf**

Explanation (ELABORATE): For our upcoming Visions of the World celebration, kids could use Google Maps and maps made by the teacher of the capital city or another major city in their country/continent. They would use the map of their city/country and show famous landmarks of that place. I picked London, England, and I have pinpointed Buckingham Palace and the Houses of Parliament and other famous landmarks to show the students on the map. I typed in a short fact or two about each landmark so they could read about it and learn a quick fact or 2 about that landmark. I like to get an image on the map, but I don't have any pictures on a website, but it would be neat that as you click on the pushpin you get an image, too. Students will combine learning about different cultures with our Visions of the World celebration and using maps to show relative and absolute location and interpret the information on maps. They will make statements such as "Buckingham Palace is west of 10 Downing St."

Peer Comments: Vickie, I think your use of a street map is right on with this. I felt like I was back in London looking at a map to catch the Tube when I opened your map. I think it is great that you highlighted certain landmarks.....this could be an excellent tool to use with students when you talk about setting and timeline when you discuss a picture book or even a class novel! Leigh B.

Vickie, I like the idea of having students type brief facts/details/comments like you and Leigh did. I will definitely use that idea when my students use Google Maps. instead of just providing a link and a picture. Joyce

Name: Leigh Bright NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): 1.09 Recognize that ideas are produced in a variety of formats. 3.02 Collect & compare information about diverse cultures, environments, & peoples. 4.05 Gather information from most effective sources. 4.07 Organize & use information. 1.02 Generate, interpret, & manipulate information from tools such as maps,etc. to pose & answer questions about space and place, environment and society, and spatial dynamics and connections. Students will use the prepared map from Google Maps to research well-known concentration camps during the Holocaust and complete a multimedia presentation. Link: [] Explanation (ELABORATE): After completing the novel, //The Boy in the Striped Pajamas,// students will understand more about concentration camps by completing this group activity. Six well-known concentration camps are marked on the prepared map along with annotated information (statistics, picture, link to external site). The six groups will be assigned a concentration camp and have to complete a multimedia presentation in which they include a map, as well as a description of the condition of the camp, and how people were processed once they got to the camp. Students will share their presentations with the class upon completion. Peer Comments: Very thought provoking and meaningful map. I am very impressed with your map, and I'd love to see how the kids do on their presentations!
 * Information Skills(6)**
 * Social Studies(6)**

Excellent usage of google maps. This makes the assignment come alive for the students. Elsbeth Johnson

I am so excited about this map! You know that Tammie and I will want to use this in our unit! I love how you include the quick facts -- especially liberation date and number who were killed. I also love the links you chose to send me to. Maybe you would be willing to come speak to our classes about this map and do a lesson for us when we get to this unit?? Kelly Garcia

What a great extension idea for this book! I recently watched the movie and absolutely loved it! Great way to develop knowledge about the setting and extend the students' thinking. Fantastic way to involve students in history! - Emily Myers

Leigh, I am fascinated with your idea and your map, and would love to see some of the presentations. It would be good to showcase one of the presentations at a staff meeting. Joyce

I love the idea you have. You have had quite some experience with Google maps. I hope I can call on you when I need help.-Kim S.

Name: ** Elsbeth S. Johnson **

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation):

Objective 5.01 - Database (Access) Student will understand database usage in business.

Link (Remember- use TinyURL at **[]**

Explanation (ELABORATE): Students will create a database of Historic Inns. There will be four tables about HistoricInns in North Carolina as their primary assignment. They will use the Internet to find 18 Inns and gather certain information to create four tables: (1) Historic Inns, (2) Locations, (3) Prices, (4) Reservations a. The Historic Inns Table will include fields for Name of Inn, No. Rooms, Allows Children, City, Location (city, town, mountain) and Breakfast. b. The Location Table will include fields for the Inn, full Address, Phone; c. The Prices Table will include fields for Inn, Prices for Single, Double rooms, Standard Rate for child, Standard Rate Pet; d. The Reservations table will include fields for Inn, Nights, Adults, Room Type # of Rooms, Children, Pets. Along with the construction of the tables, they will use google maps to locate five of the Inns, include a picture of the Inn and the address of the Inn. They will place a link to their google map on a Class Wiki page so all the students can view their maps.

