Cover

Slide 1

Love of Christ and Neighbor Prayer Stability Conversatio Obedience Discipline Humility Stewardship Hospitality Community

3About Your Program at Benedictine University Moser CollegeAbout This Document

This is a hypermedia document it has been built to mimic navigation on the web. This document can also be viewed as a presentation or it can be printed like a traditional document. We use this sort of document because it allows for navigation links (hyperlinks) to text, graphics, audio/video, and the web. This type of document also allows you to navigate in a nontraditional, nonlinear way by following the page links you are not bound to read or flip through the document in any sort of order. This is yet another example of Moser Colleges commitment to advancements in technology and blended learning.

About Moser College

The Moser College of Adult & Professional Studies delivers its curricular programs in a specifically designed structure deliberately oriented for working, adult learners. The Moser College is committed to providing a learning environment which extends beyond the classroom and is designed specifically to meet the needs of its students and their employers by bringing a quality educational experience without requiring the student to relocate or travel extensively beyond their home area. Benedictine University's Moser College of Adult & Professional Studies is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools*.

hallmarks of a Benedictine Education:About

About Blended Learning

Blended learning is the integration of different learning environments: mainly the online format with the face-to-face format, but may also include mobile learning. Blended learning, also referred to as hybrid learning, relies on both the advantages of digital/technology innovation and the methods of face-to-face instruction. At Moser College, we use blended learning by combining asynchronous online classroom sessions with a face-to-face classroom environment. We alternate between the online session and the face-to-face session in 5-week courses, with the A session being face-to-face and the B session being online.

Physical Geography | GEOG 105* web pathBenedictine UnivAcademic ProgramsMoser Collegehomeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions


5Student Expectations Expectations of Students

In order to get the maximum use of the time available, it is expected that you will:Read the material to be covered in the class and complete required assignments prior to attending the class/session;Arrive/login to class/session prepared to participate actively; Be prepared to actively participate in the collaborative activities of each class/session; andAlways feel free to seek additional help from the instructor when the need arises.

Attendance Policy

Students may not miss more than 25% of the live classroom sessions. Doing so will result in an F for the course.

Expectations financial aid information Physical Geography | GEOG 105Submission of Work

All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor. Assignments must be submitted by due date. Any assigned work submitted late for any unexcused reason will receive a lowered grade. Please refer to your instructors late work policy located in D2L. In the event that you miss an examination for due cause, arrangements must be made with the instructor for a make-up examination. Important criteria concerning the submission of work:

Make-up examinations may differ from the original class examination.

Per University policy, assignments cannot be accepted by an instructor after the last day of the course.

Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.

information concerning netiquette:homeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions


Benedictines Library Resources

Benedictine University Libraries strive to provide the resources for all of your academic and research needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7 days a week, we are here to assist you in person and online.

The primary mission of the Benedictine University Library is to provide library resources and services that support the Benedictine University community and meet its academic and research needs. To support our mission, the Library has made provisions for all students to gain access to important academic resources through the Benedictine Library Website. As you begin your academic journey please take note of these key concepts that will affect that access:

Entry into academic databases and most Library resources must be made through the Benedictine Library Website at www.ben.edu/library Within one week of your official enrollment your patron information will be automatically entered into the library system, where once entered, you will be able to check out books and access databases When off-campus you will be prompted by authentication software (a proxy server) to provide your Library ID number and last name to access article databases and request books. This software proxy server confirms that you are a current Benedictine University student and thus allowed access Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your seven-digit student ID number (also called your b number). Thus 2281100XXXXXXX is the Library ID number with Xs being the seven digit student number. This number is prominently located just below the barcode on your Benedictine ID card For further information on any aspect of Library resources and access please call or write the Benedictine Library Reference Desk at 630-829-6057 or [email protected]. Please take note of Library hours and staff directory located on the Library Website under About the Library and feel free to contact us about any concern or need you might have8Resources for Success additional resources for student success:

homeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessionsLibraryPhysical Geography | GEOG 105homeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions


6Financial Aid Information Applying for Financial Aid

A college education is one of the largest financial investments a family will make. We believe that an education from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial Aid is dedicated to helping students and their families make a Benedictine University education affordable. We view the process of financing an education as a partnership. Although the student and his/her family have primary responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have a variety of financial aid programs available to students who need financial assistance.Financial Aid Types of Financial Aid

Benedictine University's Office of Financial Aid administers a variety of federal, state and institutional programs of student financial assistance. All financial aid recipients must maintain satisfactory academic progress in accordance with the published, "Satisfactory Academic Progress Policy for Financial Aid Recipients.

