Tour+Guides

__ Tour Guides __ In this guided project the inquiry skills differ by grade level. This is necessary because 2nd grade students are at a different level of inquiry than 5th graders. Both sets of students will be building on existing knowledge. The 2nd grade class will begin to learn how to develop effective questions and use an interview to support their research. The 5th grade class will explore a variety of resources and have the opportunity to select how to present their findings. Lamb’s Information Age Inquiry website lists four parts of the evolving information scientist: Skills, Scaffolding, Strategies and Realization. These four parts tie inquiry learning to standards. Younger students are developing more skills and need scaffolding to help them develop those skills. Parents, siblings, teachers all play a role in influencing the direction of these students’ thoughts and processes. Those processes are then molded into a strategy. Realization can come from their own process or seeing how a peer performed their process. A student that is maturing as an information scientist has a good grasp of forming questions and knows how to analyze not only information but the sources the information is from. They also are more efficient at seeking information.
 * Inquiry Skill**

Geography 2.3 Students will locate their community, state and nation on maps and globes; identify major geographic characteristics of their local community; and explore geographic relationships between the physical and environmental characteristics of their community. · **2.3.1** Use a compass rose to identify cardinal (N,S,E,W) and intermediate directions (NE,NW,SE,SW) and to locate places on maps and places in the classroom, school and community. · **2.3.2** Locate the equator and the poles on a globe and identify the local community, state and the United States on maps.
 * Standards for Learning**

Geography 5.3 Students will describe the Earth/sun relationship and use global grid systems. They will identify regions; describe physical and cultural characteristics; and locate states, capitals and major physical features of the United States. They will also explain the changing interaction of people with their environment in regions of the United States and show how the United States is related geographically to the rest of the world. · **5.3.2** Identify regions of the United States and explain the advantages and disadvantages of using maps, globes and photographs to locate and describe these regions. · **5.3.3** Name and locate states, regions, major cities and capitals, major rivers and mountain ranges in the United States. · **5.3.6** Map and describe the characteristics of climate regions of the United States.

· **1.1.2** Use prior and background knowledge as context for new learning. (Both grades) · **1.1.3** Develop and refine a range of questions to frame the search for new understanding. (2nd Grade) · **2.1.2** Organize knowledge so that it is useful. (Both) · **2.1.4** Use technology and other information tools to analyze and organize information. (5th Grade) · **3.1.4** Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. (5th Grade) · **4.3.1** Participate in the social exchange of ideas, both electronically and in person. (Both)
 * AASL 21st Century Leaner Standards**

5th Grade Class - 26 students at an intermediate school in a large corporation. The school is in a suburban setting and has students in middle to upper middle class. They visit the media center once a week as a class. They have used technology to assist in learning and have used tools such as Power Point and the internet before. They are still learning skills such as citing sources and source evaluation. Portions of this exercise will help them further develop these skills. These students are in a new school setting and may not be as familiar with this Media Center as they were their elementary school. They may need some guidance locating information or the ability to visit the Media Center outside of their normal class time.
 * Student Audience**

2nd Grade Class – 24 students at an elementary school in a large corporation. The school is in a suburban setting and has students in middle to upper middle class. They visit the media center once a week as a class. These students are learning the basics of information literacy. They will need guidance but are enthusiastic and love to learn. They have strong support at school and at home so they are motivated to do their best work. This helps the approach I have taken because it requires involvement from home. Some students at this level can help with differentiation and assists peers with ideas but the Classroom teacher and Media Specialist will also need to observe the students to keep them on pace with exercises and the final project. Both grade level exercises are connected to the real world because they will be exploring different places that they’ve visited. Students will get exposure to tourism and vacation planning. The visual aspects of this project will assist the learning process by making it more interesting.

