Here I Come!!
Created
by Sandy Hardy
Fourth
Grade Teacher
Introduction Process Roles Evaluation Conclusion Teacher Page
Introduction
Tourism is down in the state of
You will need to assemble a team to find out as much as you
can about our state and determine how to persuade visitors to travel here.
Back to the top
Process
Lights, Camera, Action!! You must
gather as much information as you can about
Since
Before you begin your research you will need to determine
what activities people enjoy participating in on their vacations.
Ø
Survey your families and friends to
find out what they like to do on their vacations. (i.e.
sports, amusement parks, hiking, observe wildlife, go to museums).
Ø
Make a graph to show your results.
Ø
Use this information as you research
the regions of
Tasks to be Completed
Now that you have your advertising team put together and
know what people are looking for, you will need to do some research to find out
about the different regions of
After the presentations have been made you will come
together to produce a commercial that will persuade tourists to come to
ü
Roles to Choose From
Each of you will be researching websites that apply to your
role and making a poster showcasing your region of
You are each to choose one of the following roles under
which to investigate the climate, weather, wildlife, geological sites, and
activities in your area.
Remember, the Governor is counting on you. He’ll be back! (to check on you).
1.
Mountaineer
Mountaineer
1.
Research to find activities of the mountain region
of
Recreation
Guide fishing Mt. Shasta
2.
Look at the geological history of Mt. Lassen
and study about the volcanic happenings. Choose 5 main ideas from your research
and write these facts on your poster. Be sure to add a graphic.
3.
Explore the habitat of the black bear .
Make a table to show what you have learned about the black bear. Be sure to
include what they eat, adaptations, and habitiat.
4.
What is the weather and climate like
throughout the year? (click on season information).
Fill out the Venn diagram to compare summer
and winter.
5.
Pretend you are writing to someone who has never
seen
Now use all the knowledge you have gained to prepare a
poster to present to the other groups,
highlighting what you have
learned. You will use this information to help you make the commercial.
Inland Valley
1.
Research to find activities
of the Central Valley region of
2.
Peregine
falcons often winter in the valley. Use the following link to learn more
about this amazing creature. Make a table to show what you have learned. Be
sure to attach this to your poster.
3.
Explore the bioregion that makes up the Sacramento
and San
Joaquin valleys. Choose 5 main facts you have learned and add them to your
poster. Be sure to add a graphic. (scroll to the bottom of the page)
Read about the climate in the valley
regions. .
Fill in the Venn diagram to compare the summer and winter seasons in the
area.
5.
Look at pictures
of the
valley and describe
Now use all the knowledge you have gained to prepare a
poster to present to the other groups,
highlighting what you have
learned. You will use this information to help you make the commercial.
Coastal Sea Investigator
1.
Research to find activities in San Diego, one
city in the coastal region of
2. Look at
the geological
history of the Coastal Ranges and
study about the geological history. Choose 5 main ideas from your research and
write these facts on your poster. Be sure to add a graphic.
3.
Explore the coastal wetlands . Make a table to show what you have learned
about the food chain in a wetland biome.
4. What is
the weather and climate
like in San Diego throughout the year. (you will need to
click on "Area Overview" to reach the information needed).
Fill out the Venn
diagram to compare the four climate zones.
5.
Pretend you are writing to someone who has never seen Torrey
Pines State Reserve before. Look at the link and describe in detail what
you would see, hear, smell, and touch in the coastal region of
Now use all the knowledge you have gained to prepare a
poster to present to the other groups,
highlighting what you have
learned. You will use this information to help you make the commercial.
Desert
Dweller
1.
Research to find activities of the desert
region of
2.
Look at the geological
history of the Mojave Desert and study about the volcanic
happenings. Choose 5 main ideas from your research and write these facts on
your poster. Be sure to add a graphic.
3.
Explore the habitat of the Big Horn Sheep Make a table to
show what you have learned about the Big Horn Sheep.
4.
What is the weather
and climate like throughout the year? (click on
season information). Fill out the Venn diagram
to compare Summer and Winter.
5.
Pretend you are writing to someone who has never
seen Death
Valley before. Look at the link and describe in detail what you would see,
hear, smell, and touch in the mountain region of
Now use all the knowledge you
have gained to prepare a poster to present to the other groups, highlighting
what you have
learned. You will use this information to help you make the commercial.
