JOURNALIST

Hi! This week I’m the journalist, so I have to recover evidences about our working, and tell you the daily of my group.

First of all, we filled this box to clarify our ideas about the three different map projections and to analyse them (Mercator, Robinson and Azimuthal)

A globe is the only “perfect” representation of the Earth’s surface. All maps are distorted in four major ways. The four ways maps are distorted is by the shapes, sizes, directions and distances

Of the landmasses being mapped. In order to make maps, projections must be made, and different projections require different distortions. For each projections listed below, complete the chart for the correct information.

Secondly, we chose two differents countries (one in Europe and other outside Europe). We chose Madagascar and United Kingdom  and we did a comparison between them in the differents map projections.

We answered some question about it too:

1.       How big is it?

We have searched the dimensions of the countries that we have chosen and we have found that according to their areas Madagascar (587.041 km2) is bigger than the United Kingdom (243.610 km2).

How important it seems on the representation?

The measures of Madagascar are 587.041 km2 of surface, and United Kingdom has 234.610 km2 of surface, but in the Robinson projection, we can see that Madagascar has the same size than United Kingdom. However, Madagascar is bigger than United Kingdom but, because of the economic and social importance of United Kingdom, the maps cannot represent to United Kingdom smaller than Madagascar.

What could be the best projection for being used in a classroom?

We think the better projection for being used in classroom is Robinson's projection because this projection have mainly the poles distorted, and to teach children the map the poles are not so important than other zones

An example of one specific media that could determine/distort the vision of students about something:

We can see an example in the school when the teachers teach, principally in history’s lessons, because in this subject, the teachers can explain the different topics with their own point of view. For example, when they explain “The Francoism” they can show a certain tendency towards an ideological position or another, and with it, they can distort the vision of the students, creating impact on the students thoughts.

We can see other example in the relations between teenagers with their friends. According to the behavior of their friends, they influence on the boys/girls, for example, if the group of friends are rebels, the teenager can become like them.

How we might mitigate the effects of this resource in our classes?

We can mitigate the effects of this resource with the explanation by the teachers about the things as they really are, in the context of history subject, and educating betterto the children for they have their ownjudgmentand they knowwith who they have to go out and how they have to behave. 

Finally, we found another example of treasure hand and we called "Poetry Scavenger Hunt" :

To expose it to the rest of the class we made a power point presentation.

I have recollected some pictures about all my group working on this second task:

The result has been a big exposition mixing the information of all the groups in class:

My experience as journalist have been fun because I had to do all the photos and I liked it.