Are You Ready For An Adventure?

Introduction

Have you ever wondered what other places around the world are like? If you could travel anywhere in the world where would it be? Would it be England, Mexico, Egypt, Brazil, Hawaii, or Russia? Well for the next week I’ll be recruiting you to explore and travel the world with me. Through our journey we will meet the Queen of England, taste the chilies of Mexico, climb the pyramids of Egypt, dive into the waterfalls of Brazil, have luau parties in Hawaii, and discover the Kremlin fortress in Russia. So tell me, are you ready for  an adventure of a lifetime?

Task

You will be required to create a scrapbook of the all the places you visit on their classroom trip. There will be a center for each specific place and at that center there will be artifacts, documents, books, magazines/articles, pictures, etc. for you to use and look at to find information about each particular place. For example, one center will be Russia and at that center there will be artifacts and articles about Russia that will provide you with information about their government, location, culture, and characteristics.   In your scrap book you will have all the places you visited (one place per page) with all the information that you have collected.

Process

You will be creating a scrapbook and on each page you will fill it with information about that place (center). You can cut out pictures from the magazine or draw your own picture that represents that place. There are 6 centers and each one is a different place. You will be numbered off 1-6 and that is the center that you will start off at. When you get to your center you will use the items and tools that are provided to you to answer the questions that are being asked about that place. There will be a piece of paper at each center that will tell you what needs to be in your scrapbook page for that given place. You will be writing, using math to find distances, as well as drawing or using the arts such as a collage in making their scrapbook. There will also be a rubric handed out to you before you go to your centers which will tell you what is expected and what you will be graded on for your scrapbook. You will be given a total of 40 minutes at each station, and will be doing 1 station each day. If you do not finish you will be required to finish on your own at home so be sure you use your time and artifacts wisely. You will have a total of 7 days time to go to all 6 centers and to complete and present your scrapbook. When your scrapbook is complete, on the 7th day you will have time to share with a partner what you have and then as a class we will discuss what you all found and thought was interesting. Make sure you understand your work in order to be able to present your scrapbook to your peers so they understand your information as well.

Evaluation

Name:       

 

Were all the questions  answered for each location from the worksheet and put in the scrapbook correctly

 

 

(60 points-10 per page)

 

Is the scrapbook presentable, clean, and organized

(15 points)

 

 

 

 

 

Was class time used appropriately and effectively

(10 points)

 

 

 

 

 

Was the presentation clear and understandable

(15 points)

 

 

 

 

 

 

Total Points Possible: 100 pts

Total Points Received:

Conclusion

You will share your scrapbooks with the class. You will pick your favorite place out of the six that you traveled to and share with the class what you have discovered. You are all now officially explorers!

Credits
Teacher Page

Colorado State Standards:


Content Area: Mathematics

Standard: 3.  Data Analysis, Statistics, and Probability

Prepared Graduates:

  • Solve problems and make decisions that depend on understanding, explaining, and quantifying the variability in data

 

Grade Level Expectation: Third Grade

 

Concepts and skills students master:

 

1. Visual displays are used to describe data

 

Evidence Outcomes

21st Century Skills and Readiness Competencies

 

Students can:

  1.  Represent and interpret data. (CCSS: 3.MD)

         i.    Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. (CCSS: 3.MD.3)

        ii.    Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.[i] (CCSS: 3.MD.3)

       iii.    Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. (CCSS: 3.MD.4)

Inquiry Questions:

  1. What can data tell you about your class or school?
  2. How do data displays help us understand information?

 

 

Relevance and Application:

  1. The collection and use of data provides better understanding of people and the world such as knowing what games classmates like to play, how many siblings friends have, or personal progress made in sports.

