OVERVIEW OF THE PROJECT
The Virtual Travel Plan is designed to help students explore places throughout North Carolina--virtually! Because some students may not have the opportunities to visit selected destinations throughout North Carolina, we feel that the Virtual Travel Project is a great way to allow students to sightsee throughout North Carolina. Not only does this project meet the standards for North Carolina Standard Course of Study for Fourth Grade Social Studies, but it also fulfills Language Arts and Computer Skills/Technology requirements. Included on this Web site are the necessary support materials including, mail merged parent letter, student information database, Excel spreadsheet models and templates, a travel award certificate, assignment sheets, and corresponding grading system. The Virtual Travel Plan is a three day piece of our unit on Tourism in North Carolina.
The focus of the Virtual Travel Plan is on early North Carolina Settlements. We will be studying Roanoke Island, Old Salem, and Cherokee. Not only are these really unique locations, but they also are located in the three different regions in North Carolina.
Students will be assigned partners for this project; they will begin this field trip by each choosing a vehicle for which they will be responsible for mileage and fuel costs throughout the trip. Beginning at Roanoke Island and proceeding to Old Salem and finally Cherokee, the students will use technology to hear, see, and feel as though they were actually traveling to these unique and historical places. The trip will take three days and students are given an unlimited budget; however, the students will be competing to be the most cost-efficient traveler. The students will be exploring the cultural sights, experiencing the local cuisine, and staying in historical, yet economic hotels--all from the comfort of our classroom.
STUDENT SECTION
Students, below you will find steps for how to begin the Virtual Field Trip. You will be responsible for traveling from Roanoke Island to Old Salem to Cherokee, keeping track of your expenses with the help of an Excel spreadsheet. You will also be creating publications that will demonstrate your understanding and knowledge of the locations. Use the links provided in each step to find the needed information for each required assignment.
Use this Excel Expenses Spreadsheet to fill in your values in the appropriate cells.
Now, take the steps below to get this trip started!
STEP ONE - First, with your partner, use the links below to choose a vehicle for each of your travels. Keep in mind that you are competing with your classmates to be the most cost efficient. You will need to record the type of car, miles per gallon, cost of gas as well as miles traveled.
Choose your vehicle:
Most and Least Fuel Efficient Cars: http://www.fueleconomy.gov/FEG/bestworst.shtml
Each group member should pick a different fuel efficiency automobile so you can compare travel costs for the trip.Find an average gas price:
North Carolina Gas Prices: http://www.northcarolinagasprices.com/index.aspx
Use Google Maps or Mapquest to determine your mileage:
Google Maps: http://maps.google.com/ | Mapquest: http://www.mapquest.com/
Enter this information in the appropriate cells in your Excel Spreadsheet.
STEP TWO - You will be visiting Roanoke Island, Old Salem, and Cherokee. You will be responsible for keeping track of costs for lodging, dining, and cultural activities on your Excel Spreadsheet. Use the provided links to research the three locations.
Roanoke Island:
TO DO:
See the show the Lost Colony
www.thelostcolony.org
TO EAT:
Lunch: Big Al’s Diner
Menu: http://www.themefifty.com/menu.html
Dinner: The Full Moon Café
Menu: http://www.thefullmooncafe.com/Menus_Dinner.aspx#KIDSTO STAY:
One night at the Elizabethan Inn
For rates: http://www.elizabethaninn.com/rates.htm
Use dates of 03/21-04/17 for a Queen bed (Q).
OLD SALEM
TO DO:
Tour Old Salem: http://www.oldsalem.org/index.php?id=88
TO EAT:
Lunch: Mary's Of Course: http://www.marysofcourse.com/menu.html
Dinner: Mellow Mushroom: http://www.mellowmushroom.com
Estimate that you will spend about $12 not including tip.
