Your PBL+MM Name Here



A Travel Adventure

To the Alamo!

A PBL+MM for 4th Grade Social Studies/History, Math, English, Science, and Computer/Technology

SOL: USI.2, USI.8 Social Studies/History; 4.11 Math; 4.6, 4.7, 4.8 English; 4.1, 4.6 Science; C/T 5.3, 5.4 Computer/Technology

Designed by

Mary Monroe

mmmonroe@

QUESTION

Our class has been asked to solve a mystery! A tattered handkerchief has been discovered hidden in the cracks of the walls of the Alamo. The initials “S.D.” are embroidered on this handkerchief. Who may it have belonged to? What does this discovery mean? We are going to the Alamo to find out!

PLAN

Students are informed that they will be traveling to the Alamo, and that they will be responsible for planning the trip.

Step 1

With the teacher’s guidance, students will brainstorm a list of questions they want to answer:

What is the Alamo? Where is the Alamo? What happened there? Why is it important? How will we get there? Where do we begin our trip? When do we begin our trip? Which direction will we travel? What roads will we travel? How far is our destination? How far will we travel each day? How long will the trip take? How long will we travel each day? What states will we travel through? What cities will we see? What landmarks will we find and which ones will we stop to tour? What is the climate in the areas we will travel through? What will the weather be? What will we wear? What supplies will we take with us?

Step 2

Students will further brainstorm to determine the best way to answer the questions. They will decide, with the guidance from the teacher, that role playing real-life professions will be a fun way to find the answers. They will decide on the job titles of cartographer, navigator, historian, meteorologist, and travel agent.

Step 3

Students will be divided into groups, one group for each job title.

They will review the questions they have asked and discuss which question(s) can be best answered by which job title.

Step 4

With the help of the teacher, students will devise a matrix chart from the following website and use it as a guide to answer their questions, or students may choose to use the “Table” on the menu bar in a word document to create their chart.

Chart Graphic Organizer Printouts -

Step 5

The class will work together with the teacher on a master matrix chart to help them get started. Here is an example:

|Job Title |Questions to Answer |Resources for answers |

|Cartographer |Where do we begin our trip? |Brochures received from Chambers of Commerce |

| |Where is the Alamo? |atlases, almanacs, state and regional maps, |

| |Which direction do we travel? |library reference sources, textbooks, websites,|

| |How far is our destination? |etc. |

| |What supplies/materials will we take? | |

|Navigator |What roads will we take? |Brochures received from Chambers of Commerce |

| |How far will we travel each day? |atlases, almanacs, state and regional maps, |

| |How long will we travel each day? |library reference sources, textbooks, |

| |How long will the trip take? |websites, etc. |

| |What supplies/materials will we take? | |

|Meteorologist |When do we begin our trip? |Brochures received from Chambers of Commerce |

| |What is the climate? |Almanacs, weather websites, library reference |

| |What is the expected weather? |books, textbooks, TV reports, etc. |

| |What will we wear? | |

| |What materials/supplies will we take? | |

|Historian |What is the Alamo? |Information from Texas Chamber of Commerce, |

| |What happened there? |library reference books, textbooks, fiction and|

| |Why is it important? |non-fiction books, websites, etc. |

| |Where can I find the answer to the mystery | |

| |handkerchief? What materials/supplies will we | |

| |take? | |

|Travel Agent |What cities will we go through? |Brochures received from Chambers of Commerce, |

| |What national parks are nearby? |almanacs, websites, maps, etc. |

| |What landmarks will we find? | |

| |What materials/supplies will we take? | |

Step 6

Next, each job group will devise their own matrix chart similar to the class chart. Now the students will begin their research. Here is an example:

Cartographers Chart

|Questions to Answer |Resources used |Answers to my questions |

|1. | | |

|2. | | |

|3. | | |

|4. | | |

The resources listed below will help students find the answers to the questions they need to know to plan for the trip. Students should be aware that the websites are optional. They are encouraged to obtain information from other sources listed below:

Awesome Library - K-12 Education Directory

Fact Monster - U.S.

How Far is It

Printable Outline Maps of the United States

U.S. Chamber of Commerce: Chamber Member Directory Search Page

United States Population

Graphic Maps and World Atlas - clip art for students, publications and web sites

U.S. state flags and United States flags by World Atlas

MapQuest: Home

NOAA - National Weather Service



These sites will give students more information about the individual states they will be traveling through. At these sites students can find detailed maps, locate historic landmarks, and even retrieve weather reports.

state.ga.us Website for Georgia

Website for Alabama

state.ms.us Website for Mississippi

state.la.us Website for Louisiana

state.tx.us Website for Texas

Reference Atlases:

The Children’s Illustrated Activity Atlas - Neil Morris, 1989 is a good source for learning about the map key, scale, and the meaning of symbols.

