Project title: Travel with Me
Grade level(s): 4th Grade
Subjects: Geography and culture around the world.
A. Begin with the End in Mind
| Summarize the theme for this project. Why do this project? The theme for this project is geography not only in the United States but around the world. I want students to participate in this unit because I feel it is necessary for individuals to understand the geography of not only the United States but also the world around them. In addition to geography, I feel it is necessary to learn important details about these countries’ cultures. I feel geography is not focussed on enough in today’s schools and that is why so many individuals are clueless about geographical location. I know for me personally, geography was not discussed enough so I had to learn it myself where all the countries and states were. So I want to create a fun learning environment where my students can explore the world they live in.For this project, I would like my students in groups of two to create a travel itinerary for a country of their choice. I want them to work together, so they can collaborate online and use their communication skills. The students will be given “money” to travel to the country of their choice and decide what landmarks, historical sites, and restaurants they would like to visit. Along with were in that country they are going to stay and what type of transportation is available. The students will be given a week to “travel” so they must clarify what they will be doing in those seven days while in that country. The point of this is to allow the students to budget their money which will incorporate math standards. At the end of the project, I would like students to create a poster board incorporating pictures and information on that country. They will not only present to the class on a selected day, but we will also have a family night where members of the community like parents, grandparents, caregivers can all come to our class and see the hard work the students put into their Travel with Me projects. |
| Identify the content standard that students will learn in this project Grade 4 Standards… Math Standards: Number Sense and Base Ten Standards: 4.NSBT.3 Use rounding as one form of estimation and round whole numbers to any given place value 4. NSBT.4 Fluently adds and subtracts multi-digit whole numbers using strategies including a standard algorithm. ELA Standards: Inquiry-Based Literacy Standards (I): 1.1 Formulate questions to focus thinking on an idea to narrow and direct further inquiry. 2.1 Explore topics of interest to formulate logical questions; build knowledge; generate possible explanations; consider alternate views. 4.3 Determine appropriate tools and develop a plan to communicate findings and/or take informed action. Principles of Reading: 3.1 Use combined knowledge of all letter-sound correspondences, syllabication patterns, base words, and affixes to read accurately unfamiliar multisyllabic words in context. Communication: 3.2 Create presentations using videos, photos, and other multimedia elements to support communications and clarify ideas, thoughts, and feelings. Science Standards: 4.E.2B. Conceptual Understanding: Scientists record patterns in weather conditions across time and place to make predictions about what kind of weather might occur next. Climate describes the range of an area’s typical weather conditions and the extent to which those conditions vary over long periods of time. Some weather conditions lead to severe weather phenomena that have different effects and safety concerns. 4.E.2B.1 Analyze and interpret data from observations, measurements, and weather maps to describe patterns in local weather conditions and predict changes in weather over time. |
| Identify key skills students will learn in this project. List only those skills you plan to assess (two to four per person). How to research topics of interest and find appropriate sources for our project. Time Management Learn how to use online tools (i.e Google Docs, Slides, Spreadsheet, etc.) Collaborate effectively with peers. |
| Identify the habits of mind that students will practice in this project (one to two per project). Strive for Accuracy Apply past knowledge to new situations they encounter. Be creative, imaginative and innovative. Think interdependently — willing to work with others and welcome their input and perspective, abide by the decision a group makes even if they disagree somewhat. |
REFLECT: Have you focused on student interests while scaffolding content area standards and student learning dispositions?
I believe that I have focused on students’ interests in this project. Like I stated before I continue to believe geography and culture are something that isn’t taught enough in elementary schools so I truly believe that students will be interested in this unit and project. I believe that the project will be difficult for some, but will prepare the students for their future classes and the advanced skills needed to succeed. I will provide as much support as I can to the students and will thoroughly explain how to use the online tools that will be presented to them. I will strive for the students to be as accurate as possible and to truly care about their research and country. I hope that students will use their past knowledge to make this process easier and fun! Lastly I truly just want students to be creative and imaginative and work together and have fun. I have no intentions for this project to be stressful, that is not what I am aiming for.
B. Craft the Driving Question
| Brainstorm possible driving questions... How can we learn about culture? How can we convince others to travel to the country of your choice? What does culture mean? Why is it important? What is geography? What is culture? You are a pilot and had the chance to fly wherever you would like. Where would you fly and why? How does geography relate to the weather and climate? What are some famous landmarks in the United States? Do you know any in other countries? What are your cultural beliefs? What is a budget? |
| State the essential question or problem statement for the project. If you were given 30,000 dollars and were told you could travel anywhere, where would you travel and why? Who would you take? What landmarks would you see? Where would you stay? What type of transportation would you use? What culture would you experience? |
REFLECT: Have you posed an authentic problem or significant question that engages students and requires core subject knowledge to solve or answer?
