Methodological Out line for Environmental Education ...



Methodological Out line for Environmental Education through computer graphics. (This class teaches applied art skills, applied computer graphic skills, and knowledge about the environment.)

The goals of the Environmental Education through computer graphics class.

• For students to learn environmental education.

• For students to learn computer graphic skills.

• For students to learn English.

• For students to learn job related skills.

• For students to create graphics and maps which can be used by teachers as teaching resources or be placed in any text book produced by the local methodology center.

• For students between the 6th and 12th form.

The class is divided into four components.

Part 1: Skills development

Part 2: Practice graphic 1

Part 3: Practice graphic 2

Part 4: Projects

Part 1: Skills development

The skills development component should take no more then 24 hours of class time to finish.

The skills development component is divided into part A and Part B. The purposes of the skills development component are.

• For students to develop basic skills on how to use the Corel Draw program, (How to duplicate objects, draw shapes, use color, manipulate shapes, and learn to draw objects which can be used in ecological models or maps.)

In part A; students learn. (12 Hours plus 1 hour test)

• Basic skills on how to use the Corel Draw program.

• To Draw shapes using curves.

• To Draw shapes using lines.

• To Draw mountains, duplicate and change shape.

• To Draw sun.

• To Draw pine tree.

• Explore use of color.

• To Draw grass

• To Draw trees

• To Draw a forest.

• To Draw a basic flower.

• To Draw a mushroom.

Take a one-hour test. Students should redraw as many of the components form skills development part A as they can in one hour. They must complete 75% of the components to pass the test. For students to pass skills development part A, they must complete the exercises is 12 hours and pass the test. If students pass part A they may move on to skills development part B.

In Part B (10 hours plus 1 hour test)

• Students improve their skills, and learn how to use more tools of the Corel Draw program.

• Create scale for calculation of pie charts.

• Take house template and use it as base for creation of a better house. (Draw a house , make fancy windows)

• Take fish template and use it as bases for the creation of a better fish, use fountain fill, color blend, and custom for color of fish, manipulate fish to make different types of fish.

• Create complex flower using color blend and interactive envelope tool.

Take one-hour test. Students should redraw as much of the components of skills development part B as they can in one hour. Students must complete 75% of the components to pass the test.

For students to pass skills development part B students must complete the exercises in 10 hours and pass the test. If students do such they may move on to practice graphic one.

Part Two: Practice graphic 1 (Should take no more then 5 hours to complete)

Objectives;

• For students to create a nature landscape.

• For students to improve and practice their Corel draw computer graphic skills.

• For students to use shapes to create depth.

• For students to learn how to draw a river into their graphic.

• For students to practice drawing trees, and creating forest.

• To import animal templates into graphic.

When finished student may begin work on part three which is practice graphic two

Part Three: Practice graphic 2 (Should take no more then 6 hours to finish)

Objectives;

• For students to create an advertisement for the environmental education program.

• For students to improve and practice their Corel draw computer graphic skills.

• For students to practice creating nature landscapes.

• For students to practice creating forest.

• For students to practice creating mountain ranges.

• For students to learn to manipulate photos and incorporate photos into a graphic.

• For students to use object size and color to crate sense of depth.

• For students to incorporate bi lingual text into graphic.

• For students to crate and incorporate into the graphic a basic carbon cycle.

When finished student may begin work on part four; which is the projects component of the class.

Part Four: Graphic Projects

Part four contains 3 projects; a map project, a environmental systems model, and last a project of the students choice. (Each graphic should take no more then one month to complete)

Objectives

• For students to create 3 graphics which can be used by teachers to teach.

• For students learn presentation skills

• For students to work with and analyze statistical information and then to map such information.

• For students to learn how to model environmental systems.

• For students to learn map-making skills.

• For students to learn job related skills.

• For students to produce professional work.

• For students to learn about the environment and issues related to the environment.

Students will research and study the information or environmental system they will be mapping or modeling.

The students will understand the topic they are mapping or system they are modeling and how it relates to the environment.

Students will present their projects and discuss geographic relationships geographic relations of their topic, how the system works if it is a model, how it relates to the environment, and how such graphic can be used in teaching.

Students will learn how to work with statistical information so they can understand the information and use skills to create a graphic representation of the statistical information.

Calculating map scale: to calculate scale you measure the distance between two points on a map. Then you measure or other wise determine the real world distance between the two places represented by those points on the new map (Each map project needs to have its own scale calculated.) The real world distance must be then converted to the same units inches feet, centimeters, meters as the map that you check distance by. You measure the distance between two points on a very professional map. This will be the real world distance between the same two points on the map that is being crated. Remember that map distance will be different between different maps because of different map sizes. The map distance of one cm on one map will equal 50 Km while one cm on another map will equal 100 Km. To obtain ratio divide both map distance and real world distance by the map distance. (Remember that Corel Draw has a built in ruler.)

Distance; Lets say 1,000 Km equals 33.1 mm; then 500 Km equals 16.5mm; 1mm equals 30.21148 Km; 1cm equals 302.1148 Km; 3.31mm equals 100 km. (Distance inaccuracy because paper expands and contracts there is distance inaccuracy on paper maps. Because of the lack of control points and surveying the maps crated by the center are about 50 Km off.)

Creating pie pieces to represent percentages for maps. Do determine the size of the pie piece resenting percentages, the below measuring device can be used. The distance between the spokes is 10 degrees.

[pic]

Measurements are not exact. 90 Degrees equals 25%; 180 Degrees equals 50%

|2.50 Degrees |0.675% |

|5.00 Degrees |1.35% |

|10.0 Degrees |2.70% |

|15.0 Degrees |4.14% |

|20.0 Degrees |5.40% |

|30.0 Degrees |8.00% |

|35.0 Degrees |9.54% |

|40.0 Degrees |11.00% |

|60.0 Degrees |16.20% |

|62.5 Degrees |17.00% |

|65.0 Degrees |17.90% |

|70.0 Degrees |19.10% |

|75.0 Degrees |20.45% |

|80.0 Degrees |21.80% |

|85.0 Degrees |23.15% |

|90.0 Degrees |25.00% |

|100.0 Degrees |27.20% |

|102.5 Degrees |27.87% |

|105.0 Degrees |29.14% |

|107.5 Degrees |30.00% |

|115.0 Degrees |31.85% |

|120.0 Degrees |33.19% |

|125.0 Degrees |34.00% |

|130.0 Degrees |35.30% |

|132.0 Degrees |35.97% |

|140.0 Degrees |38.68% |

|145.0 Degrees |40.46% |

|150.0 Degrees |41.81% |

|187.0 Degrees |52.00% |

|205.0 Degrees |56.84% |

|240.5 Degrees |66.31% |

|250.0 Degrees |69.08% |

|270.0 Degrees |75.00% |

|272.0 Degrees |75.70% |

|309.0 Degrees |86.00% |

Index

Graphic A is the skills development template for both part A and B.

Graphic B is the template for practice graphic 1.

Graphic C is the template for practice graphic 2.

Graphic D is an example of a system model.

Graphic E is an example of a map project.

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