Virtual Vacation: A Technology Integration Lesson Design (Part 2)

Topic:  Virtual Vacation

Rationale:  It is important for students to relate literature with their own lives in a meaningful and memorable way.  It is also important for students to connect their work in school with their own lives and to explore the possibilities that exist beyond their immediate surroundings.  Creativity in learning leads to a greater understanding of the concepts learned and by integrating content areas, students have a firm grasp on why each content area is important to the others.  By using technology creatively as a natural response to learning, students become more aware of the tools at their disposal and are better equipped for their future.  This unit is designed to lead students toward a better understanding of the world around them while enhancing important skills and bridging a gap in the content areas.

Classroom Environment:  Students will work in 5 groups of 4 and will be spread out within the classroom.  Each group will be given detailed instructions for each component of the project, an explanation of all roles, one computer, an atlas, a world globe, encyclopedias, travel brochures, a copy of James and the Giant Peach, a scientific calculator, a set of markers, a box of crayons, a box of colored pencils, assorted paper, a spiral notebook, a folder, 2 glue sticks, a pair of scissors, a poster board, a calendar, website addresses, and library books related to their destination of choice.  

Goals and Objectives:

1.  Students will relate the book, James and the Giant Peach to their understanding of what it means to go on a journey by:
1. Reading and discussing the book.
2. Planning a virtual vacation.
3. Creating a VENN diagram that compares and contrasts James and the Giant Peach with their own virtual vacation.
4. Writing a 1-2 page paper about how the book is relevant to their own vacation project.
2. Students will create a virtual vacation consisting of several parts:
1. Distance traveled in both miles and kilometers
2. Budget report that includes all expenses incurred including transportation, recreation, meals, lodging and tips.
3. Calendar that includes all daily activities including transportation, recreation, meals and lodging.
4. Poster that includes facts associated with their destination of choice as well as reference materials used in group research.
5. Brochures created by each group member.  Brochures must be informative, persuasive, creative and colorful.
6. Digital Story Telling component that includes narration, music, relevant high resolution photos and shows like a memory album of a their virtual vacation.
7. Inquiry Report that gives a step by step process of the group’s research and daily activities.  The inquiry report will be created using notes taken by the group secretary over the course of the unit and should be completed as the last step in the project.
3.  Students will work cooperatively in a group of four, each with designated roles:
1. Leader:  Responsible for keeping everyone on task, assigning roles and handling conflicts.  Responsible also for all group materials.  Group leader will manage the creation of the group poster.
2. Secretary:  Handles note taking, keeps group ideas together in spiral notebook and is responsible for typing the final inquiry report.
3. Treasurer:  Handles the financial aspect of the vacation.  Keeps count of all monies spent and manages the production of the final budget report.
4. Time Keeper:  Keeps track of calendar and time issues.  Responsible for managing the production of the final calendar that includes all dates and times of travel, lodging and entertainment activities.
4. Students will create a vocabulary list as we work through the unit.  These vocabulary words need to be meaningful to the project and students must practice using new vocabulary words daily as they work on their project.
   Lesson Plan:
   Students will read and discuss the book, James and the Giant Peach as a whole group, in small groups and in partners. 
   After reading, students will create a VENN diagram comparing James’ adventure in the book with their own ideas of an adventure. 
   Students will complete a WebQuest using given websites for tourism information for destination cities.  Students will answer the following questions before beginning further research:
   WEBQUEST QUESTIONS:
5.  What type of landforms can you find at your destination city?
6. What are three things that people do for entertainment in your city?
7. What lodging is available in your city?
8. What restaurants are available in your city?
9. What museums are available in your city?

Students will then receive instruction on how to complete their own virtual vacation project, consisting of multiple components:  budget report, calendar, poster, brochures, digital story telling component, inquiry report and presentation.  (Each part of the project will be explained and discussed in detail and independently of the others in individual lessons.  Also, each component is outlined in the goals and objectives section of this unit.)

Students will identify vocabulary words relevant to the project and complete 4-square cards and a word sort accordingly.

Students will write a 1-2 page paper that explains the relevance of James and the Giant Peach to the virtual vacation project.

