A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Timestamp | Enter a few sentences describing what you will have students do. | Subject Area? or Areas? | Your Name | |||||||||||||||||
2 | 8/31/2012 23:19:49 | test | test | test | |||||||||||||||||
3 | 9/8/2012 10:48:37 | Show how immigration has transformed singapore. | UOI | ||||||||||||||||||
4 | 9/8/2012 10:50:01 | Plot countries with human rights issues, historically and in real time | Inquiry | Scott Holland | |||||||||||||||||
5 | 9/8/2012 10:50:26 | Have already used Google Art Project. Very much like the idea of mapping public art works in Singapore. | Senior School Art | Hilary | |||||||||||||||||
6 | 9/8/2012 10:50:29 | make maps. put videos and pictures as place marks. For geography the options seem endless. | geography | sadhana kuriyan | |||||||||||||||||
7 | 9/8/2012 10:50:39 | - Create orienteering courses in and around Nexus school campus - Healthy Eating food outlet around Singapore to encourage good nutrition - | Physical Education and Health | Bevan Moriarty | |||||||||||||||||
8 | 9/8/2012 10:50:42 | Ask the student mark the different place in Chinese, help Chinese people where to go, explain the place in Chinese in youtube. | language | Angela | |||||||||||||||||
9 | 9/8/2012 10:51:01 | Internet usage over time throughout different countries | ict | Brian Shaw | |||||||||||||||||
10 | 9/8/2012 10:51:25 | Embedding a Google Map in a classroom blog when a class goes on a field trip so that families can see what and where they are. | ES | Sven and Colin | |||||||||||||||||
11 | 9/8/2012 10:51:49 | Use Google Maps (& Google Earth) to create maps of their field trips by adding polygons, placemarks and paths to show where they've been and what they've done. If they have a smart phone, they can use a GPS app to record their track which they can then upload to Google Earth and watch an animation of their journey. | Geography/ESS | Tony | |||||||||||||||||
12 | 9/8/2012 10:52:18 | See great applications to study History as well, comparing historical maps, with current maps to see the results or impact of war...Find evidence of the legacy of this war and document on a Google Map, embed videos in to map etc. Lots of applications and places you can go within this context. | Social Studies | Stacy Stephens | |||||||||||||||||
13 | 9/8/2012 10:52:37 | Take pictures of weather fronts and have them 1. Place the marker where the picture was taken 2. describe what type of front their picture shows. 3. Make the picture the icon | Science | Matt | |||||||||||||||||
14 | 9/8/2012 10:52:41 | MYP Technology unit: The Principal of the school needs you to make some sort of product to introduce new students to our school and make them comfortable in Singapore. Google maps would be a great idea, all the information there. | MYP Technology | Catherine McNaught | |||||||||||||||||
15 | 9/8/2012 10:52:54 | When learning about culture bound syndromes (CBDs) in the abnormal psych unit. I am going to give students examples of different CBDs, then ask them to add information of each one to the map, placing the pin where the CBD is found. | Psychology | Sarah Carter | |||||||||||||||||
16 | 9/8/2012 10:52:58 | Correlating and then mapping data that shows relationships, if any, between green space and crime rates throughout Singapore. | Psychology | Kelley Ditzenberger | |||||||||||||||||
17 | 9/8/2012 10:52:58 | Plotting their journey's from their homes to school | Maths | Scott Holland | |||||||||||||||||
18 | 9/8/2012 10:53:09 | When studying plate tectonics, students can use google maps to pinpoint certain plate boundaries around the world. | Science | Ron | |||||||||||||||||
19 | 9/8/2012 10:53:16 | Students will have to plot their route from home to school, and calculate the carbon footprint left by the whole school population of 600 students daily. They will work with a small sample size, and use regression to estimate the carbon footprint of 600 students. | Mathematics | Yijie | |||||||||||||||||
20 | 9/8/2012 10:54:55 | We are teaching a unit on how the media influences our perceptions of places and events. One standard deals with mapping and basic mapping skills. The students will choose a place and I am thinking they could map the place with links to a variety of media to show what is being shared with the pubic. | MS English/Social Studies | ||||||||||||||||||
21 | 9/8/2012 10:55:29 | Student trip to Paris - (pre-trip), have students plot monuments, museums, etc on a map of Paris that we will visit. (post trip), students will add comments, explanation of what was learned, video footage, etc. to the plots. Make the map a show case to share with parents! | HS French | C Popowski | |||||||||||||||||
22 | |||||||||||||||||||||
23 | |||||||||||||||||||||
24 | |||||||||||||||||||||
25 | |||||||||||||||||||||
26 | |||||||||||||||||||||
27 | |||||||||||||||||||||
28 | |||||||||||||||||||||
29 | |||||||||||||||||||||
30 | |||||||||||||||||||||
31 | |||||||||||||||||||||
32 | |||||||||||||||||||||
33 | |||||||||||||||||||||
34 | |||||||||||||||||||||
35 | |||||||||||||||||||||
36 | |||||||||||||||||||||
37 | |||||||||||||||||||||
38 | |||||||||||||||||||||
39 | |||||||||||||||||||||
40 | |||||||||||||||||||||
41 | |||||||||||||||||||||
42 | |||||||||||||||||||||
43 | |||||||||||||||||||||
44 | |||||||||||||||||||||
45 | |||||||||||||||||||||
46 | |||||||||||||||||||||
47 | |||||||||||||||||||||
48 | |||||||||||||||||||||
49 | |||||||||||||||||||||
50 | |||||||||||||||||||||
51 | |||||||||||||||||||||
52 | |||||||||||||||||||||
53 | |||||||||||||||||||||
54 | |||||||||||||||||||||
55 | |||||||||||||||||||||
56 | |||||||||||||||||||||
57 | |||||||||||||||||||||
58 | |||||||||||||||||||||
59 | |||||||||||||||||||||
60 | |||||||||||||||||||||
61 | |||||||||||||||||||||
62 | |||||||||||||||||||||
63 | |||||||||||||||||||||
64 | |||||||||||||||||||||
65 | |||||||||||||||||||||
66 | |||||||||||||||||||||
67 | |||||||||||||||||||||
68 | |||||||||||||||||||||
69 | |||||||||||||||||||||
70 | |||||||||||||||||||||
71 | |||||||||||||||||||||
72 | |||||||||||||||||||||
73 | |||||||||||||||||||||
74 | |||||||||||||||||||||
75 | |||||||||||||||||||||
76 | |||||||||||||||||||||
77 | |||||||||||||||||||||
78 | |||||||||||||||||||||
79 | |||||||||||||||||||||
80 | |||||||||||||||||||||
81 | |||||||||||||||||||||
82 | |||||||||||||||||||||
83 | |||||||||||||||||||||
84 | |||||||||||||||||||||
85 | |||||||||||||||||||||
86 | |||||||||||||||||||||
87 | |||||||||||||||||||||
88 | |||||||||||||||||||||
89 | |||||||||||||||||||||
90 | |||||||||||||||||||||
91 | |||||||||||||||||||||
92 | |||||||||||||||||||||
93 | |||||||||||||||||||||
94 | |||||||||||||||||||||
95 | |||||||||||||||||||||
96 | |||||||||||||||||||||
97 | |||||||||||||||||||||
98 | |||||||||||||||||||||
99 | |||||||||||||||||||||
100 |