Strand 4: Geography
- Concept 1: The World in Spatial Terms
- PO 1: Use different types of maps to solve problems (i.e., road map-distance, resource maps-products, historical maps-boundaries, thematic map-climates).
- PO 7: Locate physical and human features in Arizona using maps, illustrations, or images:
- physical (e.g., Grand Canyon, Mogollon Rim, Colorado River, Gila River, Salt River)
- human (e.g., Phoenix, Yuma, Flagstaff, Tucson, Prescott, Hoover Dam, Roosevelt Dam)
- Concept 2: Places and Regions
- PO 3: Locate the landform regions of Arizona (plateau, mountain, desert) on a map.
- Strand 5: Economics
- Concept 1: Foundations of Economics
- PO 1: Explain the decision for a personal spending choice.
Commom Core State Standards: Math
1. Make sense of problems and persevere in solving them.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Represent and interpret data.
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
Use the four operations with whole numbers to solve problems.
Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Arizona Educational Technology Standards (2009)
Strand 1: Creativity and Innovation
- Concept 1: Knowledge and Ideas
- PO 1: Evaluate information to generate ideas and processes.
- Concept 4: Original Works
- PO 1: Analyze information using digital creativity tools to create original works and express ideas.
- PO 2: Use digital collaborative tools to analyze information to produce original works and express ideas.
Strand 2: Communication and Collaboration:
- Concept 1: Effective Communications and Digital Interactions
- PO 1: Communicate digitally with others by selecting and using a variety of appropriate communication tools.
- Concept 2: Digital Solutions
- PO 1: Contribute to a cooperative learning project and demonstrate effective group behaviors while using digital collaborative resources.
Strand 3: Research and Information Literacy
- Concept 1: Planning
- PO 1: Determine key words for use in information searches.
- Concept 2: Processing
- PO 5: Follow copyright laws when using text, images, videos and/or other sources and obtain permission to use the work of others, and cite resources appropriately.
Strand 4: Critical Thinking, Problem Solving, Decision Making
- Concept 2: Exploring Solutions
- PO 1: Manage a learning project using digital planning tools to develop solutions.
Strand 6: Technology Operations and Concepts
- Concept 2: Application
- PO 3: Use a spreadsheet to record, organize, and graph information.
- PO 4: Perform simple searches of existing databases.
- PO 5: Create multimedia presentations with multiple pages, audio, and transitions for individual assignments.
- PO 6: Download, store, and accurately cite web resources.
- TSW plan a road trip to a city in Arizona.
- TSW calculate mileage from the city where they live to the city they plan to visit.
- TSW estimate and calculate expenses for their trip.
- TSW research points of interest at their destination.
- TSW identify the geographical region for the city.
- TSW present their road trip to an audience.
- Teacher will conduct whole group brainstorming session (use of digital online mindmap tool is optional, but encouraged) re Arizona places/cities of significance. Could be posed as an assignment to create tourism documents. Ideally suited to exchange final product or present final product with class in another state or country.
- Also brainstorm what is needed to plan a trip.
- Students will work in groups of 2-3. Each group will be assigned one of the “places of significance” in Arizona. Suggested cities: (Tucson, Sedona, Grand Canyon, Flagstaff, Yuma, Williams, Tombstone, Prescott, Page, Jerome, Winslow, Lake Havasu City, Show Low, Payson, Nogales)
- Groups will plan a trip to the city and research needs for the trip. Include items from brainstorming session, which may be the following: (Allow students some choice in what is included in their plan. They will be expected to explain/defend their plan when presented.)
- Map the route to the destination and determine round-trip mileage.
- Identify the region for the city.
- Choose 2 attractions/points of interest to visit and explain why they were selected.
- Include entrance fees / admission if needed.
- Choose lodging for 2 nights (under $150 per night) and calculate the cost.
- Calculate food costs for 2 people - breakfast, lunch, dinner for 2 days.
- $=10 per person
- $$=20 per person
- $$$=30 per person
- $$$$=40 per person
- Calculate expenses for gas (round-trip, based on 25 miles per gallon.)
- Determine how much money will be needed for an emergency fund. What might it be used for?
- Images of location
- Teacher conducts lessons on Research using search engines, web sites, and image search sites.
- Teacher demonstrates how to cite sources.
- Groups use a collaborative document to record search results, including citations.
- Teacher will demonstrate how to use Google Maps to locate the destination, directions, and mileage.
- Teacher will demonstrate how to create a simple spreadsheet and summary line plot graph.
- Groups will create a travel spreadsheet and graph to summarize expenses. Include categories chosen (i.e. gas, lodging, food, attractions, emergency fund).
- Teacher will demonstrate options for the group presentation
- Each group will choose a digital presentation tool and construct a digital presentation to share with the class and/or on the class web site.
- Groups use outline of inclusions for the presentation, which could include (but are not limited to):
- Names of your team, city, region, image
- Map of route and round trip miles.
- Attractions 1 with images. Why did you choose these attractions?
- Chart/graph of your expenses.
- What was your estimate of expenses?
- What was your actual total?
- Which category did you spend the most on?
- Conclusion - What did your team learn from this activity?
- Presentation to a larger audience (other class at school, other class in another school, other class in another state, other class in another country)
- Computers, Internet, Projector
- Search engines, i.e. Sweet Search, Ask Kids, Kids Click, Quintura Kids
- Web sites: Arizona Geography from NETSTATE netstate.com/states/geography/az_geography.htm
The Arizona Experience arizonaexperience.org/
Trip Advisor web site tripadvisor.com/Attractions-g28924-Activities-Arizona.html
- Spreadsheets: Google (docs.google.com) or Excel or Numbers
- Presentations: Google (docs.google.com), Powerpoint, Keynote, Prezi or Sliderocket
- Google Maps (maps.google.com/), Map Quest
- Images: Google Advanced Image Search google.com/advanced_image_search?hl=en, Pics4Learning pics4learning.com, Creative Commons Image search
- Teams will be assessed on the following:
- Spreadsheet accuracy - (gas, lodging, etc.)
- Visuals of spreadsheet chart, map, location
- Required content in presentation
- Student reflection on learning
- Rubrics for this activity from RubiStar, Mulitmedia Project