After completing the financial aid application process, the student will receive a financial aid award notification letter. The award letter will include the program(s) that the student is eligible to receive and the award amount(s).Grants/Scholarships - Grants and scholarships are considered to be gift assistance. This means the awards do not have to be repaid.Loans - Loans are considered to be a form of self-help assistance. Loan programs provide funds for educational purposes and are paid back with interest.Employment - Part-time jobs on campus are available to students through the University and Federal Work-Study program. Students working on campus receive a bi-weekly paycheck.Applying for Financial Aid All students applying for financial aid are asked to complete the Free Application for Federal Student Aid (FAFSA).FAFSA Free Application for Federal Student Aid

The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance. It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax returns readily available when completing the FAFSA. Include Benedictine University's school code: 001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent information, one parent must also sign you FAFSA.

Physical Geography | GEOG 105homeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions


7About NetiquetteWhat is Netiquette?

"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with one another online, by being aware of: our use of language, others cultural background, conventional norms, and other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isnt something you would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.

NetiquetteNetiquette Basics

Follow the Golden Rule (One should treat others as one would like others to treat oneself)Be ethical, fair, tolerant and mindful of others avoid stereotyping, judgment and prejudice Know the boundaries of particular cyberspaces what is acceptable in a text or chatroom with friends may not be appropriate in a classroom or in an online conversation with an instructor Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs and headers and 6) limiting your use of attachments Copy the minimum number of people it is tempting to send email or message blasts because it is easier for the poster, but it is not easier for the reader For more information please review Netiquette by Virginia SheaInappropriate Online Usage

Avoid flaming flaming is sending offensive, insulting or criticizing messages. This happens more often online then in face-to-face interaction, because there is an illusion of anonymity. Flaming is neither productive nor appropriate for the learning environmentAlways avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar, punctuation and spelling correctionsAvoid using CAPS if possible and never type messages in ALL CAPS this is considered yelling and is often seen as a form of aggressionUse emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text languageConfidentiality and Privacy

Email, messaging and posting are forms of written record and are just as permanent as a letter or document Do not publicize your own or others personal information (such as email, phone numbers, last names etc.)Respect copyright and cite any and all sources Do not expect that your communications are private, instead assume all communications are public Physical Geography | GEOG 105homeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions


Course DescriptionA physical science laboratory course that includes the study of key principles ofearth and space science through the investigation of real world problems. The earth science component includes: the study of large-scale dynamic forces, events, and processes that affect the earths land, water, and atmospheric systems; identification and evaluation of the uses of the earths resources; and the processes involved in the life cycle.

The space science component focuses on concepts that explain the composition, structure of and changes in the universe and earths place in it. By working and studying within the context of a real world problem, students learn how scientific principles are used and applied in everyday life.

11Faculty Evening Course Overview Course Materials Required Textbook and Materials

Suggested Course Materials The program Google Earth should be installed on the student computer.

The Course Grading Scale

Technological Computer Requirements Students in the blended program will need: High-speed Internet access; a sound card and speakers; Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or higher. It is also highly recommended that students have access to a microphone or webcam for optional audio/videoconferencing.

