Maryland Geography Projects

Grades K-8. Features 30 geography projects for kids to complete-and includes actual state facts. Each project is quick, easy, and inexpensive! Projects include: constructing a replica of the state's capitol building; creating a montage of the wildlife that lives in our state using cut-out pictures; recreating the path of a state river using a wire coat hanger; building a state tree from fresh or dried leaves/ needles from as many trees as possible; and more! Students will have a blast creating projects sure to end up as part of a geography resource center-all about your state! Most projects use ordinary, easy-to-access materials. 32 pages.

This unique book combines state-specific facts and 30 fun-to-do hands-on projects. The Geography Projects Book includes creating a montage of the wildlife that lives in your state using cut-out pictures, recreating the path of a state river with pipe cleaners, building a state tree from fresh or dried leaves or needles from as many types of trees as possible, testing soil samples and more! Kids will have a blast and build essential knowledge skills including research, reading, writing, science and math. Great for students in K-8 grades and for displaying in the classroom, library or home.

Exploring Maryland through Project-Based Leaning includes 50 well-thought-out projects designed for grades 3-5. In assigning your students projects that dig into MarylandÕs geography, history, government, economy, current events, and famous people, you will deepen their appreciation and understanding of Maryland while simultaneously improving their analytical skills and ability to recognize patterns and big-picture themes. Project-based learning today is much different than the craft-heavy classroom activities popular in the past. Inquiry, planning, research, collaboration, and analysis are key components of project-based learning activities today. However, that doesnÕt mean creativity, individual expression, and fun are out. They definitely arenÕt! Each project is designed to help students gain important knowledge and skills that are derived from standards and key concepts at the heart of academic subject areas. Students are asked to analyze and solve problems, to gather and interpret data, to develop and evaluate solutions, to support their answers with evidence, to think critically in a sustained way, and to use their newfound knowledge to formulate new questions worthy of exploring. While some projects are more complex and take longer than others, they all are set up in the same structure. Each begins with the central project-driving questions, proceeds through research and supportive questions, has the student choose a presentation option, and ends with a broader-view inquiry. Rubrics for reflection and assessments are included, too. This consistent framework will make it easier for you assign projects and for your students to follow along and consistently meet expectations. Encourage your students to take charge of their projects as much as possible. As a teacher, you can act as a facilitator and guide. The projects are structured such that students can often work through the process on their own or through cooperation with their classmates.

"Admiral Paul von Hintze arrived in Mexico in the spring of 1911, to serve as Germany's ambassador to a country in a state of revolution. Germany's emperor Wilhelm II had selected Hintze as his personal eyes and ears in Mexico (and concomitantly the neighboring United States) during the portentous years leading up to the First World War. The ambassador benefited from a network of informers throughout Mexico and was closely involved in the country's political and diplomatic machinations as the violent revolution played out. "Murder and Counterrevolution in Mexico" presents Hintze's eyewitness accounts of these turbulent years. Hintze's diary, telegrams, letters, and other records, translated, edited, and annotated by Friedrich E. Schuler, offer detailed insight into Victoriano Huerta's overthrow and assassination of Francisco Madero and Huerta's ensuing dictatorship and chronicle the U.S.-supported resistance. Showcasing the political relationship between Germany and Mexico, Hintze's suspenseful, often daily diary entries provide new insight into the turmoil of the Mexican Revolution, including U.S. diplomatic maneuvers and subterfuge, as well as an intriguing backstory to the infamous 1917 Zimmermann Telegram, which precipitated U.S. entry into World War I."--Provided by publisher.

NCHRP Report 662 describes how selected transportation agencies have reduced the time required to complete the project delivery process. This process takes new or renewed transportation facilities and services from conception to completion, ready for users. Project delivery is a primary indicator of an agency's effectiveness. Individual highway and other transportation projects are developed under programs intended to implement agency and legislative initiatives and other public policy. The way programs are organized and managed can determine the speed and efficiency of project development. Accelerating program functions can speed up project delivery. This report describes the experiences of eight state departments of transportation (DOTs) that made improvements in their project delivery and the lessons to be learned from their experiences. The information will be useful to DOT managers seeking to ensure that their agencies' organization, policies, and program operations facilitate project delivery.

The Maryland Project-Based Learning book is 56 pages consisting of projects using geography, history, government, economics and more. Great for grades 3 5. There are 50 projects-based learning activities.

Originally published in 1980, the aim of this book was to help the A-level student make the most of the opportunity to undertake a local project. The general increase of student-activity work in schools was making the project option an increasingly popular part of A-level studies in geography, but there are many problems facing the student in this, the first independent piece of work that he or she is likely to have done. The most conspicuous difficulty is the time needed to collect data for analysis, but there are many others ranging from the fundamental question of the choice of topic to such subsequent matters as techniques of hypothesis testing and methods of presentation. The author examines all the questions that the student should ask in the course of this type of work, and he does so very much from the student’s point of view. The first half of the book deals with selecting the project, setting it up properly and carrying it through to analysis and presentation. The second half consists of a wide range of example projects which illustrate what can be achieved and the problems that arise. They are presented not as models to be copied but as illustrative examples of the general principles and problems discussed earlier in the book. The range of opportunities available for project work will vary widely from school to school, and no book could provide comprehensive coverage. The author has therefore chosen his material carefully in order to throw light on principles and strategies. The examples are of work actually done by some of the several hundred candidates supervised by the author and they are impressive evidence of the variety of projects that can be undertaken from one home base. This book has been prepared with the student’s point of view very much in mind. It should serve as a valuable source of ideas and guidelines for all those who choose to undertake a project at A-level and it will be useful background reading for students doing similar work in institutions of higher education.