Maps-Getting from Here to There - Harvey Weiss, Houghton Mifflin Co. 1991

Make it Work Maps- Hands on Approach to Geography- Scholastic, 1996

Environmental Atlas of the United States- Mark Mattson, Scholastic, 1993-explains relationship to the equator and defines climate.

The Children’s Illustrated Activity Atlas- Neil Morris, Gareth Stevens Children’s Books, 1989 -defines scale and explains how to use symbols on a map.

National Geographic Picture Atlas of Our Fifty States-National Geographic Society, 1991 displays large state maps.

Children’s Illustrated Atlas of the World- Borders, 1996- indicates what maps show.

Almanacs:

The World Almanac 2004- World Almanac Books

The World Almanac for Kids- World Almanac Books, 2002

The World Almanac and Book of Facts -World Almanac Books

Books:

The Alamo- Kristen L. Nelson

Susanna of the Alamo- A True Story- John Jakes

The Alamo- Jim McNeese

If You Traveled West- Ellen Levine (Scholastic)

Maps and Atlases from other sources:

AAA Trip-Tic map

Rand McNally Motor Carriers’ Road Atlas –US ,Canada ,Mexico ’04- has large scaled maps of individual states with detailed road directions

National Geographic Guide to Interstates-Crossing America 2001- lists the interstates by number and follows their path either east-west or north-south

National Geographic Guide to National Parks of the United States

Mac/Win CD Rom

Mapmakers Toolkit- is an easy-to-use mapping tool to enable students to construct and interpret present day and historical maps. Helps students develop an understanding of map symbols, grid systems, scale, legends, and more. Ordering info at Tom Snyder Productions: Product Details: Printer Friendly Page

SCHEDULE

This trip is planned to take 7-10 days of travel time by car from Atlanta, Georgia to San Antonio Texas and back. The project will take about a month from beginning to end, as letters must be written, replies received, research accomplished before travel, and a presentation prepared after travel.

Before the trip:

1. Students will write a letter to the Chambers of Commerce of each state through which they will travel to ask for maps and brochures with information about each state.

2. Students will begin to work cooperatively on their matrix charts, researching for and obtaining the information they need to complete their charts.

3. Students will be responsible for packing their suitcases with clothing, equipment, and materials that they will need.

During the trip:

1. Students will continue to assist each other with their assigned job responsibilities.

2. Students will keep a daily journal by writing a short paragraph about their daily adventures.

3. Students will continue to fill in their matrix charts with any additional information they learn each day.

4. Students will read the book Susanna of the Alamo by John Jakes and be prepared to solve the mystery when they arrive at the Alamo.

5. Students will take digital pictures of points of interest with cameras they have packed for the trip.

At the destination:

1. Students will tour the Alamo and listen intently to the tour guide. If the mystery person with initials S.D. is not mentioned by the guide, the students will inquire about him/her and offer their solution to the mystery.

2. Students will continue to fill in their matrix charts and make journal entries about each day’s adventures.

After the trip:

1. Students will finish recording all the information to complete their matrix charts and journal entries.

2. Students will prepare a Power Point presentation that will include photographs of the points of interest they have visited with text about each. Students will import graphics, sound, text and animation with the help of their teacher.

3. Students will include the answer to the mystery question in their Power Point presentation.

PROJECT

Students in each job category will collect the materials and data that will help them answer the questions they have brainstormed.

Cartographers truly are map-makers, but for the purposes of this project they will be the map finders! They will need to obtain maps including a US map, state maps, and detailed road maps. They will need access to atlases and almanacs.

They will shop bookstores, websites, welcome centers, write letters to Chambers of Commerce, and/or call or write to the American Automobile Association to obtain these atlases and maps. They will need to study the design and features of maps including a compass rose, grid, symbols represented by a key ( sometimes called a legend), and cardinal directions to locate places on maps.

Navigators will be responsible for helping determine the route for the trip, and for helping the driver stay on the course mapped out for the trip. They will work closely with the cartographers and share responsibility for map finding. They will need maps (regional and individual state maps), a compass to determine direction, a calculator or a mileage directory within an atlas or on a map, and a watch or clock. The navigators will need to study maps, understand features and design to include an understanding of interstate routes, map symbols, cardinal directions, compass rose, map scale, and map key. They will be the mathematicians for the project, and will be figuring miles traveled and miles remaining. They will use the map scale to determine distances traveled. They will calculate miles traveled per hour or predict times of arrival by determining speed. They will become acquainted with a compass and its features for determining direction.