A=4.0090 - 100%EXCELLENTB=3.0080 89%GOODC=2.0070 79% SATISFACTORYD=1.0060 69%PASSF=0.00BELOW 60%FAIL I=INCINCOMPLETE

Course OverviewDiscussion Forum Guidelines To receive a minimum passing grade, students must make a post to each discussion question for that week by day 4 of each week and respond to at least two other postings by the end of the week. Individual posts are worth up to 5 points and the total response posts are worth up to 5 points total. Each discussion will total up to 10 points.Physical Geography | GEOG 105Christopherson, R.W., (2013). Elemental geosystems plusmastering Geography with eText--Access card package. (7th ed.). ISBN 9780321768254homeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions11GEOG 105Physical Geographyinstructor versionabout this document about Moser Collegeabout blended learninghallmarks of a Benedictine education student expectations attendance policyfinancial aid submission of work library resourcesservices for students with disabilities

Academic Honesty PolicyAPA formatting and stylenetiquette course overviewrequired textbooks grading scale IDEA objectives IDEA descriptionlearning outcomescourse schedule content links index2Content LinksBenedictine UniversityMargaret and Harold Moser Center1832 Centre Point CircleNaperville, IL 60563


Phone: (630) 829-6289Fax: (630) 829-1375moser college mission and visionAddresses the educational needs of adult students by developing and providing engaging, relevant and accelerated programs.

Enhances scholarship, leadership skills, social responsibility, and promotes life-long learning.

Provides high-quality, easily accessible educational opportunities for adult learners.

Enables adults to earn specific undergraduate and graduate degrees while maintaining their personal and professional commitments.

Develops new degree and non-degree programs that address the expressed needs of the professional community.course syllabusblended modelMoser College Mission Statement: Moser College embodies the values of respect, excellence, collaboration, and professionalism. We are committed to delivering innovative and dynamic programs designed for adult students who are dedicated to enhancing their professional, local, and global communities. Moser College Vision Statement: To be one of the premier university colleges in the nation.

homeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions


13Faculty Evening Course Outcomes Based in Blooms Taxonomy Learning OutcomesPhysical Geography | GEOG 105Wk Blooms Level

Learning Objective Benedictine Hallmark and/or IDEA Objective Assignment Pts4ACreating

Construct a proposal regarding studying at the South PoleCOI: TeachingGroup critical thinking activity: South Pole10 pts

Analyzing

Survey region to determine specific attributesCOI: CognitiveCoral reefsPBL step 440 ptsAssessEvaluate the local emergency response planCOI: CognitivePBL steps 4 & 5: Summary of local emergency plan and determination if plan is adequatePoints at endEvaluating

Discuss glacial features COI: TeachingExploration paper100 pts4BAnalyzingDevelop a reasonable land use planCOI: SocialOne discussion post and two response posts on D2L10 pts5ACreatingDebate global versus local resourcesCOI: TeachingGroup: Evaluating natural resources10 pts

EvaluatingEvaluate human impact on natural settingsCOI: CognitiveIn Class Activity: 12 paradigms40 ptsCreatingComplete sustainability PBL and present to classCOI: CognitivePresentation of marketing plan and grand strategy 100 ptsEvaluating

Determine carbon footprint and propose ways to reduceCOI: CognitiveCarbon footprint100 pts5BCreatingDiscuss solutions to the oily bird problemCOI: SocialOne discussion post and two response posts on D2L10 ptsTotal Points for the CourseDiscussion Questions10 pts ea x 5= 50 pts6% of the total points Written Assignments 100 pts ea x 5= 500 pts55% of the total points Team Assignments 10 pts ea x 5= 50 pts6% of the total points In Class Assignments 40 pts ea x 5= 200 pts22% of the total pointsPBL project/presentation100 pts x 1= 100 pts11% of the total pointsTotal Points for the Course= 900 ptshomeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions


