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Final Project: Social Studies

6th Grade Social Studies Project – Plan a Fantasy Vacation – 2018

 

Scope and Sequence

 

Week of April 23rd

Week of April

30th

Week of May 7th

Week of May 14th

Week of May 21st

Week of May 28th

Week of June 4th

Week of May 11th

Finish up Greece Unit and teach how to look up flights and hotels on laptops.

Students will brainstorm where to visit and create brochures for their place of choosing.

Students will create a packing list and an itinerary for their travels…making sure to stay within budget.

Student will complete a current event and write a poem about their chosen country.

The students will write an informational essay about their country using the writing process and the internet.

The students will write a poem about their experience on their vacation and begin to prep for their presentations.

Finish preparations for presentations.

 

Turn in daily journals.

 

Begin presentations.

Finish presentations.

 

Final Exams

Notes: No school on Wednesday the 25th.

 

 

 

 

Notes: No school Monday the 28th.

D.C. Field Trip Tuesday the 29th .

Notes: Field Trip to Seaport Museum Thursday the 7th.

Possibly Ridley Creek State park trip.

Notes: Last day of school is Friday the 15th.

 

 

-Will need the laptop cart two days a week.

-May chose from Asia, Africa, Greece or Egypt

-What is listed will be done in class, separate homework will be assigned twice a week per subject.

 

 

Plan a Fantasy Vacation

04.20.2018

An outline by Audrey Stewart

Overview

The students will be responsible for planning  a fantasy vacation to one of the civilizations that was learned in Social Studies over the past six months (Egypt, Asia, Greece, India). A budget of $3,000 will be given to each student to plan their dream vacation to one of the listed areas for five days and five nights.

Goals

  1. The students will be able to use many of the skills and tools they have learned over the course of the school year in both Literacy and Social Studies.

  2. To come up with flight and hotel accommodations, travel brochures, plan daily activities, keep a daily journal, postcards, a final writing activity and presentation.

Specifications

  1. Brainstorm using the Ancient Civilizations textbook where might be the best place to plan a fantasy vacation to.  (1 day - 15 classwork pts.)

    1. The options are Greece, Asia, Egypt or India

      1. Then the students will have to do research to further pinpoint which place within those countries/continents they would like most to travel to for a five day vacation on a $3,000 budget.

  2. Create a brochure  (3 days - 30 classwork pts.)

    1. Using the laptops, the students will create a brochure highlighting the countries flag, holidays, capital, population, currency, government and language.

      1. They will also include interesting facts about the country they are planning to visit in terms of its’…

        1. History

        2. Culture

        3. Food

        4. Sports and activities

        5. Places of interest

  3. Plan Ahead (3 days - 30 classwork pts)

    1. On a budget of $3,000 for a five day vacation, the students will need to plan...

      1. Where they are going

        1. country

      2. Where they are staying

        1. Hotel in the area of choice, must include price per night

      3. When they are going

        1. day/month/year

      4. How long they are staying

        1. date-date

      5. How they will travel

        1. Most direct, round trip flight within budget

  4. Daily Journals (Over the course of the project...five weeks? 50 classwork pts.)

    1. The students will keep a journal that includes research on…

      1. The cultural and historical experiences they want to achieve

        1. Museums, historical sites, area foods, animals and language

  5. Packing list/to do list (1 day - 15 classwork pts.)

    1. The students will make detailed lists of what they will need to pack, keeping in mind the weather they may experience on their trip.

    2. The students will make a list of what they need to do to prepare for their trip

      1. Print tickets

      2. Check in to flight

      3. Go to ATM

        1. How much to withdraw?

  6. Itinerary (2 days - 20 classwork pts.)

    1. The students will make an outline of what they will do each day and how much it will cost.

      1. Price and description

  7. Current event on what is currently going on in the country chosen. (2 days - 20 classwork pts.)

  8. Write a poem about one of the items on the itinerary and how the student “experienced” it. (1-2 day(s) - 20 classwork pts.)

    1. Must include two forms of figurative language

  9. Calculate expenses (1 day - 15 classwork pts.)

    1. Did they stay within budget after considering the flights, hotels and activities planned.

  10. Informational Essay (One week - 30 application and analysis pts.)

    1. Using the research and “experience” the students will write a five paragraph informational essay discussing what they learned on their “trip”.

      1. Use the writing process

  11. Presentation (three days prep/two days present - 40 application and analysis pts.)

    1. Each student will put together a presentation (poster board, diorama, powerpoint) that includes information from each part of the project and they will discuss their experience on their “vacation” and whether or not they would recommend that location.

Scope and Sequence (standards)

E06.B-V.4.1

Demonstrate understanding of vocabulary and figurative language in informational texts.

E06.B-V.4.1.1

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph, a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Determine the meaning of technical words and phrases used in a text.

CC.1.2.6.G

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.

E06.B-V.4.1.1

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph, a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Determine the meaning of technical words and phrases used in a text.

CC.1.2.6.L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.

CC.1.3.6.B

Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text.

CC.1.3.6.H

Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics as well as their use of additional literary elements.

CC.1.4.6.A

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

CC.1.4.6.C

Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

CC.1.4.6.E

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Use sentences of varying lengths and complexities • Develop and maintain a consistent voice • Establish and maintain a formal style

CC.1.4.6.H

Introduce and state an opinion on a topic.

CC.1.4.6.I

Use clear reasons and relevant evidence to support claims, using credible sources and demonstrating an understanding of the topic.

CC.1.4.6.P

Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from the narrated experiences and events.

 CC.1.4.6.T

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CC.1.4.6.U

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 in a single sitting.

CC.1.4.6.V

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

CC.1.4.6.X

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

CC.1.5.6.D

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.

CC.1.5.6.F

Include multimedia components and visual displays in presentations to clarify information.