TO STAY:
Brookstown Inn
Estimate that the average nightly rate is $119
http://www.brookstowninn.com/CHEROKEE
TO DO:
Oconoluftee Indian Village: http://www.cherokee-nc.com/index.php?page=17
TO EAT:
Lunch: Brushy Mountain Smokehouse and Creamery (use Kids menu)
Menu: http://www.brushymtnsmokehouseandcreamery.com/dining.htmDinner: Chestnut Tree Restaurant (at Hotel)
Estimate that you will spend about $12 not including tip.TO STAY:
Holiday Inn at Cherokee
Estimate that the average nightly rate is $88.
http://hicherokeenc.com/
STEP THREE - Create your final product. Use the provided models and instructions to create a brochure for Roanoke Island, a PowerPoint presentation for Old Salem, and a newsletter for Cherokee. Linked below are also rubrics for final products of the Excel spreadsheet, brochure, PowerPoint, and newsletter.
Here are the requirements and directions for the brochure, PowerPoint, and newsletter.
Model Brochure for Roanoke Island
Model PowerPoint for Old Salem
Model Excel Spreadsheet expense report
STANDARDS
This activity combines study of the fourth grade social studies and computer skills curriculum as outlined by the North Carolina Standard Course of Study.Social Studies:
Competency Goal 1 The learner will apply the five themes of geography to North Carolina and its people. Objectives
1.04 Evaluate ways the people of North Carolina used, modified, and adapted to the physical environment, past and present.
Competency Goal 2 The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Objectives
2.01 Locate and describe American Indians in North Carolina, past and present.
2.02 Trace the growth and development of immigration to North Carolina, over time from Europe, Asia, and Latin America..
2.03 Describe the similarities and differences among people of North Carolina, past and present.
2.04 Describe how different ethnic groups have influenced culture, customs and history of North Carolina.
Competency Goal 3 The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas. Objectives
3.01 Assess changes in ways of living over time and determine whether the changes are primarily political, economic, or social.
3.02 Identify people, symbols, events, and documents associated with North Carolina's history.
3.03 Examine the Lost Colony and explain its importance in the settlement of North Carolina.
3.04 Compare and contrast ways in which people, goods, and ideas moved in the past with their movement today.
3.05 Describe the political and social history of colonial North Carolina and analyze its influence on the state today.
Competency Goal 4 The learner will analyze social and political institutions in North Carolina such as government, education, religion, and family and how they structure society, influence behavior, and respond to human needs. Objectives
4.02 Identify religious groups that have influenced life in North Carolina and assess the impact of their beliefs.
Competency Goal 5 The learner will examine the impact of various cultural groups on North Carolina. Objectives
5.01 Explain different celebrated holidays, special days, and cultural traditions in North Carolina communities.
5.02 Describe traditional art, music, and craft forms in North Carolina.
5.03 Describe and compare the cultural characteristics of regions within North Carolina and evaluate their significance.
Computer Skills/Technology:
Objectives:
1.02 Demonstrate correct use of common technology terms (e.g., hardware, software, CD, hard drive). (1)
1.03 Identify and discuss appropriate and safe behaviors online. (1)
1.04 Recognize individual's rights of ownership of created works. (1)
1.05 Identify and discuss print and electronic databases (e.g., phone book, automated circulation system, CD-ROM encyclopedias) as a way to collect, organize, and display data. (2)
1.06 Identify and discuss terms/concepts sort, search/filter, keyword using electronic databases (e.g., automated circulation system, electronic encyclopedias). (2)
1.07 Identify spreadsheets as a tool to organize, calculate, and graph data to make predictions. (3)
1.08 Identify and discuss spreadsheet terms/concepts (e.g., sort, classify, line graphs). (3)
1.09 Recognize an individual's rights of ownership to computer-generated work. (4)
1.10 Identify and use multimedia terms/concepts (e.g., storyboard, linear/sequential, audio/video clips, images). (5)
1.11 Identify and discuss issues (e.g., personal information, images, appropriateness and accuracy of information) to consider in selection and use of materials for multimedia projects. (5)
1.12 Identify terms/concepts (e.g., online, browser, navigation, resources, web address, webpage, weblinks). (6)
1.13 Identify responsible and safe online behavior and discuss why it is important. (6)