14Faculty Evening Course ScheduleSession Loc.Class Title Assignments 01 AF2FCh. 1 Essentials of GeographyNo pre-assignment for session 1AIntroduction to Chapter 1 of the textbookIntroduction of Google Earth, GPS and GISActivity to review latitude, longitude, time zones and international date lineActivity to illustrate methods used in cartography (projections and map scale)Illustration of modern uses of technology (GPS and GIS)Team activity: Asteroid impact activityIntroduction to PBL: Predict sustainability of a region brainstormPersonal energy budget01 BonlineEffects of Solar Energy and the AtmosphereRead Ch. 2 and 3Discussion #1Compile data on your home Find your home on Google EarthPBL step 1 cont.: Students will begin to look at the target area and populationExplain the effects of earths varying temperatures on atmospheric layers02 AF2FAtmospheric Water, Weather and Oceanic CirculationRead Ch. 4 and 5Use site to determine relative humidity: Can humans survive on Planet XDrinking water evaluation quality and costPBL step 2: Discuss sustainability Categorize the atmospheric, climatic and coastal conditions02 BonlineWater Resources and Climate SystemsRead Ch. 6 and 7Discussion #2How will humans change aspects of the Earth03 AF2FThe Dynamic Planet: Tectonics, Earthquakes, and VolcanoesRead Ch. 8 and 9Predict how the world will look Using critical thinking 8.1 on page 256, determine arguments for adding the Anthropocene Epoch to the geologic time scaleDetermine the location of each of the four types of faults and three types of volcanosPBL step 3: Investigate geologic history and review the existence or absence of volcanic featuresDetermine water budgetCourse SchedulePhysical Geography | GEOG 105homeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions


15Faculty Evening Course ScheduleSession Loc.Class Title Assignments 03 BonlineWeathering, Erosion and River SystemsRead Ch. 10 and 11Discussion #3Personal narrativeDetermine relationship between found on Earths surface and forces that produce them04 AF2FWind and Coastal ProcessesRead Ch. 12 and 13Image of sand dunesSouth Pole livingCoral reefsIdentify types of sand dunes and wind directionsPBL steps 4 & 5: Summary of local hazards and disaster planIdentify geographic features

04 BonlineGlacial Formations and Geography of SoilsRead Ch. 14 and 15Discussion #4 Exploration PaperUsing Google Earth, find an example of a glacial landform Change the image so that it is viewable at a low angle. Label the formationUse pages 394-395, develop a land plan05 AF2FEarth and the Human DenominatorRead Ch. 17Use sites on page 527 to determine your carbon footprintDetermine ways to reduce footprintDivide 12 issues and determine impactUse Critical Thinking 17.1 page 531, to answer questionsPBL Final: Present impact of area over 100 years05 Bonline Earth and the Human DenominatorRead article on Exxon Valdez oil spillDiscussion #5 Course SchedulePhysical Geography | GEOG 105homeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions


Learning Objectives By the end of the week the learner should be able to:Examine Earth location and observation systems and general position, motion, and structure of the Earth

16Faculty Evening Session 1ASession 1APhysical Geography | GEOG 105Activities, Assignments and Assessments INDIVIDUAL ACTIVITIES Multimedia Demonstrate the use of Google Earth to zoom in on a specific location, capture, copy and paste an image.

In Class Assignment Review the concepts of latitude and longitude since this concept will be used throughout the course to locate objects. Especially important is how time zones are established and how to compensate for the International Date Line. Provide examples of map scale and map projections and their shortcomings. Give students a model of Earth (such as a beach ball) and have them draw latitude and longitude lines, allowing them to cut u the sphere in different ways.

In Class ActivityReview the syllabus with students. Discuss course outcomes and objectives with the students. Show students a sample paper APA style and post on D2L for them to use as a template. Discuss class expectations and dates. Conduct an interactive lecture of chapter 1. Use the in class activities to illustrate major points in the chapter. Print out a simple map or photo and determine the scale of the picture.As a class brainstorm a list of uses for GPS beyond car navigation.Introduce the PBL and KWL format that the students will be utilizing throughout the course.

In Class Assessment

Using objects such as foam balls on sticks or straws, have students assemble the Solar System as shown on page 39 in order to see our relationship to the Sun and other planets. Ensure that the concepts of rotation, revolution and seasons are understoodGROUP ACTIVITIES Team Assignment or Activity After an asteroid has impacted the Earth, it has increased the axial tilt to 47 degrees and slowed rotational sped to half. Predict the effects on Earth in terms of daylight, seasons, and human population. (10pts)

PROBLEM or PROJECT BASED LEARNING Step 1: Introduce the Problem As a shrewd capitalist, you know that the cost of energy, water, and food will rise as each becomes scarcer in the long term (up to 100 years in the future). Your stroke of genius is to create a sustainable resort that will use less of these three important resources. Your operating costs will be level while the price that your competition pays for energy, fresh water and food will rise. Then your market share increases, maximizing your profitability, and you are then recognized as the global leader in the resort industry in the 22nd Century!