Peer Comments: What a cool idea to include databases and a map with visual images so students can see exactly where they are located in relation to where they live. I need a map like this to help plan my summer vacation! Such a practical assignment because you really do have to gather all this information to plan a trip and businesses must include it to keep the customers informed. Maybe your kids to create their own "historic inn" and develop a website about it including all this info and choose a location that they think will bring in business? Kelly Garcia

Count me in with Kelly, I could sure use this map to plan a summer vacation. I noticed on my Google map that there were lots of pictures available even for the little town I used. The kids can even get a feel for the locations they are choosing by zooming in on local parks, eateries, etc. My students oftentimes don’t care for the database assignments and this would definitely make them more interesting! Yvonne Cockerham

Elsbeth I love your idea and your map. I think I will use it with my 8th grade Business Computer Students in our database unit. Kelly's idea of having the students develop their own "historic inn" website would enhance my database unit even more. Thanks to both of you. Joyce

Name: Dawn Roberson NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation):
 * 5.01** Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
 * 5.03** Compare and contrast the physical features of communities and regions.

Link
 * []**

Explanation (ELABORATE): I would use this map as an introduction to a unit on geography. I would share the places I lived before I taught at Snow Hill Primary. I would share each location with the children and tell them all about my adventures. I would lead them in discussions about the landforms, water bodies, weather, and climate of each location. (5:01, 5:03) After this informal discussion, I would lead the children into seeing the connection between our discussion and the definition of geography.

On //My Map//, I would love to put pictures from the actual time I lived in each location. I think it is possible to do this with //Pacasa,// an online place to store photos and assign them a URL. I don’t really know much more than this. I tried to use it but didn’t quite succeed. I did get my photos uploaded and even got an URL for one of the photos. I never did figure out how to get it on //My Map.// I had to just stop because I am spending too much time on this!

Peer Comments: I know what you mean about spending so much time on these assignments. But I really liked learning about the places you lived. I wonder if Snapfish or Shutterfly would be easier to post pictures and get the URLs. I have posted pictures at both those sites, but have never tried to see what the URLs were. I have created one album using Snapfish. Elsbeth Johnson

Great idea about using pictures of places you use to live at the time you lived there. Students could compare how much things have changed, etc. and feel more connected to you personally. You could use [|www.tinypic.com] to downsize and change your pictures to a URL. Yvonne Cockerham

Name: Kelly Garcia

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): 5.02d Study the characteristics of literary genres through: exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.

Link (Remember- use TinyURL at [] : []

Explanation (ELABORATE): I created a Google map to go along with the novel __Hoot__. The setting of this text impacts the problem and solution since the characters are trying to save an endangered species that is native to Florida by stopping a company from destroying the burrowing owls' habitat. On my map, I noted the location of these owls in our text, provided a picture of the owl, and a link to a website where the students can learn more about this endangered species. I also included a spot in the everglades in Florida because this is the setting of another novel by the same author that addresses habitat loss of the Florida panther. I then marked some wildlife refuges and the habitat of the leatherback sea turtle -- so the students could make connections of endangered species and the environmental efforts that are present in our state. As an extension, students could learn more about the topics in this map by reading the links or they could add more markers on the map about endangered species or wildlife refuges that spark their interests.

Peer Comments: What a great way to make the setting of a book come alive for readers! This is especially important for students who aren't able to travel, attend cultural events, etc. Now, every student has some prior knowledge and is able to make connections beyond the text! Very good use of google maps!- Emily Myers

Kelly, I thought you did a good job on your map. So many times students find it difficult to visualize where events take place, and I think with the help of Google Maps, we can provide them with another aid in understanding setting as well as timeline. Good job! Leigh B.