ASSESSMENT:  Production pieces will be assessed based on creativity, research, group cooperation, originality, time management, completeness and presentation.  The following rubric will be used to assess student work:

Activity	Score 1	Score 2	Score 3	Score 4
Digital Storytelling	Slideshow had some evidence of creativity and relevance.  It included at least 7 slides.	Slideshow was creative, informative and somewhat relevant.  It included at least 7 slides and utilized either music, audio or slide transformations.	Slideshow was creative, informative and relevant.  It included at least 11 slides and utilized music, audio OR slide transformations.	Slideshow was creative, informative and relevant.  It included at least 11 slides and utilized music, audio and slide transformations.
Inquiry Report	Inquiry report had some evidence of inquiry based reporting, but read more like fact reporting.	Inquiry report was somewhat complete.  It featured some aspects of the inquiry method of reporting, but did list some facts in place of process.	Inquiry report was  complete.  It featured some aspects of the inquiry method of reporting, but did list some facts in place of process.	Inquiry report was complete and followed the guidelines set forth in the instructions.  It followed the format of an inquiry report rather than a list of facts.
Budget Report	Not all expenses were displayed accurately.  Some elements were either incomplete, missing or inaccurate.	All expenses were displayed somewhat accurately and included transportation, lodging, meals, entertainment and tips.  Totals not necessarily accurate.	Accurately displayed all expenses incurred on the vacation including transportation, lodging, meals, entertainment and tips, and totals were nearly accurate in each column.	Accurately displayed all expenses incurred on the vacation including transportation, lodging, meals, entertainment and tips.  Total dollar amounts added up in all columns.
Calendar	Activities for five or less days of the virtual vacation were outlined, but not all information was clear.	Activities for nearly all 7 days of the virtual vacation were outlined, but not all days were presented clearly.	Activities for all 7 days of the virtual vacation were outlined, but not all information was clear.	Activities for all 7 days of the virtual vacation were clearly outlined on the calendar.
Poster	Few facts, pictures, maps and/or resources are present.	Some facts, pictures, maps and/or resources are present, but not all of the above are present.	Several facts, pictures, maps and resources are present, but are limited in variety, logical order and/or creativity.	A variety of facts, pictures, maps and resources are presented in a logical and creative manner.
Brochures	Most of the group members have produced a brochure, but not all brochures meet the guidelines of being creative, informative and persuasive.	Most of the group members have produced a brochure that meets the guidelines of being creative, informative and persuasive.	Each group member has produced a brochure, but not all brochures meet the guidelines of being creative, informative and persuasive.	Each group member has produced a creative, informative, and persuasive brochure.
Presentation	Not all members have a speaking role in the presentation and not all  presenters  present clearly and accurately.	Not all members have a speaking role in the presentation, but presenters do present clearly and accurately.	All group members have a speaking role in the presentation, but not all members present clearly and accurately.	All group members have a speaking role in the presentation and all members present clearly and accurately.
Time Management	Less than 50% of the work was turned in on time.	Between 50% and 75% of the work was turned in on time.	Most of the work (75%) was turned in on time.	All work was turned in on time.
Teamwork	Group members did not work well together OR not all group members contributed to the project.	The group members had some difficulty working together, but all members contributed to the project.	Most group members worked well together, contributed to the project and resolved conflicts.	All group members worked well together, contributed to the project and resolved conflicts.

Scoring Guide

33 – 36 points = A

29 – 32 points = B

25 – 28 points = C

21 – 24 points = D

Less than  21 points = F

*Any group scoring below 25 points will be required to make needed changes to the project in order to achieve a passing grade on the assignment. 

Anaylsis:

This project is an excellent way for students to relate academic studies with their own lives by connecting the activities with the text, videos, websites and productions created in the unit.  Students will have a clear understanding of the vocabulary and will relate the adventures of James in James and the Giant Peach with the possibilities that exist in their own lives.  Students will have a better understanding of money, geography, persuasive writing techniques, time management, inquiry based research, digital storytelling, cooperative learning, and oral/visual and digital presentation.  Students will be provided with a detailed rubric outlining expectations and possible points.  

Annotated Bibliograpy

Books:

Kent, D. Dallas Grolier Publishing.  2000.  (Grades 3-5)

Facts and information about landmarks, entertainment and the city of Dallas, Texas.

Heinrichs, A. Welcome to the USA:  Florida.  The Child’s World Publishing. 2006.  (Grades 3-5)

This books offers a glimpse into the animals, landmarks, history, agriculture, entertainment and natural beauty of Florida.

Brown, J.A. Portraits of the States:  Florida.  Gareth Stevens Publishing.  2006.  (Grades 3-5)

This book examines the history, people, land, economy, government and entertainment options available in Florida.

Christian, S.J. (M.E.D).  Land of Liberty:  Florida.  Capstone Press Publishing.  2003.  (Grades 4-6)

An introduction to the geography, history, government, politics, economy, resources, people and culture of Florida.