Find a coastal area within the United States and assess if it will be suitable for your needs and can facilitate a sustainable resort for the next 100 years, given the potential coastal hazards and population growth for the area.

Your analysis should summarize all of the geographic factors that have been investigated during this course. Including a further analysis of the impact that population growth will have over the next 100 years in that region.

Final presentations will be between 8-10 pages long and utilize proper APA format.

Each class have students take out their modified KWL chart to facilitate structure for the final paper. At the end of each class have them complete the KWL to determine what they have learned that will help them with the problem, what they still need to investigate, and if it will help them with their problem.



Learning Objectives By the end of the week the learner should be able to:Develop a personal energy budget17Faculty Evening Session 1BActivities, Assignments and Assessments Session 1BPhysical Geography | GEOG 105INDIVIDUAL ACTIVITIES Discussion Question In what ways will humans likely change the natural circulation and temperature characteristics of the Earths atmosphere and hydrosphere?The initial post must be made mid week, and the response posts must be made prior to the start of the A week. Students must post to at least two other students and must contribute to the discussion with at least 150 word response.

Multimedia Find your home in Google Earth. Copy and paste the image from 5000 feet above into a document. Include latitude, longitude and elevation. Zoom out to include the site where this course is being taught 2. Using the distance feature of Google Earth, find the straight line distance between your home and the site. Copy and paste the second image into a document and place the two page document in the drop box. (40 pts)

Reading Assignment (due before A week)Christopherson, Robert W., (2013), Elemental Geosystems Chapters 3 and 4pages 71-135

DELIVERABLES

Written Assignment (due before A week)Using the questions posed in Critical Thinking 3.4 page 101, examine your personal energy budget. Provide a detailed analysis of your home, clothes, automobile, etc. to determine if you are saving energy, and or money. (100 pts)All assignments must be written in APA format

PROBLEM or PROJECT BASED LEARNING Step 1: Introduction cont.Choose a theme. Examples: a. The Icehotel in Sweden b. The Island in Jurassic Park c. Skiing in the mountains d. Fishing or hunting lodges e. Luxury resort f. Live entertainment such as in Las Vegas or Branson g. Amusement ParkStudents will need to identify a target population. It could be a few people that pay a high price; or many people that pay a smaller price.Choose a place to build your resort, a coastal region within the United States.



Learning Objectives By the end of the week the learner should be able to:Determine the origin of the different states and movement of water below, on and above the planet

18Faculty Evening Session 2AActivities, Assignments and Assessments Session 2APhysical Geography | GEOG 105INDIVIDUAL ACTIVITIES Multimedia Use the books animations and a site such as the NOAA satellite imagery to illustrate current cloud conditions worldwide. Cite any severe weather occurring with news video such as hurricanes or tornadoes.

In Class AssignmentUsing figure 5.4 on age 144, give students different examples of specific humidity and capacity and have them solve for relative humidity. Also, give students a wet/dry bulb table and have them predict the relative humidity for different conditions. Students may also utilize : A website to determine relative humidity.In Class Activity Instructor will check level of understanding of chapters 1-3 with quick questions.KWL Chapters 4 and 5: These chapters provide a lot of information and terminology involving weather factors and climate conditions.Use a current weather forecaster's presentation to illustrate real world conditions. Studying a clip from a local weather segment will give them a better appreciation of the weather elements.

In Class Assessment

In chapter 6, an interesting illustration of different types of water is to challenge students to a taste test using distilled, spring, artesian, and other types of drinking water. Then, using the questions posed in the Critical Thinking 6.3 on page 210 determine the general water cost and quality of drinking water where you live. All written assignments must follow APA guidelines (40 pts)

Reading Assignment: Christopherson, Robert W., (2013), Elemental Geosystems Chapters 4 and 5 pages105-179.