 

 

Nature of Mathematics:

  1. Mathematical data can be represented in both static and animated displays.
  1. Mathematicians model with mathematics. (MP)
  2. Mathematicians use appropriate tools strategically. (MP)
  3. Mathematicians attend to precision. (MP)

 

 

Content Area:  Social Studies

Standard:  4.  Civics

Prepared Graduates:

  • Analyze origins, structure, and functions of governments and their impacts on societies and citizens

 

Grade Level Expectation: Third Grade

 

Concepts and skills students master:

 

2. The origins, structure, and functions of local government

 

Evidence Outcomes

21st Century Skills and Readiness Competencies

 

Students can:

  1. Identify the origins, structure, and functions of local government (DOK 1)
  2. Identify and explain the services local governments provide and how those services are funded (DOK 1-2)
  3. Identify and explain a variety of roles leaders, citizens, and others play in local government (DOK 1-2)

 

Inquiry Questions:

  1. How are local governments and citizens interdependent?
  2. How do individuals get involved in their local government?
  3. How do local governments and citizens help each other?
  4. Why do people create governments?
  5. How do people, places, and events help us understand the ideals of democratic government?

 

 

Relevance and Application:

  1. Knowledge of the origins, structure, and functions of local government enables participation in the democratic process. For example, groups and governments work together to create a safe environment in the community.

 

 

Nature of Civics:

  1. Responsible community members are involved in their local government.
  2. Responsible community members know how personal advocacy and involvement can lead to change in communities.
  3. Responsible community members use negotiation as an inherent part of decision-making.

 

 

Content Area:  Social Studies

Standard:  2.  Geography

Prepared Graduates:

  • Examine places and regions and the connections among them

 

Grade Level Expectation: Third Grade

 

Concepts and skills students master:

 

2. The concept of regions is developed through an understanding of similarities and differences in places

 

Evidence Outcomes

21st Century Skills and Readiness Competencies

 

Students can:

  1. Observe and describe the physical characteristics and the cultural and human features of a region (DOK 1-2)
  2. Identify the factors that make a region unique including cultural diversity, industry and agriculture, and land forms (DOK 1-2)
  3. Give examples of places that are similar and different from a local region (DOK 1-2)
  4. Characterize regions using different types of features such as physical, political, cultural, urban and rural (DOK 1-3)

 

Inquiry Questions:

  1. Are regions in the world more similar or different?
  2. Why do people describe regions using human or physical characteristics?
  3. What are geographic characteristics of a region?
  4. How do cultures lead to similarities and differences between regions?

 

 

Relevance and Application:

  1. Individuals compare and contrast characteristics of regions when making decisions and choices such as where to send children to school, what part of town to live in, what type of climate suits personal needs, and what region of a country to visit.
  2. Individuals and businesses make economic, political, and personal decisions such as where to farm, where to locate industry, and where to plant a garden based on geographic characteristics of a region.
  3. Individuals and business understand how geography influences the development of rural, urban, and suburban areas.

 

 

Nature of Geography:

  1. Spatial thinkers create and use spatial representations of Earth.
  2. Spatial thinkers evaluate geographic data and represent it visually.

 

 

 

Content Area:  Social Studies

Standard:  1.  History

Prepared Graduates:

  • Develop an understanding of how people view, construct, and interpret history

 

Grade Level Expectation: Third Grade

 

Concepts and skills students master:

 

  1. Use a variety of sources to distinguish historical fact from fiction

 

Evidence Outcomes

21st Century Skills and Readiness Competencies

 

Students can:

  1. Compare factual historical sources with works of fiction about the same topic (DOK 1-2)
  2. Use a variety of historical sources including artifacts, pictures and documents to help define factual historical evidence (DOK 1-2)
  3. Compare information from multiple sources recounting the same event (DOK 1-2)

Inquiry Questions:

  1. How do historical fact, opinion and fiction uniquely influence an individual’s understanding of history?
  2. How do historical thinkers determine the accuracy of history?
  3. What types of questions do historians ask about the past?
  4. Why do historians use multiple sources in studying history?

 

Relevance and Application:

  1. The ability to distinguish fact from fiction is used to make informed decisions. For example, consumers must critically analyze advertisements for facts, and nonfiction writers must verify historical accuracy.
  2. The ability to distinguish historical fact from fiction allows local museums and other tourist attractions to relate truthful accounts of the past.

 

 

Nature of History:

  1. Historical thinkers evaluate historical sources for purpose and context.
  2. Historical thinkers use sources to distinguish fact from fiction.