Name: Emily Myers NCSCOS Link: ** 2.02 **  Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by:
 * determining purpose, audience, and context.
 * understanding the focus.
 * recognizing and/or choosing a relevant topic.
 * Recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience.
 * evaluating information for extraneous detail, inconsistencies, relevant facts, and organization.
 * researching and organizing information to achieve purpose.
 * using notes and/or memory aids to structure information.
 * supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources.
 * noting and/or citing sources used.
 * recognizing the use of and/or employing graphics such as charts, diagrams, and graphs to enhance the communication of information.

Explanation: I will use this link to my google map [] to show students how I created a virtual tour of Durham. Students will do this same thing when they begin their 1940s research. Students choose a variety of topics. Some topics from the past are the bombing of Hiroshima or Anne Frank and her annex. Students would be asked to create a Google Map that shows areas that are important to their research, and it would allow them to take their classmates on a virtual field trip to show them some of the places important to their research. (NOTE: I had to use a different tool to make my URL tiny, as the wi-fi network at Panera Bread wouldn't allow me to connect to the tinyurl site!!!)

Peer Comments:

Emily I needed this tour 4 years ago when my daughter entered NCCU. Great job!--Kim S.

Name: Yvonne Cockerham NC Standard Course of Study: Digital Communications Objective 4:01 Utilizing Alternative Input Devices (specifically GPS Units.)

Link : **[] ** Explanation (ELABORATE): In this unit I designed a Google Map to mark all of the spots that my students will be searching for hidden caches for a geocaching unit. Caches would be hidden at each of the individual spots and students would be given specific coordinates for locations and caches and have to use their GPS units to find these locations and locate the hidden caches.

Peer Comments:

Yvonne, this is a very interesting assignment and good use of Google Map to get the students actively involved and to make them think. Joyce

Name: Joyce Robdrts

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): Unit B: Applications Software CT004 Utilize Word Processing and Desktop Publishing Software. CT04.03 Create basic word processing and desktop publishing documents.

Link (Remember- use TinyURL at [] : **http://tinyurl.com/ygx624x**

Explanation (ELABORATE): Students will use telecommunications and desktop publishing software to research places in North Carolina and to create a vacation travel brochure which includes places of interests, special events, historical importance, and a map with directions to the place coming from east, west, north, or south. My map shows 5 places in North Carolina that I have enjoyed visiting throughout the years with my children and grandchildren. After I figured out what to do, I really enjoyed marking the places and creating links with the pictures to websites. I think students will really enjoy personalizing their own maps of North Carolina, and will enjoy learning about the different places.

Peer Comments: I have some north carolina brochures in my classroom that I pick up at the welcome center each year that I travel home that you are welcome to use. We used them with a persuasive writing / informational materials lesson in my room and it is amazing how little of our state our students have actually seen. Kelly G.

Kelly, thanks for the offer of the NC brochures. I would love to have some. Fred and I collect a lot of brochures, ourselves, and always enjoy planning and "dreaming" about our trips. Your idea of using the brochures for writing assignments is a good one. Joyce

Name: Tina Rorer

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): Social Studies Objectives 5.02 Describe the role of a geographer and apply geographic tools, such as maps, globes, compasses, and photographs in the understanding of location characteristics of places and regions.

5.03 Compare and contrast the physical features of communities and regions.

4.02 Analyze environmental issues, past and present, and determine their impact on different cultures.

Link (Remember- use TinyURL at [] :


 * http://tinyurl.com/y9dpwfu**

Explanation (ELABORATE): We will use the map I made on Google maps depicting the earthquake location in Chile and also the areas that were under tsunami warnings because of the earthquake. We will discuss how the location of a region makes it more susceptible to earthquake, tsunami, etc., and also how the environment of one place (Chile) can affect places far away. We will discuss how these events impact the people of these locations (Chile, Hawaii, Japan, etc.) and how they prepare and react to these events.

Peer Comments: