Step One: Identify the Title and Core Concept

P R O J E C T O V E R V I E W / T H O U G H T F U L C L A S S R O O M Step One: Identify the Title and Core Concept Name of Project: Travel Agencies to the World of Wonder Duration: 5 Weeks

Subject/Course: Science/Social Studies/ELA Teacher(s): Jamie Zimmer, Meghan Desocio, Grade Level: Grade 3 Kristin Michaels

Other subject areas to Math: Cost of travel, Distance, Public audience graphing of persuasion be included, if any:

Countries and Varied Biomes : A Study in Persuasion (Unit Topic) (core concept)

Step Two: Identifying Standards to Be Addressed Project Idea Combining 3 3rd grade classrooms, teachers will create heterogeneous teams of 6 based on Summary of the issue, criteria (ie. Academic, literacy skills, behavior, leadership, social/emotional needs). Each team challenge, investigation, scenario, or problem: of six will represent their own travel/advertising agency to research 3 different world communities assigned by teachers to gather enough information to persuade an audience to travel to the world destination. Within the teams of 6, teachers will create sub-pair (some trios) that will have voice and choice to pick the world community they want to research for their team. Each teacher will be a visitor center for the world community. Pairs from each team of six will need to travel to the designated teacher’s visitor center to conduct their research around teacher assigned areas of research (Narrative, history/background, Tourist attractions/Animals of the region, People/Culture, Weather/Geography). Once research is completed, Students will have an opportunity to look at the persuasive techniques of advertising through opportunities for close reading of persuasive advertising (ie. print, radio, video). Once children have learned different media formats to persuade an audience, the use of MODEL SCHOOLS experts will present technology ideas that teams of six can use to persuade the Minoa school audience. The audience will be given an opportunity to provide feedback to the agencies as to who provided the most convincing and persuasive media presentation. Stage 1: Research and gathering information (graphic organizers/Notecards) based on areas that need to be addressed in the media blitz Stage 2: Advertising Techniques/Persuasion through close reading of travel media © 2008 Buck Institute for Education 1 Stage 3: Technology tools and apps to use to persuade Stage 4: Developing the media piece Driving Question How can we as a Travel Agency create an advertising campaign to persuade an audience to  Philosophical or Debatable  Product-Oriented choose our travel package (3 country/3 continent) destination?  Role-Oriented

Guiding Questions:  What are the main tourist attractions of a region?  What is the climate and how is different from where we live?  What is the history of a region and/or historical events in a region?  How does a country’s culture define their traditions that attract others to visit?  Where on a map or globe are the assigned countries?  What types of animals live in this country’s biomes?  What are words, images, techniques, media choices etc. that assist in persuasion?  How can we design, organize and create a presentation to persuade others?

CCSS to be taught and RI: assessed: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text. 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 9.Compare and contrast the most important points and key details presented in two texts on the same topic. WI: 1.Write opinion pieces on topics or texts, supporting a point of view with reasons. a.Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b.Provide reasons that support the opinion. c.Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d.Provide a concluding statement or section.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

© 2008 Buck Institute for Education 2 a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 38 for specific expectations.) 7. Conduct short research projects that build knowledge about a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. SL: 1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a.Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b.Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c.Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d.Explain their own ideas and understanding in light of the discussion. e.Seek to understand and communicate with individuals from different cultural backgrounds. 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 38 for specific expectations.)

Additional Standards to Next-Gen Science standards: be taught and 3-ESS2.2 Obtain and combine information to describe climates in different regions of the assessed:

© 2008 Buck Institute for Education 3 world. SCI. 2.1.b. Weather can be described and measured by: • temperature • wind speed and direction • form and amount of precipitation • general sky conditions (cloudy, sunny, partly cloudy) New SS Practices (draft): Comparison and Contextualization  Identify a world region by describing a characteristic that places within it have in common.  Identify multiple perspectives by comparing and contrasting people’s point of view in differing world communities.  Describe an historical event in a world community.

Geographic Reasoning  Distinguish human activities and human-made features from “environments” (natural events or physical features-- land, air, and water -- that are not directly made by humans).  Describe how human activities affect environment of a world community; describe how environment of a specific world community affects the human activities in that community.  Describe how human activities alter places and regions.

Gathering, Using and Interpreting Evidence  Develop questions about a world community.  Recognize and use different forms of evidence used to making meaning in social studies (including sources such as art and photographs, artifacts, oral histories, maps, and graphs).  Identify arguments of others.  Identify inferences.  Recognize arguments and identify evidence.  Create an understanding of the past by using primary and secondary sources. NEW SS Standards: Geography, Humans, and the Environment 3.3 Geographic factors often influence where people settle and form communities. People adapt to and modify their environment in different ways to meet their needs. 3.3a Geographic factors influence where people settle and their lifestyle. Some factors are more suitable for settlement while others act as a deterrent. Students will examine the geographic factors of each selected world community including physical features and climate, noting how certain factors are likely to support settlement and larger populations. Students will investigate the lifestyle of the people who live in each selected world community and how the lifestyle has been influenced by the geographic factors.

