Plan my Vacation

4th grade PBL Learning Strategies

The Challenge

Groups of students are given a budget to plan their ideal Michigan vacation but must choose destinations located in the state of Michigan that historically aligns with unit of study.

❖ Ex: Michigan’s role of the Underground Railroad in Michigan and the Great Lakes region

Students will publically share their presentation using multimedia which could include travel brochures, web design, commercial, podcasts, etc.

Ideal project that is cross-disciplinary.

Geography

❖ Map reading skills❖ Students choose a destination❖ Spatial awareness❖ Regions❖ Human systems (push and pull factors of migration)❖ Climate

Broaden students’ horizons by giving them a chance to learn about the community, city, and state around them.

Economics/Budget

Self management and problem solving skills

❖ Prices❖ Market Economy❖ Competition ❖ Incentives❖ Cost of hotel amenities (taxes)

A fun way for students to act as consumers and economists in a real world setting.

Math

Calculating Costs= Students solve complex problems that have no single solution

❖ Measurement (elapsed time, distance/miles)❖ Cost of hotel, transportation, food, shopping, and other amenities ❖ Taxes❖ Use the four operations with whole numbers to solve problems

Students use real-world prices to budget round-trip vacations to

various MI destinations.

Technology

❖ Google maps❖ Students convey their ideas using media other than a written paper (such as

brochures, blogs, or videos) ❖ Accommodates Mobile Learning (check flight schedules, weather, hotels,

historical landmarks, etc)

The technology based project requires students to learn modern research methods and to pursue information related to personal interests

Why This Type of Project?

Sustained Inquiry

● Students make decisions about the accuracy of online information. ● Students are asked to describe why each place is appealing. ● Students determine what they would like and need to know about their

vacation spot. ● Students create questions that help them figure out ‘what’ they want to find

out. ● Students evaluate a trip and identify gaps in the planning based on peer

review.

Authenticity

This project is authentic in that asks students to work on a real-life problem that requires inquiry and collaboration. The project is also standards based:

Content Expectations (just to name a few)4 – H3.0.7 Use case studies or stories to describe the ideas and actions of individuals involved in the

Underground Railroad in Michigan and in the Great Lakes region.

– G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image).

4 – E1.0.4 Explain how price affects decisions about purchasing goods and services (substitute goods)

-CCSS.ELA-Literacy.SL.4.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.Math.Content.4.MD.A.2 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.

Student Voice and Choice

Students get to decide on where they want to travel in the State of Michigan and what attractions most appeal to them.

The students assign group roles that best fit individual personalities.

Students get to decide on how they present their information via a travel brochure, podcast, web design, or commercial.

Reflection, Critique, and Revision

Students and teacher reflect on the progress and effectiveness inquiry and activities whether it be individual journaling or group discussions.

Students are required to critique other groups’ work through rubrics and exemplars

Students evaluate a trip and identify gaps in the planning based on peer review.

Public Product

Students publicly present their vacation pitch not only to each other but to the teacher and her husband who will choose the best presentation as a real destination for them to visit on their summer vacation. Other experts from the community, such as a travel agent, may be involved in the scoring process as well.