This lesson can be combined with 2nd grade social studies lessons where students learn compass directions and use maps. Working with the classroom teacher, this project can run at the same time as these lessons. This way the lessons from classroom to media center are reinforced and will give the students a better understanding not only of the content area standard but a better chance at grasping the inquiry skills since they will be working with prior knowledge of the subject. In some instances students may have to use outside sources to complete their assignment such as a family member or the local library. In the 5th grade lesson collaboration with classroom teachers is necessary if students require more Media Center time. It also can be paired up with social study lessons that include states and their capitals, major rivers and mountain ranges, and regions of the United States. The local library is another place that students may need to use for information. A tour guide or travel agent could also be of assistance in this project. Donating posters to help the 2nd grade students or giving a real life example of what the final presentation might be like would also be a useful tool to add to this exercise.
 * Collaboration**

2nd Grade This project will cover 4 weeks plus a day for presentation and further inquiry. Each student will act as a tour guide for a location of their choice that is within the United States. Students can either choose a place they have already visited or a place they would like to go. The students will be asked to find pictures or video of the location and a few factual details to share with the class. And they will also be asked to interview an adult about the trip or about a place they’ve been to. They will present to the class why their location is a great place to visit. The students will have to give examples of how to travel to this location and what compass direction this location is from the school community. The teacher will keep a master map of all locations visited. After the first lesson, a handout explaining the project will be sent home. This will encourage the student and adult caregiver to discuss ideas and places they’ve been.
 * Overview**

5th Grade This project will cover 4 weeks plus a day for presentations and further inquiry. Each student will act as a tour guide for a location of their choice that is within the United States. Students can either choose a place they have already visited or a place they would like to go. The students will be asked to find pictures or video of the location and a few factual details to share with the class. They will present to the class why their location is a great place to visit. These students will have to give examples of how to travel to this location, including what states and cities that they travel through, noting capitals of these states and the climate and geographic characteristics that are similar or different among the areas they encounter. The teacher will keep a master map of all locations visited. After the first lesson, a handout explaining the project will be provided. This will encourage the student to think about places they’ve been.

Power Point presentation – Class lecture/discussion Teacher will show a map of the United States and show where the local community is. Showing the state and then local area. Next the teacher will show a favorite place they’ve traveled to and why they liked going there. Again showing the state/area and then the community/destination. Ask students if they can tell some of their favorite places they’ve been to. This can be either attractions or cities (Lake Michigan, Chicago, Texas, etc.) Teacher and students will find these locations on the United States map. Ask students what activities make places fun to visit. Hand out Project checklist Explain to class what a Tour Guide does Show Teacher Example of Mount Rushmore Show Poster example
 * Educator Teaching Materials**
 * 2nd Grade Lessons**
 * Lesson 1** – Topic Selection and Teacher example

Read to class “There’s a Map on My Lap!” by Tish Rabe. Book covers Special Maps, Scale, Legends and Compass Show students globes, atlases, and different types of maps. Show the poles, equator and local community on the globe. Compass Directions – Show students the compass rose and how to determine Cardinal directions North – South –East – West, and the intermediate directions (NW, NE, SW, SE). Give each student a print out map of the United States Let students use computers to generate map of the state where destination is located with local community already placed on the map. This website has maps for this part of the lesson. [] Locate where their destination and state are on the US map and determine which direction they travel to get to it.
 * Lesson 2** – Map lessons

All Students will be shown resources the library has about places in the United States to help guide their research.

Explain good questions and have class brainstorm possible questions to learn more about where they went. Cover How, What, Why, Where, When and show how each can be used to learn about places. Write different questions on the board during this session. Students will use a KWL worksheet to take home and conduct their interview. Have them fill out the “Know” section, then look at questions on the board and fill out the “Want to know” section. Tell them to fill out the “Learn” section when they conduct their interview.
 * Lesson 3** – Interviewing techniques

Students will work on their posters and prepare note cards they might need for their presentation. Media Specialist will observe and be available for students that need help with their note cards. Media Specialist will assist students with additional resources if needed.
 * Lesson 4** – Project work day