GROUP ACTIVITIES Team Assignment or ActivityPlanet X has atmospheric and oceanic composition similar to Earths. However, the planet rotates twice as fast as Earth and the atmospheric pressure is three times higher. Describe the conditions on the surface (air and water) and in the atmosphere of the planet. Would humans be able to live on such as planet given these conditions? (10 pts)

PROBLEM or PROJECT BASED LEARNING Step 2: Prior Knowledge Using information presented in class and in the text, categorize the atmospheric, climatic and coastal conditions for the location you have chosen in step 1.

Estimate the summer weather conditions for a coastal city within the study site. (see 2B)



Learning Objectives By the end of the week the learner should be able to:Evaluate types of drinking water and examine the quality and costs19Faculty Evening Session 2BActivities, Assignments and Assessments Session 2BPhysical Geography | GEOG 105

INDIVIDUAL ACTIVITIES Discussion Question The clean air act and its air pollution regulations are a constant source of political debate. Do the costs of these regulations outweigh the benefits? Which side of the debate has the most merit and why? What are some of the benefits and costs of these regulations?The initial post must be made mid week, and the response posts must be made prior to the start of the A week

Multimedia Review the animations for chapter 6 and 7 at the textbook site.

View a video regarding humidity, such as the Khan Academy

Reading Assignment (due before A week)Christopherson, Robert W., (2013), Elemental Geosystems Chapters 6 and 7 pages 180-251.

DELIVERABLES

Written Assignment-PBL (due before A week)

For the location you have chosen in step 1, categorize the atmospheric, climatic and coastal conditions. Estimate the summer weather conditions for a coastal city within the study site. Do you believe that the summer weather will bring more people to the area? What impact will this have on the land?

Discuss the sustainability for the resort in terms of energy, water, and foodFind a viable off-the-grid energy source for electricityEvaluate your water resources and, if necessary, plan for conserving themList five foods that can be locally sourced by your own corporate farm using traditional methods, green houses/ hydroponics, or aquaculture

Provide a two page summary with illustrations of the study area. (100 pts)All written assignments must follow APA guidelines



Learning Objectives By the end of the week the learner should be able to:Predict how climate change will impact an area

20Faculty Evening Session 3AActivities, Assignments and Assessments Session 3APhysical Geography | GEOG 105

INDIVIDUAL ACTIVITIES Multimedia In pairs or small groups answer the questions and complete the activities on the dynamic earth site.

In Class Assignment (suggested activity)Conduct an interactive lecture of chapters 8 and 9 using various activities. These two chapters are valuable in understanding how important water is in our lives. Emphasize how much weather reporters use water related factors to determine current and future weather conditions. The issue of a right or wrong answer is unimportant as long as students can provide a sound rationale for their answer.

In Class ActivityInstructor will lead a KWL regarding climate change. The students will then break into groups to determine the answers they need to know.Review Pangaea and request students predict how the world will look in 200 million years: use map such as the Robinson Projection on page Appendix A-2 to facilitate this activity.

In Class Assessment Have students view the Critical Thinking activity 8.1 on page 256-257 as a prompt, determine arguments for adding the Anthropocene epoch to the geologic time scale.

Reading Assignment: Christopherson, Robert W., (2013), Elemental Geosystems Chapters 8 and 9 pages 254-317.GROUP ACTIVITIES Team Assignment or Activity Get in small groups and research how climate change will affect a given area. Divide up between the following areas: Northwest, Southwest, Midwest, Southeast, Northeast, Alaska, U.S. Tropical Islands and determine the long-term affects of climate change. Pay particular attention to the effect on: Coastal resources, water resources, human health and ecosystems. Students will then share findings with the rest of the class. (10 pts)

PROBLEM or PROJECT BASED LEARNING Step 3: Develop the Problem Statement Using information obtained in class and through the text, determine the water budget for your geographic area of study. Students may also find it helpful to utilize other sources such as the US Geological Survey site.Describe the water budget for your geographic area of study include: precipitation, evapotranspiration, drainage, and withdrawal. Does your region have a deficit or surplus? 1-2 page summary.

