Come See My Great State! 

How it works:

"Come, See My Great State!" is a unit that allows students to imagine that they are a part of the state department of tourism and that they will be promoting their state for visitors. They become experts in the geographic, economic, and historical aspects of their state in order to provide persuasive information to attract a specific audience. The basic template is adaptable to include the range of states in the United States.

• To prepare persuasive information, students will choose sites according to a matrix which will include historical, economic, tourist, and national park information for 4 geographical regions of their state. They will also decide on a specific audience for their presentation. The audience may include:
• School aged students
• Businesses looking to expand into the state
• Travel agents
• Families
• Retired travelers
• Educators

Students will create a multimedia presentation (virtual tour) and present an oral presentation to their parents. Virtual tours will be posted on the school web site.

Assessment:

An assessment rubric is designed collaboratively at the beginning of the unit and rates presentations on style and content. This rubric is posted in the room and referred to throughout the unit. Final assessment is based on peer evaluation, each student's personal evaluations on his or her project, and the teacher's evaluation on the presentation. Sample evaluation sheet is included. Each section of the evaluation sheet is assigned a point value for a total of 100 points. Final grades are based on a percentage scale.

Standards:

National Geography Standards

www.nationalgeographic.com/xpeditions/standards/matrix.html

• How to Use Maps and Other Geographic Representations, Tools, and Technologies to Acquire, Process, and Report Information From a Spatial Perspective
• The Characteristics and Spatial Distribution of Ecosystems on Earth's Surface
• The Patterns and Networks of Economic Interdependence on Earth's Surface

History/Social Science Standards

http://cde.ca.gov/board/pdf/history.pdf

• Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.
• Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.
• Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

English Language Skills Standards

http://cde.ca.gov/cdepress/lang_arts.pdf

• State clear and interesting facts in the context of persuasive content
• Grade level appropriate writing conventions followed
• Presentations are focused, easy to understand, and show a understanding of the content presented
• Multimedia presentations are properly formatted within the guidelines given.
• Quote or paraphrase information sources, citing them appropriately.
• Use various reference materials (e.g., dictionary, thesaurus, electronic card catalog, encyclopedia, online information) as an aide to writing.
• Students must learn to (1) use organizational features of printed or electronic text to locate relevant information;(2) create simple documents, using electronic media and employing organizational features (e.g., passwords, entry and pull down menus, word searchers, spell checks)

Software or Materials Used:

Software

• Multimedia software such as PowerPoint® or Hyperstudio®.
• Desktop publishing software
• Graphics software such as KidPix®
• On-line access

Web sites used include:

http://worldatlas.com/aatlas/search.htm

Use for maps and geographic information

http://(mystate).gov

(replace "mystate" with name of state being researched)

Use these sites to get tourist and business information

http://nps.gov/search.htm

Use this site to find National Parks in individual states.

http://50states.com/

Use this site to find symbolic information on individual states.

http://quickfacts.census.gov/qfd/

Use this site to find census information on individual states

Books

• Reference trade books and encyclopedias
• Presentation system is helpful for the final presentation, but is not necessary
• Assignment Matrix handout

Brochure Study Sheet

• E-mail capability is recommended for students to transfer project components between home and school.

Keywords: 

States, reports, brochure, travel agents, census

The Students: 

This program is designed for fourth or fifth graders of average ability, but it can be adapted for higher grades. It works well for students that are second-language learners. Research, word processing, editing, and multimedia authoring skills are reinforced during this unit.

The students in my class are fifth graders and about one quarter are English language learners. We have a computer lab at school of 32 desktop computers. We also have 6 computers in our classroom, 3 that have internet access. Most of the students have a good foundation in word processing skills although some need more practice improving their keyboarding skills. I am a lead teacher in the Computers for Families program (www.sbcff.org) with which I am able to place internet capable computers in the homes any student in my class that does not already have a computer. Classroom curriculum is linked to the students' use of technology and personal access to these technology tools.

Overall Value:

I have been very excited about this unit because it takes the time honored "fifth grade state report" and updates it to help the students use current technology resources. I feel that the students are not only learning about the complexities of a state, but they are learning how to use technology tools to become skilled information consumers. This is a life skill that will help them throughout their lives.

The basic format of this unit also lends itself to other areas of study. For example at our school, fourth grade students learn about the State of California, and sixth grade students learn about ancient civilizations. This unit can easily be adapted to these content areas.

Details:

Subject Area: Social Studies, Language Arts                                                

 Starting Grade Level: 4

 Ending Grade Level: 8

Tips for the Teacher:

It is important for the students to become skilled consumers of information. Students can easily access volumes of information that will be of little use to their overall presentation. It is important to give the students the time to learn to evaluate their information and to gather links that are appropriate to their final project, their information goals, reading level, and relevant to the collaborative rubric.

It is also important for the students to focus on quality and not quantity in their presentations. It is very easy for students to want to expand their projects far beyond the expectations. It is important to keep the focus on content and quality and not on adding extra "special effects"

Susan Hughes is currently a six grade teacher at Brandon School in Goleta, California. She has been teaching for 8 years and has been involved in educational technology even before she became a classroom teacher. She has two degrees in Computer Science and published "Tools for the Students, A K-6 Computer Curriculum".  For the last 5 years she has been involved with the "Computer for Families Program" and has been able to place over 60 computers with internet access with families that did not have access to this important technology. She uses e-mail and electronic class letters to keep in close contact with her students and their families. She is really looking forward to the 2003-2004 school year with Brandon TV, A weekly television show about Brandon School produced by the sixth grade students.

Email:

shughes@sbceo.org