Power Point presentation – Class lecture/discussion Teacher will show a map of the United States and show where the local community is. Showing the state and then local area. Next the teacher will show a favorite place they’ve traveled to and why they liked going there. Again showing the state/area and then the community/destination. Ask students if they can tell some of their favorite places they’ve been to. This can be either attractions or cities (Lake Michigan, Chicago, Texas, etc.) Teacher and students will find these locations on the United States map. Hand out project guidelines. Explain to class what a Tour Guide does Show Teacher Example of Mount Rushmore
 * 5th Grade Lessons**
 * Lesson 1** – Classroom - Topic Selection and Teacher example

Scribble Maps lesson – Students will be shown how to use this tool to draw the travel route to their destination. Determine approximate mileage and highlight cities and states they traveled through. [] Locate where their destination and state are on the US map and determine which direction they travel to get to it. Students will have time to work in pairs on Scribblemaps, a hand out requiring them to locate and label different places will be used. This is just an exercise that will measure how well they grasp this mapping tool. Students will be shown the state books and other resources the library has about places in the United States to help guide their research.
 * Lesson 2** – Media Center Map lessons – different types advantages/disadvantages

Use maps and atlases to determine what physical attributes surround the areas visited. Mountains, lakes, rivers, oceans, etc. Students will learn how to see these how these different physical characteristics are shown on climate, physical, political and road maps. Worksheet – Use Scribblemaps/Google maps and show different types of maps like satellite, terrain, hybrid. Using handout mark different physical characteristics: Mountains, lakes, rivers, oceans
 * Lesson 3** – Regions of the United States – Physical features of communities

Students will have time to work on Power Point presentations or video creation and do any additional online research they may need. Media Specialist and other students will help those that are behind or need assistance.
 * Lesson 4** – Presentation preparation

Maps of the United States – climate, political, physical, road Globe Atlas of the United States Computer with online access Book – “There’s a Map on my Lap” by Tish Rabe
 * Resources**

All handouts and worksheets are listed with each lesson above. Students will also have access to the teacher example Power Point which was presented on the first day. This website and library materials list will also be available.
 * Student Learning Materials**

The lessons are designed to guide students towards the final product. They will help the teacher assess the “on task” portion of the rubric. Some exercises are built to gauge how well students grasp the concept or tools that are being used. These exercises are not graded but will help the Media Specialist determine adjustments to future projects of this nature. The rubric that will be used to grade the student projects is included here.
 * Student Performance**

The Power Point example which was shown to both classes is the basic guide for the 5th grade project. This is a picture of a 2nd grade poster example. This example would also be shown to the 2nd grade class during the first day.
 * Student Models or Products**


 * Feedback or Field Test**

I really feel that this lesson will be an exciting lesson for the 2nd and 5th grade students. My first recommendation is to keep your wording all the same on the sheets sent home to the parents. For example "For the next month our class will be working on a project where each student will become a tour guide for a destination of their choice . They may choose any place in the United States . It can be a place you’ve they've been to on a trip or a place you’ve they've  always wanted to go to or know more about . To help decide ahead of time, these are the elements the final presentation to the class must include. " I am a bit confused about which parts of the lesson will be done in the media center and which parts will be done in the classroom. I also see that lesson two for the 2nd graders has a lot of items included in it. Reading the book sounds like a great way to peek their interest. Showing them examples of different maps and directions follows well with the book, as does the print out of the united states. The computers might not get finished after having to explain where to go and how to use the program. You might want to consider doing this a different day. I would also add a line on the KWL chart for students to write the title or purpose of the chart. So that it does not get confused with other KWL's that they are doing in their classroom. Your rubrics don't show what qualifies each point. Rubrics are not subject to teacher opinion. Each point value needs to be associated with a set of requirements. "What needs to be met to obtain each point value." I love the examples of student work on the poster, and not something an adult did. This will allow the students to not feel intimidated with an expectation that they know they can not achieve. The flow of the lesson works well into the presentation. I did not see in the lesson where you or the classroom teacher goes over how to site sources for the 5th graders. This was one of the objectives in the beginning. Make sure that is gone over in a lesson, how to site from the different media sources. The overall lessons looks like it will be very engaging for the age range of students. I would love to use this in my own classroom. I feel that it is a good balance of technology, which today's children love, and other forms of media. It will allow the children to be creative and tell about something they like. Students are always apt to put in more effort and excitement into something that they can take true ownership in. Catharina Schmidt Teacher-Imagine Indiana Life Science Academy East catharina.schmidt@imagineschools.com