Conduct an investigation of the geologic history of the region. Review the existence or absence of volcanic features.

All papers must follow APA formathomeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions


Learning Objectives By the end of the week the learner should be able to:Determine the relationships between features found on the Earths surface and the forces that produce them

21Faculty Evening Session 3BActivities, Assignments and Assessments Session 3BPhysical Geography | GEOG 105INDIVIDUAL ACTIVITIES Discussion Question Students should answer the questions posed in the Critical Thinking activity 8.1 on page 256. Initial posts should be made by midweek with at least two responses to others prior to A week.

Multimedia Us the US Geological Survey site and enter your home state. Find current statewide stream flow in meters per second for your county. Using state and county at least 500 miles away, determine the stream flow there for the same day. Correlate the weather to these two locations to explain the difference. (40 pts)


DELIVERABLES

Written Assignment (due before A week)Students will take a period or epoch from the geologic time scale and write a personal narrative of what it would be like to live one day during that time in terms of climate and geology during that time. All written assignments must follow APA guidelines. (100 pts)



Learning Objectives By the end of the week the learner should be able to:Survey a region to determine specific attributes

22Faculty Evening Session 4AActivities, Assignments and Assessments Session 4APhysical Geography | GEOG 105INDIVIDUAL ACTIVITIES Multimedia Provide students with photographs of various sand dunes. Request the students to identify the type of sand due and prevailing wind direction.

In Class Assignment Under Destinations in Chapter 12 of the Mastering Geography web site, go to the link called Coral Reefs. Sample some of the links on this page. Do you find information about the mage to and bleaching of coral reefs reported in 1998 or at present? (Page 397) (40 pts)

In Class Activity Using Google Earth, find an example of a glacial landform. Change the image so that it is viewable at a low angle. Copy and paste the image into a word processor and label the formation. Class will discuss results.

In Class AssessmentGiven a tide table for a coastal location, predict when the next spring and neap tide will occur in a particular month. Predict in 1 assigned day when two high tides and two low tides will occur.

Reading Assignment: Christopherson, Robert W., (2013), Elemental Geosystems Chapters 12 and 13 pages 374-441.

GROUP ACTIVITIES Team Assignment or Activity In your groups use the questions posed in the Network and Critical Thinking Tools on page 436 (13.2), students should summarize their views on the value of living on and studying phenomena at the South Pole. Construct a proposal of what they would like to study there, how long and at what time of the year would be desirable. (10 pts)

PROBLEM or PROJECT BASED LEARNING Step 4: Brainstorm Solutions As you continue your research for your assigned area, identify the soil types, coastal features and possible glacial features that can be found there. Is the soil derived from the local geology or has it been transported? Has the area been exposed to weather extremes lately? What kind of tidal range exists? What erosional and/or depositional features are present? Use Google Earth to survey the region and consult other resources for specific features.

All written assignments must follow APA guidelinesStep 5: Develop an Action Plan What natural disasters may impact your area? What are the local disaster plans that are in place? Are they adequate? homeaboutexpectationsresourcescourse overviewlearning outcomesIDEAschedule & sessions


Learning Objectives By the end of the week the learner should be able to:Develop a reasonable land use plan23Faculty Evening Session 4BActivities, Assignments and Assessments Session 4BPhysical Geography | GEOG 105INDIVIDUAL ACTIVITIES Discussion Question Using the case study presented on pages 394-395 develop a reasonable land use plan using a map or photographs of the Cape Cod region. Students should understand that nature and humans may come into conflict and should take this into consideration during their land use plan.The initial post must be made mid week, and the response posts must be made prior to the start of the A week

Multimedia Students may use the below sites such as the National Parks Service or the Alaska site to begin researching their exploration paper.


DELIVERABLES

Written Assignment (due before A week)You have been selected to explore either Northern Alaska or Glacier National Park in northwestern Colorado. Use Google to locate and identify glacial features. Report back the look, feel, sound, and experience of this great adventure. All written assignments must follow APA guidelines. (100 pts)


Documents

Cover