I believe that I have proposed some good questions, but I do believe that they can be revised. I am focusing on many different things in my unit, so it is hard to create questions that relate to everything I am trying to teach. I will continue to create questions on culture, geography, climate, landmarks, and money. I believe that I am off to a good start with the questions above because they do focus on my main objective in this unit geography and culture in the countries we will discuss. I will say that these questions are very general right now, so I believe that is something I will need to improve on.
C. Plan the Assessment
| Define the products for the project. What will you assess? |
| Early in the Project: I would assess that my students are choosing countries that they are able to gather information about. Then look at the information they were able to find over a few days during our “research block” during class. Then I will assess if the student is able to find basic geographical information about that country. If not then I will advise the student to either choose another country or I will advise them in the right direction for information. I think it is important to be supportive of your students, I really don’t want students to have to choose another country because they think it is hard. So with that said, I want to be there as much as I can for them. |
| During the Project: I will continuously look at the work of students. I will look at their research, and give them guiding questions on a temple that will allow students to work individually and together to further their research for their project. |
| End of the Project: As stated earlier in this unit plan, there will be a Travel with Me night where students can present their work to family members and faculty of the school. I want this to be fun for the students, and I will assess their creativity more than their accuracy. I do want to see that students put work into their projects, and that they have gained skills such as researching real life situations like air fare, etc. Also I will evaluate time management skills, and if they used their time wisely. |
D. Criteria for the Assessment
| State the criteria for exemplary performance for each product: |
| Product: Create a slideshow showcasing the information that will be presented at the Travel with Me night. Criteria:Provide information on each slide Include pictures Use correct terminology (for traveling). Create sophisticated sentences, no slang. Be creative! |
| Product: Poster of final work for the Travel with Me night. Criteria: Include color! Do not include too many words. Use voice effectively while presenting to their audience. Have fun! |
REFLECT: Do the products and criteria align with the standards and outcomes for the project?
I think that the products and criteria for the products that I am requiring the students to have are appropriate with the standards I have set for this project. The three products will be one, a running research document on either Microsoft Word or Google drive (whatever is available to them at the time). This document will be a template that I will create with guiding questions to help the students excel in their research, and really what I expect them to incorporate in their final product. The second product will be a google or microsoft slideshow that will allow me to see the work the student has chosen to use for the Travel with Me night. I think this will help the students reflect on the research they have found and choose with information will be the most useful in their “presentation/talk”. Lastly I the poster board project will be the students final work and will include every skill I am hoping the students will gain from this project which are: research skills, time management, and how to plan a trip. Travel is very prevalent in today’s society, whether it be for work or leisure these are skills one must have.
E. Map the Project
| Major Product: Travel With Me Final Project |
| Knowledge & Skills Needed | Already have learned | Taught before the project | Taught during the project |
| Reading and comprehending materials | X | ||
| Researching online content/materials | X | X | |
| Use Google Docs and Slides | X | ||
| Online Collaboration | X | ||
| Ask questions when needed | X | ||
| Time Management Skills | X | X | X |
| Patience | X | X | X |
| What project tools will you use? Daily Question List, that will be handed in. Daily Journal (what the students did) Daily Goal List Tablet/ComputerGoogle Drive/Docs/Slides, etc Paper | Art Supplies Needed: Pens Pencils Markers Tri Fold Poster Board |
REFLECT: Do the products and tasks give all students the opportunity to demonstrate what they have learned?
The students will absolutely be able to demonstrate the skills and materials they have learned during this unit by the product they will be producing by the end of the Unit and will be shown at the Travel With Me night. It will not only show the information they learned about their individual countries, but also the skills learned to produce their poster, along with their brochure.
F. Plan the Project Timeline
| List the key dates and important milestones for this project. You can include a map or flowchart of the project timeline Students will choose a country to explore and travel to. Students will make a running fact sheet and submit it to me, so I can identify that they are using credible sources. Make a Google Slideshow, that will give information about their country, and itinerary for the final travel with me project. This presentation will be presented to just the class. They will get to practice public speaking before the Travel with Me family night. Bring in Tri-Fold PosterCreate Tri-Fold full of information regarding their Travel with Me Project. This is what will be presented at the Travel with Me family night along with brochures that will be given to their audience. |
REFLECT: What challenges or problems might arise in this project?
Students may have a hard time gathering information. I also may have trouble helping everyone, because there are usually over 20 students in a class. I do not want my students to be overwhelmed with this unit and the project that is being asked to create.
Education Boulevard 