Back
to top
Evaluation
2. Oral Presentation of Poster
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Content
- Accuracy |
At least 7
accurate facts are displayed on the poster. |
5-6
accurate facts are displayed on the poster. |
3-4
accurate facts are displayed on the poster. |
Less than
3 accurate facts are displayed on the poster. |
|
Required
Elements |
The poster
includes all required elements as well as additional information. |
All
required elements are included on the poster. |
All but 1
of the required elements are included on the poster.
|
Several
required elements were missing. |
|
Attractiveness
|
The poster
is exceptionally attractive in terms of design, layout, and neatness. |
The poster
is attractive in terms of design, layout and neatness. |
The poster
is acceptably attractive though it may be a bit messy. |
The poster
is distractingly messy or very poorly designed. It is not attractive. |
|
Labels
|
All items
of importance on the poster are clearly labeled with labels that can be read
from at least 3 ft. away. |
Almost all
items of importance on the poster are clearly labeled with labels that can be
read from at least 3 ft. away. |
Several
items of importance on the poster are clearly labeled with labels that can be
read from at least 3 ft. away. |
Labels are
too small to view OR no important items were labeled. |
Date Created:
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Preparedness
|
Student is
completely prepared and has obviously rehearsed. |
Student
seems pretty prepared but might have needed a couple more rehearsals. |
The
student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student
does not seem at all prepared to present. |
|
Listens
to Other Presentations |
Listens
intently. Does not make distracting noises or movements. |
Listens
intently but has one distracting noise or movement. |
Sometimes
does not appear to be listening but is not distracting. |
Sometimes
does not appear to be listening and has distracting noises or movements. |
|
Stays
on Topic |
Stays on
topic all (100%) of the time. |
Stays on
topic most (99-90%) of the time. |
Stays on
topic some (89%-75%) of the time. |
It was
hard to tell what the topic was. |
Date
Created:
|
|
CATEGORY |
4 |
3 |
2 |
1 |
Score |
|
Teamwork
|
Students
meet and discuss regularly. All students contribute to the discussion and all
are listened to respectfully. All team members contribute a fair share of the
work. |
Students
meet and discuss regularly. Most students contribute to the discussion and
are listened to respectfully. All team members contribute a fair share of the
work. |
A couple
of team meetings are held. Most students contribute to the discussion and are
listened to respectfully. All team members contribute a fair share of the
work. |
Meetings
are not held AND/OR some team members do not contribute a fair share of the
work. |
|
|
Concept
|
Team has a
clear picture of what they are trying to achieve. Each member can describe
what they are trying to do and generally how his/her work will contribute to
the final product. |
Team has a
fairly clear picture of what they are trying to achieve. Each member can
describe what they are trying to do overall but has trouble describing how
his/her work will contribute to the final product. |
Team has
brainstormed their concept, but no clear focus has emerged for the team. Team
members may describe the goals/final product differently. |
Team has
spent little effort on brainstorming and refining a concept. Team members are
unclear on the goals and how their contributions will help them reach the
goal. |
|
|
Script
|
Script is
complete and it is clear what each actor will say and do. Entries and exits
are scripted as are important movements. Script is quite professional. |
Script is
mostly complete. It is clear what each actor will say and do. Script shows
planning. |
Script has
a few major flaws. It is not always clear what the actors are to say and do.
Script shows an attempt at planning, but seems incomplete. |
There is
no script. Actors are expected to invent what they say and do as they go
along. |
|
|
Equipment
Preparation |
All
necessary equipment/supplies are located and scheduled well in advance. All
equipment (sound, light, video) is checked the day
before the shoot to ensure it is operational. A backup plan is developed to
cover possible problems with power, light, etc. |
All
necessary equipment/supplies are located and scheduled a few days in advance.
All equipment (sound, light, video) are checked the day before the shoot to
ensure they are operational. A backup plan is developed. |
On the day
of the shoot, all necessary equipment/supplies are located and checked to
ensure they are operational. There may or may not be a backup plan. |
Needed
supplies/equipment are missing OR were not checked before the shoot. |
|
Date
Created:
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Conclusion
Now that you have experts in each region of
Congratulations on a job well done!
Teacher Page
Standards
covered
HISTORY / SOCIAL SCIENCE
3.0 Geographic Literacy
q Identify the state capital and describe the basic
regions of
their characteristics and
physical environment affect human activity (e.g., water,
landforms, vegetation, climate). (c.
4.1.3)
6.0 Historical Thinking
q Distinguish between cause
and effect, fact and opinion when evaluating historical text.(r.