Historians will read and record information about the Alamo to determine why it is of historical importance. They will research books (fiction and non-fiction), textbooks, and library reference books for information about the mystery person who may have played a significant role in the history of Texas. In turn they will learn about Texas history and the role it played in national history. They will need to purchase or borrow a copy of Susanna of the Alamo, by John Jakes, to take on the trip. This is the key to solving the mystery!!!

Meteorologists will be responsible for learning about climate and weather conditions along the travel route. They will need to gather information from websites, and textbooks to determine both climate and weather conditions in the areas they are traveling through. This information will determine what clothes and supplies should be packed. If a laptop is available on the trip, the meteorologists can log onto the weather sites on a daily basis!

Tour guides will research the places of interest along the route such as national parks, national monuments, historic landmarks, rivers, and cities to determine which are interesting enough to stop to see. They will also need a map or atlas, and an almanac to retrieve facts about the points of interest, and a camera to record places visited. They will need to work closely with the navigator to determine when and where to stop.

It will have been determined from study of the resources that the students will travel the southernmost route to Texas departing Atlanta, Georgia on Interstate 85 South to connect with Interstate 10 West. This route will take the class through parts of Alabama, Mississippi, Louisiana, and Texas. Students will locate major cities, rivers and other bodies of water on this route, points of interest determined from their research, and places to stop to visit. Further questions that may arise are:

How long is Interstate 10? Where is the Mississippi River and how will we cross it? What role did it play in US history? What does Baton Rouge mean? What language is it derived from and why? Why is the city of Houston named Houston? How big is Texas? How many time zones will be travel through? The list will grow with time and experience, but the students are now equipped to answer these questions themselves with the information they have already acquired or with the skills to acquire additional information!

.

ASSESSMENT

It is expected that students will enjoy this “hands-on” approach to travel and will feel much more involved in the overall aspects of the trip. They will obtain map- reading skills, learn facts about the states through which they traveled, share ideas and experiences, and learn to work cooperatively. And the best part of all is that the proverbial questions…How long will it take? or When will we be there?... can be answered by the students themselves!!!!!

A rubric created to assess the students’ knowledge, skills, attitudes and behaviors is attached separately.

MULTIMEDIA PRESENTATION AND EVALUATION

Following the trip, students will produce a Power Point presentation to reflect their new knowledge, skills, and solutions. Students will import the pictures they have taken with their digital camera, write text about the places they have visited, and include sound and animation, with the help of their teacher. Of course, the solution to the handkerchief mystery will be included. Students are encouraged to employ their creative skills with this aspect of the presentation.

A rubric created to assess this multimedia presentation is attached separately.

CREDITS & REFERENCES

Reference Books courtesy of Chalkley Elementary School Library, Chesterfield Co.

Maps-Getting from Here to There - Harvey Weiss, Houghton Mifflin Co. 1991

Make it Work Maps- Hands on Approach to Geography- Scholastic, 1996

Environmental Atlas of the United States- Mark Mattson, Scholastic, 1993

The Children’s Illustrated Activity Atlas- Neil Morris, Gareth Stevens Children’s Books, 1989

National Geographic Picture Atlas of Our Fifty States-National Geographic Society, 1991

Children’s Illustrated Atlas of the World- Borders, 1996

The World Almanac for Kids- World Almanac Books, 2002

The World Almanac and Book of Facts -World Almanac Books

Books found at Barnes and Noble bookstores:

The Alamo- Kristen L. Nelson

Susanna of the Alamo- A True Story- John Jakes

The Alamo- Jim McNeese

If You Traveled West- Ellen Levine (Scholastic)

Maps and Atlases found at Barnes and Noble bookstores:

Rand McNally Motor Carriers’ Road Atlas –US ,Canada ,Mexico ‘04

Let’s Go Route 66 Travel Guide USA 2004

National Geographic Guide to Interstates-Crossing America 2001

National Geographic Guide to National Parks

CD

Mapmakers Toolkit- Tom Snyder Productions: Product Details: Printer Friendly Page

Websites:

Virginia Department of Education

U.S. Chamber of Commerce: Chamber Member Directory Search Page

United States Population

Graphic Maps and World Atlas - clip art for students, publications and web sites

U.S. state flags and United States flags by World Atlas

MapQuest: Home

Awesome Library - K-12 Education Directory

Grids Organize Thinking for Decision-Making and Choices

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