Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Transcript of Indiana Tourism
http://tinyurl.com/aobeyd2 Standards Social Studies Promise Road Elementary
4th Grade Indiana Tourism Students investigate information needed in order to answer the driving questions. -Due to our economic hardships businesses throughout the state are struggling to make ends meet.
-Families are struggling to take vacations with the increase in travel expenses (hotels, airfare, gas, food).
-Indiana has many tourist attractions that Hoosiers don't know exist. Project Idea How can we as Indiana travel agents, help promote businesses and tourism in Indiana? Driving Questions Geographical: How is your regions tourism/business influenced the geographical landforms/features?
Weather: How is your regions tourism/business affected the weather (seasons)?
Economy: How are businesses affected or could be affected by the recent economic hardships?
Historical: What historical significances does your region have and how does it influence tourism/business? that will be taught and assessed throughout the project... Reading Writing 21st Century Skills History
Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research
SS.4.1.15 Create and interpret timelines that show relationships among people, events, and movements in the history of Indiana.
SS.4.1.16 Distinguish fact from opinion and fact from fiction in historical documents and other information resources and identify the central question each narrative addresses.
SS.4.1.17 Using primary and secondary sources and online source materials, construct a brief narrative about an event in Indiana history.
SS.4.3.1 Use latitude and longitude to identify physical and human features of Indiana.
SS.4.3.2 Estimate distances between two places on a map, using a scale of miles, and use cardinal and intermediate directions when referring to relative location.
Places and Regions
SS.4.3.3 Locate Indiana on a map as one of the 50 United States. Identify and describe the location of the state capital, major cities and rivers in Indiana, and place these on a blank map of the state.
SS.4.3.4 Map and describe the physical regions of Indiana and identify major natural resources and crop regions.
SS.4.3.5 Explain how glaciers shaped Indiana’s landscape and environment.
SS.4.3.9 Explain the importance of major transportation routes, including rivers, in the exploration, settlement and growth of and in the state’s location as a crossroad of America.
SS.4.4.4 Explain that prices change as a result of changes in supply and demand for specific products.
SS.4.4.7 Identify entrepreneurs who have influenced Indiana and the local community.
SS.4.4.8 Define profit and describe how profit is an incentive for entrepreneurs. CC.4.W.2 (4.4.3, 4.5.2) Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Use precise language (word choice) and domain-specific vocabulary to inform about or explain the topic.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Provide a concluding statement or section related to the information or explanation.
CC.4.W.1 (4.5.2) Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.b. Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).d. Provide a concluding statement or section related to the opinion presented. CC.4.RI.1 (4.2.3) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CC.4.RI.2 (4.2.9, 4.5.4) Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC.4.RI.7 (4.2.3) Interpret information presented visually (titles, captions, sub-headings, important words), orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explains how the information contributes to an understanding of the text in which it appears.
CC.4.RI.8 (4.2.9) Explain how an author uses reasons and evidence to support particular points in a text.
CC.4.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range Critical Thinking/Problem Solving
Technology/Digital Citizenship Angela Buchman, Meteorologist, served as our Entry Event to share how weather and seasons effect traveling. Entry Event Knows and Needs to Knows Students provide a detailed list of
what they already Know and what
they Need to Know in order
to complete the project. Google Document Knows & Needs to Know Chart Link:
http://tinyurl.com/a99nlpq Inquiry Students are placed in teams of 4 to 5 students depending on students individual strengths. Within each team, students were assigned a job. Then as a team, a team contract and work plan were established. Collaboration Leader: Read the task sheet and direct others to do their jobs if needed.
Scribe: Write the group activities (graphs or graphic organizers).
Liaison: If there is a problem after discussing the task at hand with your group, the liaison is the only person allowed to leave station and ask teacher a question.
Material: Gathers all supplies needed for the group.
Checker: Collects all papers and holds group work.
On-Task: Tracks time and task to be completed. Students creatively
collaboratively created a... Create Students wrote letters to county visitor and convention bureaus requesting information about the county that would be used throughout the project. Students conducted ample amounts of research using the resources found on the Indiana Department of Tourism website and many other useful websites... Students also learned a great deal about Indiana Tourism from the Mark Newman, Director for the Department of Indiana Tourism. Written Essay Voice Thread Physical Map Piece Students had the opportunity to hear first-hand how physical, miniature models are created from Midwest Model Studios. Midwest Model Studios helped cut the county pieces to the correct dimensions to make an 11 foot model on Indiana! They also donated materials to help students make realistic looking models! Digital Presentation In groups, students created a Voice Thread using photographs and their essays. Click on the following link to visit our
Indiana Tourism PBL: My Big Campus Group Students wrote a persuasive essay either individually or collaboratively as a group about each county. Students used this written essay to use with their Voice Thread. http://tinyurl.com/aobeyd2 Present Reflect Enjoy our project... "I think this has been a successful experience. The train has defiantly left the station, meaning the word is out about how fun and exciting Indiana can be. I will be staying in Indiana more often. I think this has been very convincing. " - Blake Students had an opportunities at various times throughout the PBL to reflect through face-to-face and online discussions. Additionally students were expected to continuously self-assess themselves individually and as a collaborative group based on a rubrics students created during an earlier PBL
(Introduction to PBL & Group Work).
Throughout the project, teachers used various rubrics to assess student achievement. Since this the first year of the project, teacher were establishing a baseline to measure student achievement in the future "This project was really fun! We learned a lot about the counties of Indiana. We learned about what is popular in each of the counties and where different landforms are in our state."
- Makenna Students Teachers Indiana Central Till Plains Indiana Northern Lakes & Moraines Indiana Southern Lowlands Students learned how to create the Voice Threads and QR codes through technology workshops. Press Play Button in Upper Right Corner Press Play Button in Upper Right Corner If you would like to