I had a 2nd grade student perform the poster portion that was my example above. While he understood he was making a poster, he didn't have a lot of ideas to start with. It showed me how important examples are for students. I thought a few visuals that would help this lesson would be tourism posters and brochures. To show them how places display what they have and want people to know. Another idea that maybe a younger child would be familiar with is a movie poster. While not the same subject, it still have the same idea in mind, getting you to go to the movie.

I had a 5th grade student perform the two Scribblemap activities to see their effectiveness and how time consuming they would be. Activity 1 was performed in 15 minutes which was about what I thought it might take. He was able to learn the program pretty easily with a quick introduction. His abilities on the computer and knowledge of zooming on maps and navigating web pages helped him learn how to use the functions of Scribblemaps. If students are not familiar with these techniques they will need additional instruction. I also found he was using the search box to locate the cities. I did not consider that when I designed the assignment. I am not sure if I consider that cheating or just being resourceful. The second Scribblemap activity failed in my opinion. Tracing the rivers proved to be too lengthy and I had him stop after getting only a portion of the Mississippi River drawn. It seems a technological tool may not be the best way to locate and trace rivers. Something that can be easily done on a tangible map. Finally when it comes to saving the maps, more instruction was needed to name the maps. It needs a name and description, plus it gives an ID code which can be used to recall the map or link to the map with HTML. The two maps generated are shown below

The lessons are slightly different to connect to the content area standards and differentiate between the levels of information fluency of 2nd and 5th graders. The 2nd grade lesson is based on using compass directions and using a map to find physical features of different areas. Most of the activities are guided. They do get exposure to using the computer to help develop technology skills necessary for their advancement as an information scientist. The focus for 2nd grade is developing interviewing skills and presentation abilities. Interview skills will help them develop the ability to form questions not only for other people but in their own mind. This metacognitive skill will help them advance from novice to expert information scientists. Scaffolding at this age occurs with the reinforcement of materials that the classroom teacher is providing such as Cardinal directions. Also the students will discuss interviewing techniques and brainstorm potential questions with guidance from the Media Specialist.
 * Lesson Comparison**

The 5th grade class will be exposed to different states, capitals, major rivers and mountain ranges that are traveled through which is not included in the 2nd grade lessons. Also the 5th grade class will use more features on the computer as they have more mature computer skills. The Scribble Maps tool from Google (http://www.scribblemaps.com) is a free site that allows them to place “push-pins”, draw lines and even place images on maps. It has the ability to show the terrain and highways, common to many online mapping services. This visual aid should add a unique twist to the learning experience. This website seemed a little difficult for a 2nd grader. Since 5th grade students are further along in information fluency, they have more required elements as well as more flexibility in what they can do to present their project. Instead of a poster, they will have a Power Point or video to support their presentation. The additional required elements help reinforce the standards that the project is based on and also will force the students to look for different source materials. This will help them develop the skill of analyzing information in various forms such as a brochure, website or even a library book. Some information standards were selected that apply to both grades, AASL 1.1.2 Use prior and background knowledge as context for new learning, 2.1.2 Organize knowledge so that it is useful, 4.3.1 Participate in the social exchange of ideas both electronically and in person. The latter is partially both as only the 5th grade students are required to do a Power Point. Two other standards are specific to the 5th grade lesson are AASL 2.1.4 Use technology and other information tools to analyze and organize information and AASL 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess. The 2nd grader interviews touch upon AASL standard 1.1.3 Develop and refine a range of questions to frame the search for new understanding.

Scribblemaps widget - This is an example of what a scribblemap looks like. There are several save options available including saving as an image, but they can be saved as a widget to use in blogs. Clicking the box in the upper right corner will display the map full screen.

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