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 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

Have fun!