2.0)
q Use reference resources and
tools to gather, organize and interpret historical
information. (w. 2.0)
EARTH SCIENCE
q Demonstrate that changes in
the Earth are due to slow processes, such as erosion and rapid
processes such as landslides,
volcanic eruptions, and earthquakes. (c5a)
q Observe and demonstrate how
waves, wind, water, and ice shape and reshape the earth:
twisters, hurricanes,
freezing/thawing, growth of roots, and rock breakage. (c5b)
LIFE SCIENCE
q Understand that the sun is
the primary source of energy entering the food chain through
producers (plants). (c2a/p)
q Draw and explain food chains
and food webs to demonstrate transfer of energy and
interdependence. (c2b)
READING STANDARDS
q Use a thesaurus to determine related words
and concepts (c).
q Use appropriate strategies when reading for
different purposes (e.g., full comprehension, locating
information, and personal enjoyment)
(p/c).
q Make and confirm predictions about text by using
prior knowledge and ideas presented in text itself,
including illustrations, titles,
topic sentences, key words, and foreshadowing clues (c).
q Identify structural patterns—sequence and
chronological order, comparison/contrast, cause/effect,
hypothesis/evidence, problem/solution,
proposition/support, analogies (p/c).
q Distinguish between cause and effect (c) and
fact and opinion (p/c/s).
q Evaluate new information and hypotheses by
testing them against known information and ideas (c).
q Compare and contrast information on the same
topic after reading several passages or articles (c).
q Read text to answer questions and complete projects
(p/c).
WRITING STANDARDS
1.1 Organize and focus
writing:
q Select a focus, organization, and point of view
based upon purpose, audience, length, and format
requirements (c).
2.2 Write descriptive,
expository, and persuasive text:
Information reports: *
q Frame a key question about an issue or
situation (c).
q Stay focused on the topic and write about facts and
details to inform readers (p/c).
Descriptive/poetic
writing (p).
q Write a paragraph based on first-hand observational
notes.
3.1 Use technology
:
q Demonstrate basic keyboarding skills and familiarity
with the vocabulary of technology—cursor, software,
memory, disk drive, hard drive etc.
Speaking Standards
1.1 Focus on the speaker’s
message:
q Maintain eye contact (p).
q Wait before asking thoughtful questions or making
relevant responses to questions (p/c).
q Summarize major ideas and supporting evidence
presented in spoken messages and formal presentations (c).
q Behave respectfully with appropriate
responses (p).
1.2 Evaluate what is heard:
q Begin to identify the speaker’s intent and
qualifications (p).
q Identify how language (e.g. sayings,
expressions, usage) reflects regions and cultures (c).
q Distinguish fact from opinion (p).
q Begin to use constructive criticism to
improve own performance (p).
q Evaluate the role of the media in focusing
attention on events and in forming opinions on issues (c).
2.2 Participate in
discussions (p):
q Stay on topic.
q Listen to others and wait to add comments; refrain
from interrupting or dominating.
q State own point of view clearly.
q Ask clarifying questions.
Resources
used
http://www.shastahome.com/winter-guide/recreation.htm
http://www.shastahome.com/summer-guide/fishing.htm
http://www.shastahome.com/directory/recreation-guide.htm
http://www.nationalgeographic.com/destinations/Yosemite_National_Park/index.html
http://www.shastahome.com/lassen-volcanic/lassenpark.htm
http://www.nps.gov/seki/snrm/wildlife/bear_biology.htm
http://www.yosemite.national-park.com/cal.htm
http://www.americansouthwest.net/california/yosemite/photographs.html
http://raysweb.net/specialplaces/pages/falcon.html
http://ceres.ca.gov/geo_area/bioregions/Sacramento_Valley/about.html)/
http://ceres.ca.gov/geo_area/bioregions/San_Joaquin_Valley/about.html
http://www.parks.ca.gov/default.asp?page_id=487
http://ceres.ca.gov/geo_area/bioregions/Sacramento_Valley/about.html
http://www.sacramentogallery.com/
http://www.sandiego.org/whattodo.asp
http://ceres.ca.gov/ceres/calweb/coastal/mountains.html
http://ceres.ca.gov/ceres/calweb/coastal/wetlands.html.
http://home.san.rr.com/telloneswest/sdguide.htm
- Area%20Overview http://www.torreypine.org/tp_pix.htm
http://www.nps.gov/moja/pphtml/activities.html
http://www.americansouthwest.net/california/mojave/amboy_crater.html
http://www2.nature.nps.gov/geology/usgsnps/mojave/hole1.html
http://www.nps.gov/moja/mojaanbs.html
.
http://www.americansouthwest.net/california/death_valley/weather.html
http://www.americansouthwest.net/california/death_valley/photographs2.html
.