© 2008 Buck Institute for Education 4 Development, Movement, and Interaction of Cultures 3.4 Communities share cultural similarities and differences across the world. 3.4a The structure and activities of families and schools share similarities and differences across world communities. Students will compare and contrast the structure and activities of families and schools in each selected community with their own. 3.4b Communities around the world can be diverse in terms of their members, languages spoken, customs and traditions, and religious beliefs and practices. People in world communities celebrate various holidays and festivals. Students will examine each selected world community in terms of its members, languages spoken, customs and traditions, and religious beliefs and practices. Students will learn about the holidays and festivals celebrated in each selected world community and compare them to the holidays and festivals celebrated in their own community. 3.4c Members of communities meet their basic needs and express their culture in a variety of ways. Students will investigate how each selected world community meets its basic needs of food, clothing, and shelter, and compare that to their own community. Students will examine symbols of each selected world community. Time, Continuity, and Change 3.8 Each community or culture has a unique history, including heroic figures, traditions, and holidays. 3.8a People in world communities use legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next. Students will examine legends, folktales, oral histories, biographies, and historical narratives to learn about the important individuals and events of each selected world community. 3.8b Arts, music, dance, and literature develop through a community’s history. Students will explore the arts, music, dance, and literature for each selected world community.

Identify Learning Targets  I can research and gather information about different countries in the world. and/or ”I can…” statement  I can write a narrative to persuade an audience to travel to a place in the world.  I can work collaboratively in a group and pair.  I can use different sources to gather information to learn about different countries.  I can use technology to create a media persuasive advertisement.  I can write a historical summary of a region.  I can use vivid language and persuasive techniques in my writing and presentations.

 I can present my ideas to an audience. Key Academic Grasslands, Rainforest, biome, culture, climate, persuade, tourism, advertising, traditions, Vocabulary: technique, communities, geography, Brazil, Kenya, China, South America, Africa, Asia

© 2008 Buck Institute for Education 5 Step Three: Develop Your Learning Window Knowledge Goals Behavioral Goals/Habits of Mind What key information and facts do students need to know? What habits of mind do you want to foster? Behavioral Goals: -Key vocabulary  Problem-solver -Facts:  Collaborator Students will know:  Active listening -Biomes and connect to the countries of study and area  Team player on the globe. -What makes cultures unique? Habits of Mind: -Historical Landmarks and significance.  Persisting  Thinking Flexibly  Thinking & communicating with clarity and precision  Creating, Imagining, innovating  Thinking interdependently  Responding with wonderment and awe Understanding Goals Skill-Acquisition Goals What big ideas, generalizations, or principles do students need to understand? What skills do students need to develop?

Students will understand: Reading and Study Skills: -That different biomes are in different geographic regions  Reading and interpreting visuals  Note-taking of the world.  Citing sources -That words and images can persuade.  Reading for information -Cultures and tradition vary around the world. Reasoning & Analysis:  Make inferences as to what will persuade an audience to visit Production & Communication Skills:  Listening & Speaking CCSS  Writing informationally Reflection & Relating Skills:  Peer Critique  Making thoughtful empathetic suggestions to others  Self, Group and pair reflections

st 21 Century Skills Collaboration X Creativity & Innovation X Competencies to be taught and assessed Communication (Oral Presentation) Other:

Presentation Audience: The KITCHEN: Group: -Research note-taking and creation of advertisement -Collaboration Rubrics Class: Culminating -Creativity Rubrics Products and X Performances School:

Community: -Personal Reflections Experts: ? Individual: -Country Narrative with vivid persuasive language Web:

Other: P R O J E C T O V E R V I E W The FOYER: -Giving kids different examples of tourism media examples ie. I LOVE NY commercials, Entry event to print ads, brochures, flyers, radio? All three classroom will combine to view and discuss launch inquiry, how ads persuade an audience. engage students: The KITCHEN: Quizzes/Tests Practice Presentations X Assessments Formative And Assessments Journal/Learning Log X Notes: Graphic Organizer X Benchmarks (During Project) Preliminary Plans/Outlines/Prototypes X Checklists Rough Drafts X Concept Maps Online Tests/Exams Other: Written Product(s), with rubric: X Other Product(s) or Performance(s), with rubric: X Summative Country Narrative Media Advertisement Assessments (End of Project) Oral Presentation, with rubric X Peer Evaluation X Multiple Choice/Short Answer Test Self-Evaluation X

. Resources On-site people, facilities: Model Schools, Travel Agent, Librarian, Needed Equipment/Software: Laptops, iPads, iMovie, Photo-Story, other Web 2.0 (model schools),

Materials: Reading A-Z, other needs of the media they groups pick,

Community resources:

Websites: Original I love NY ad campaign: http://www.google.com/#q=i+love+new+york+ad&safe=active&surl=1

The PORCH: Journal/Learning Log X Focus Group Reflection (Individual, Methods Group, and/or Whole-Class Discussion X Fishbowl Discussion Whole Class) Survey Other: Morning Meetings/Closing Circle X

© 2008 Buck Institute for Education 8 P R O J E C T T E A C H I N G A N D L E A R N I N G G U I D E Project: P R O J E C T C A L E N D A R Project: Time Frame: The LIBRARY & Knowledge and Skills Needed by Students Scaffolding / Materials / Lessons to be Provided WORKSHOP: to successfully complete culminating products and by the project teacher, other teachers, experts, Major Product(s)M O N D A and Y performances,T U E S D and A Y do well on summativeW E D assessments N E S D A Y T H U R Smentors, D A Y community membersF R I D A Y Presentation P R O J E C T W E E K O N E Student needs to complete Entry Event Stage 1: Note-Taking and Research  -Research Workshop/small group ResearchDriving Questions Stage -Librarian Needs to know -Informational Reading: Guided Brainstorm: Group -Whole group reporting back with Team formations peer-critique StageTeam 2:Building -Graphic organizers for research Advertising topics: Techniques and -Break down in smaller areas of Persuasion P R O J E C T W E E K T W O research: Narrative, History, Climate, Tourist Attractions, Cultures, Fun Facts

Ad/Persuasion: Words, visuals, sound Close Reading 

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M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y P R O J E C T W E E K F O U R

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