Travel South Dakota

 

 

 

Description:  Students will work in collaborative groups to learn more about the state of South Dakota.  As each group embarks on a journey across South Dakota information will be gathered to include in a final presentation. Internet and other resource books/materials will be used to gather information. A description of the place, its location in SD, topography, people, and history (if able to find) are required topics of study at each destination.  Other desired topics may be explored as well throughout the journey.  The collected SD information will be presented to the entire class using presentation software (HyperStudio, PowerPoint, or AppleWorks slide show).

 

Purpose:  Travel South Dakota integrates technology across several curriculum areas (language arts, math, and social studies).  Students will use Internet and other resource materials to learn about the geography, topography, people, places and history of several South Dakota destinations.  Students will work in groups of three as they journey across South Dakota. The learning will be hands-on and requires students to work together to reach a desired goal.  A constructivist-learning environment will be evident as students will be actively engaged in their learning throughout the project.

 

Unit Length:  The Travel South Dakota project will last approximately 10 class periods (45 minute periods). 

 

Standards: 

 

SD Social Studies Standards

http://www.state.sd.us/deca/TA/contentstandards/social/standards/35stan.htm#fourth

 

Fourth Grade History Standards

·      trace the history of South Dakota with emphasis on notable South Dakotans such as Red Cloud, Sitting Bull, John B. S. Todd, Fred T. Evans, Laura Ingalls Wilder, James Scotty Philip, Niels E. Hansen, Gertrude (Zitkala-Sa) Bonin, Peter Norbeck, and Francis Case;

           

Fourth Grade Geography Standards

·      use appropriate maps for a specific purpose, including elevation, land use-resource, road maps and mileage tables, time zones, and migration/movement patterns.

           

 

 

SD Communications/Language Arts

http://www.state.sd.us/deca/TA/contentstandards/language/standards/35stand.htm#FOURTH

 

Fourth Grade Reading Standards

·      discern literature appropriate for reading level and purpose.

·      use text and graphic features to categorize information and gain meaning from informational materials. (example: topic sentences, key words, diagrams, illustrations, charts, maps)

·      use reference tools to manage information. (example: maps and globes, software/CD ROM, video materials, Internet)

 

Fourth Grade Writing Standards

·      make narrative and informative presentations that provide facts, details, examples, and descriptions.

·      write in response to information from various sources to develop personal understanding.

·      organize and write about information according to category, source, or topic.

·      edit final copies for capitalization, punctuation, and spelling. (example: abbreviations, nouns of address, apostrophes)

·      use technology for revising and editing. (example: spell/grammar check)

·      use technology to share writing with others and to receive feedback.

 

Fourth Grade Listening and Viewing Standards

·      listen and share responses in group learning activities.

·      listen in group settings to aid in specifying goals, devising solutions, and choosing the best course of action.

·      use various references or sources to determine if information is valuable. (example: encyclopedia, periodicals)

 

Fourth Grade Speaking Standards

·      make narrative and informative presentations that provide facts, details, examples, and descriptions.

 

SD Math Standards

http://www.state.sd.us/deca/TA/contentstandards/math/intro/35stand.htm#GRADE%204

           

Fourth Grade Measurement Standards

·      solve problems involving money. (example: use of proper notation, unit conversions, and making change)

 

Fourth Grade Number Sense Standards

·      identify the appropriate arithmetic operations in multi-step problem situations.

 

Technology Foundation Standards for Students (NETS)

http://cnets.iste.org/currstands/cstands-netss.html

 

Basic operations and concepts

·      Students are proficient in the use of technology.

 

Technology productivity tools

·      Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

 

Technology research tools

·      Students use technology to locate, evaluate, and collect information from a variety of sources.

 

Lesson TimeLine:

           

Day 1 Introduction to Travel South Dakota Project

 

Student volunteers will be asked to give highlights of any trips taken in South Dakota. What specific place was visited?  What important information can be shared?  Would you recommend this place to others?  Why or why not? Inform students they will be taking a ‘virtual’ journey across South Dakota and learning important information about our state.

 

A project guidelines sheet and scoring rubric that fully explains the project will be given to each student.  The teacher will thoroughly read and discuss the project/ technology guidelines and the scoring rubric with the class.  Students will then be assigned to groups of three.

 

Day 2             Further Explanation of Travel South Dakota

Meet with Group

Journal

 

A brief review of the project guidelines will be given and any student questions answered. The importance of working together and exhibiting responsible behavior will be discussed in great detail.  Each group member’s participation and cooperation is essential for successfully completing the Travel South Dakota project. 

 

Handouts for Entrance Fees/Admission Prices, SD Miles Traveled, and SD Research Notes will be given to each group.  These sheets will be used for recording the information needed to complete the final presentation.

 

Hand out South Dakota highway maps and allow each group time to study the map and decide on a particular route they plan to take across South Dakota keeping in mind that only five days and $400.00 is allowed. Remind each group to begin daily entries in a computer-generated journal.

 

Day 3             Research of Destinations #1 & #2

Journal

 

Students will use the classroom lab of computers and the cart of 14 iBooks to begin research on their selected first and second destinations.  All information should be recorded on the SD sheets (handed out on Day 2).  The following websites can be used as good starting points.

 

Web Resource Links

 

South Dakota State Historical Society     http://www.sdhistory.org/

 

South Dakota Tourism                                http://www.travelsd.com

 

MapQuest (Road Trip Planner)                 http://www.mapquest.com/rtp/

 

South Dakota Webpages (by city)                       http://www.usawebpages.com/sd/

(search by City and Community-Information then Convention & Visitors Bureau if one is available for that particular city)

 

South Dakota State Home Page                 http://www.state.sd.us

 

South Dakota (50States.com)                     http://www.50states.com/sdakota.htm

 

Google (search engine)                               http://www.google.com

 

  

South Dakota materials from the school library and classroom library will also be available including a collection of South Dakota magazines, maps, resource and informational books, and tourism information. 

 

Day 4             Research of Destinations #3 & #4

Journal

 

Continue research.  Use the websites listed in Day 3.

 

Day 5             Research of Destination #5

Journal

 

Continue research.  Use the websites listed in Day 3.

 

 

Day 6             Work Day to finish any research and begin work on presentation

 

Finish research.  Use the websites listed in Day 3.

 

Day 7             Work Day for presentation

 

                        Review again the technology project guidelines sheet.

 

Day 8             Work Day for Presentation

 

                        Continue work on presentation.

 

Day 9             Work Day for Presentation

 

                        Finish work on presentation.

 

Day 10           Travel South Dakota Presentations

 

Today students will present their Travel SD presentations to the class.  Group members should share whether they would or would not recommend each destination with supporting reasons.  After each group is finished presenting, class members may ask questions or make comments about the journey. 

 

Evaluation:  A scoring rubric has been created that will be given to students prior to beginning the project.  This rubric will be used to score each team upon completion of the Travel South Dakota project. 

 

Extension:  Classrooms from other states could become e-mail partners and/or research specialists as classrooms discover each other's state.  The final presentations could be shared with the corresponding classrooms.