Overview
Project Name: Dream Vacation
Teacher: Kendal Cramer
Grade Level: 6th Grade
Subjects: Social Studies, Science, Math and Language Arts
Duration: 3 weeks
Project Idea: Students will be planning a 1-2 week vacation for their family. Sixth grade students study the Western Hemisphere and will be able to choose any country from the Western Hemisphere, not including the United States. Students will need to plan an itinerary for their trip, by doing this, students will learn about the culture and history of their destination. Students will also be responsible for planning transportation to, within, and from the destination along with lodging for the entire trip. This project will require students to do internet research, allocate resources, calculate the cost of the trip, convert currencies, and learn the geography and climate of a new area. Once the trip is planned, students will be creating a presentation to persuade their parents to take them on the trip.
Teacher: Kendal Cramer
Grade Level: 6th Grade
Subjects: Social Studies, Science, Math and Language Arts
Duration: 3 weeks
Project Idea: Students will be planning a 1-2 week vacation for their family. Sixth grade students study the Western Hemisphere and will be able to choose any country from the Western Hemisphere, not including the United States. Students will need to plan an itinerary for their trip, by doing this, students will learn about the culture and history of their destination. Students will also be responsible for planning transportation to, within, and from the destination along with lodging for the entire trip. This project will require students to do internet research, allocate resources, calculate the cost of the trip, convert currencies, and learn the geography and climate of a new area. Once the trip is planned, students will be creating a presentation to persuade their parents to take them on the trip.
Driving Questions:
How can we better understand different cultures and countries, through planning a dream vacation?
Sub Questions:
How can we better understand different cultures and countries, through planning a dream vacation?
Sub Questions:
- Where in the western hemisphere would you take your family?
- Where is the country located?
- What is the capital of the country?
- When are you going to visit the country?
- What is the climate and weather in your selected country?
- What language do the people in your country speak?
- What currency does your country use?
- What is the exchange rate for a dollar?
- How much money do you have to spend on the entire trip? Will you have a budget for the trip?
- How do you calculate the entire cost of a trip?
- What additional costs need to be considered when planning the trip?
- What is your form of transportation?
- Where are you going to stay?
- What are the major cultural characteristics of your country?
- Will you be visiting during a holiday? How does your country celebrate the holiday?
- Are there attractions that have historical significance to the region you are visiting?
- What makes a good itinerary?
- What are the factors that will convince your parents to take you?
Language Arts Common Core Standards
Informational Text
CCSS.ELA-LITERACY.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Speaking and Language
CCSS.ELA-LITERACY.SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Writing
CCSS.ELA-LITERACY.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
CCSS.ELA-LITERACY.W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages
Informational Text
CCSS.ELA-LITERACY.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Speaking and Language
CCSS.ELA-LITERACY.SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Writing
CCSS.ELA-LITERACY.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
CCSS.ELA-LITERACY.W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages
Math Common Core Standards
Ratio and Proportional Relationships
CCSS.MATH.CONTENT.6.RP.A.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."
CCSS.MATH.CONTENT.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
The Number System
CCSS.MATH.CONTENT.6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Ratio and Proportional Relationships
CCSS.MATH.CONTENT.6.RP.A.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."
CCSS.MATH.CONTENT.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
The Number System
CCSS.MATH.CONTENT.6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Idaho Science Standards
Earth Systems
MS-ESS2.5: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
MS-ESS2.6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Earth Systems
MS-ESS2.5: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
MS-ESS2.6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Idaho Social Studies Standards
Geography
6-9.GWH.2.1.4: Analyze visual and mathematical data presented in charts, tables, graphs, maps, and other graphic organizers to assist in interpreting a historical event.
6-9.GWH.2.2.2: Locate, map, and describe the climate regions of the Western Hemisphere and their impact on human activity and living conditions.
6-9.GWH.2.2.3: Identify major biomes and explain ways in which the natural environment and climate of places in the Western Hemisphere are related.
6-9.GWH.2.3.1: Identify the names and locations of countries and major cities in the Western Hemisphere.
6-9.GWH.2.3.2: Describe major physical characteristics of regions in the Western Hemisphere
6-9.GWH.2.4.2: Describe major cultural characteristics of regions in the Western Hemisphere.
Global Perspective
6-9.GWH.5.1.1: Discuss how social institutions, including family, religion, and education, influence behavior in different societies in the Western Hemisphere.
6-9.GWH.5.1.2: Give examples of how language, literature, and the arts shaped the development and transmission of culture in the Western Hemisphere.
Geography
6-9.GWH.2.1.4: Analyze visual and mathematical data presented in charts, tables, graphs, maps, and other graphic organizers to assist in interpreting a historical event.
6-9.GWH.2.2.2: Locate, map, and describe the climate regions of the Western Hemisphere and their impact on human activity and living conditions.
6-9.GWH.2.2.3: Identify major biomes and explain ways in which the natural environment and climate of places in the Western Hemisphere are related.
6-9.GWH.2.3.1: Identify the names and locations of countries and major cities in the Western Hemisphere.
6-9.GWH.2.3.2: Describe major physical characteristics of regions in the Western Hemisphere
6-9.GWH.2.4.2: Describe major cultural characteristics of regions in the Western Hemisphere.
Global Perspective
6-9.GWH.5.1.1: Discuss how social institutions, including family, religion, and education, influence behavior in different societies in the Western Hemisphere.
6-9.GWH.5.1.2: Give examples of how language, literature, and the arts shaped the development and transmission of culture in the Western Hemisphere.
21st Century Skills
Content Knowledge and 21st Century Themes
Global Awareness
Communication
Information Literacy
Initiative and Self-Direction
Content Knowledge and 21st Century Themes
Global Awareness
- Understanding other nations and cultures, including the use of non-English languages
- Understanding national and international public health and safety issues
Communication
- Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
- Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
- Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact
Information Literacy
- Access information efficiently (time) and effectively (sources)
- Evaluate information critically and competently
- Use information accurately and creatively for the issue or problem at hand
- Manage the flow of information from a wide variety of sources
- Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information
- Use technology as a tool to research, organize, evaluate and communicate information
- Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy
Initiative and Self-Direction
- Set goals with tangible and intangible success criteria
- Balance tactical (short-term) and strategic (long-term) goals
- Utilize time and manage workload efficiently
- Monitor, define, prioritize and complete tasks without direct oversight
- Set and meet goals, even in the face of obstacles and competing pressure
- Prioritize, plan and manage work to achieve the intended result