Encyclopaedia Britannica, Inc. My First Britannica Europe Volume 6.  2004 pp 72-73  (Grades 4-6)

An encyclopedia entry that gives an overview of the architecture, history, museums, culture and food of Romania.   Offers a brief introduction to the capital city, Bucharest.

World Book, Inc.  World Book Encyclopedia Q-R Volume 16.  2002.  pp 416 – 426.  (Grades 4-6)

Offers a good introduction to the history, government, people, recreation, education, religion, culture, land, climate, economy, natural resources, agriculture, trade, maps pictures and symbols of Romania.

McGuliffe, E.  Hawaii Facts and Symbols.  Capstone Press.  2000.  (Grades 3-5)

This is a book that discusses the facts, symbols and recreation activities in Hawaii.  The book offers a vocabulary guide as well as useful internet sites and gives addresses to The Hawaii Department of Tourism and to The Hawaii State Library.

Thomas, W.D. Portraits o f the States:  Hawaii.  Gareth Stevens Publishing.  2007.  (Grades 3-6)

Kid friendly book that introduces children to the history, people, land, economy, government, entertainment and natural wonders of Hawaii.  Includes a glossary, maps, pictures and a historical timeline.

Dahl, R.  James and The Giant Peach.  1961.  (Grades 4-5)  This is a classic children’s book about a mistreated boy who goes on an amazing adventure with new friends.  Along the way he meets many interesting characters and learns what it means to finally be happy.

Websites:

www.disneyworld.com  This website provided students with the ability to research information about ticket prices for Disney World and other parks in the Orlando area.

www.restaurants.com   This website provided students with the ability to research restaurants in the cities they were “visiting”. 

www.expedia.com  Students used this website to locate information about flights, rental cars, and hotels as part of their budget and travel planning.

www.southwest.com  Students used this website to search for inexpensive flights to Dallas and Orlando.

www.mapquest.com  Students used this site to determine the distance to their destination.  This site was used also to determine the cost of gas between destinations within the city they were visiting.

www.cheaphotels.com  Students used this site to locate lodging locations.

www.hotels.com  Students used this site to locate lodging locations.

www.rentalcars.com  Students used this site to locate rental car information.

www.sixflags.com  This site was used to research information about tickets for Six Flags Dallas.

www.dallasmonsterjam.com Students used this site to locate information on ticket prices and show times for the monster truck show in Dallas.

www.tacobell.com  Students used this site to design menu choices as part of their budget and calendar planning activities.

www.rentalimo.com   Students used this site to find information about renting a limo for their dream vacation.

www.papajohns.com  Students used this site to design menu choices as part of their budget and calendar planning activites.

www.factmoster.com  Students used this site to find information about their choice destination. 

www.visitdallas.com  Students in the “Dallas” group used this site to answer the questions in their WebQuest activity and also used it in their research.  This site gives tourism information including dining, entertainment, lodging and interesting information and pictures about the area.

www.romaniatourism.com/bucharest.html  Students in the “Romania” group used this site to answer the questions in their WebQuest activity and also used it in their research.  This site gives tourism information including dining, entertainment, lodging and interesting information and pictures about the area.

www.gohawaii.com  Students in the “Hawaii” groups used this site to answer the questions in their WebQuest activity and also used it in their research.  This site gives tourism information including dining, entertainment, lodging and interesting information and pictures about the area.

www.visitorlando.com  Students in the “Florida” group used this site to answer the questions in their WebQuest activity and also used it in their research.  This site gives tourism information including dining, entertainment, lodging and interesting information and pictures about the area.

Videos:

The History, People and Geography of Romania.  Colman Communications.  2000.  (Grades 3-5) This video clip offers a view of the land, mountains, lakes and rivers of Romania.  It introduces viewers to the “Little Paris” of Romania:  Bucharest.

The Southwest Grows.  100% Educational Videos.  2007.  (Grades 3-5) This video discusses the changes to the southwest in regards to population explosions in response to the obtaining of the regions natural resources.

Along the Southeastern Coastline:  Florida.  Ancient Lights.  2006. (Grades 3-5) This video visits the cities, beaches, coral reefs, mangrove swamps and everglades of Florida.

National Parks:  The Florida Everglades.  Discovery Education.  2005.  (Grades 4-6) This video showcases the beauty, cultural heritage and environmental significance of one of the most endangered ecosystems in our country:  The Florida Everglades.

Fearless Planet:  Hawaii.  Discovery Education.  2007.  (Grades 4-8)  This video discusses the geological and ecological history of Hawaii and the significance of how volcanic activity has shaped all aspects of life in Hawaii.