1.14 Identify online resources as the work of individuals/groups/companies and discuss why citing resources is necessary. (6)
1.15 Identify and discuss telecommunications/Internet as a tool for communication and collaboration as a class. (6)
Objectives:
2.01 Recognize, discuss and use the features/functions of computing devices (e.g., creating, retrieving, saving, printing data). (1)
2.02 Use prepared electronic database (e.g., automated circulation, CD-ROM encyclopedias, NC Wise OWL) as a class/group activity to conduct keyword search/filters to meet information needs. (2)
2.03 Enter/edit data in a prepared spreadsheet as a class/group and observe the changes that occur to make predictions. (3)
2.04 Use spreadsheet software in content areas to enter, display, and identify sources of data as a class. (3)
2.05 Recognize, discuss, and use word processing as a tool to enter/edit, print, and save assignments. (4)
2.06 Use and discuss basic word processing terms/concepts (e.g., desktop, menu/tool bar, document, text). (4)
2.07 Identify and use correct finger placement for home row keys. (4)
2.08 Identify and use menu/tool bar features/functions in word processing documents. (4)
2.09 Identify and use multimedia tools to combine text and graphics as a class/group assignment. (5)
2.10 Identify, discuss, and cite resources for a class/group multimedia project. (5)
2.12 Use teacher-selected Internet resources to locate, discuss, and compare information about your local community as a class/group. (6)
MODIFICATIONS
Our activity is and must be flexible to better serve each individual class that participates in the field trip. It inherently allows the teacher to customize how much responsibility the students have for each section of the assignment. For example, with an Academically Gifted (AG) student, the teacher might give him/her the Excel spreadsheet on expenses without the formulas, allowing the student to have a greater challenge as the teacher teaches him/her to make and use formulas for calculations. On the other hand, for the student who needs more help or who is less familiar with Excel, the teacher may give him/her the Excel spreadsheet with the formulas already formatted so that all the student merely needs to enter the data.Additionally, the project could be done individually, in pairs, or in groups depending on the amount of resources and time available as well as the skill levels of the students. For example, a teacher might pair an AG student with a struggling student as a means of giving the AG student a sense of responsibilty while at the same time allowing for one-on-one attention and help for the struggling student.
Children with reading difficulties may be offered or directed towards simpler Web resources or texts, perhaps even ones in their native languages should a language barrier be present. Because the trip is completed on a computer, students with reading, writing, or other physical handicaps will be able to use technology to help them, be it through monitor display options, keyboard customization, or text-to-speech software.
Teachers who desire to have access the Web Resources necessary to complete the Excel Spreadsheet may choose to use this Trackstar Track designed specifically for this unit. Students will be able to access the websites via Trackstar thus increasing the security while allowing for the teacher to easily monitor the students' whereabouts on the internet. This is ideal for a class who might need assistance and more guidance when using the internet safely.
Overall, the Virtual Travel Plan is designed to be flexible, so that each student, through the resources technology offers, will be able to learn something new about the state of North Carolina.
MATERIALS
Several teacher-created materials are necessary for implementation of this activity. Please note that the following documents use fictitious names and personal information.Letter to Parents announcing the activity and requesting support at home.
Here is my Letter to Parents with Mail Merged Field Codes.
Sample Excel Spreadsheet for expense calculations
Template for North Carolina Traveler award certificates for each student
Database of student information for merging into letter and award certificate.
Here is my student information query I used for merging.Students will need to be aware of the grading system so they know what is expected of them during this activity. This can be seen on the Assignment Page.
ADDITIONAL WEB RESOURCES
Visit NC.com
http://www.visitnc.com/
NC Travel and Tourism Board
http://www.nccommerce.com/tourism/board/
NC Gas Prices
http://www.northcarolinagasprices.com/
Enterprise Car Rental
http://www.enterprise.com/car_rental/home.do
Hertz Car Rental
https://es.hertz.com/rentacar/index.jsp?bsc=t&targetPage=reservationOnHomepage.jsp
Avis Car Rental
http://www.avis.com/AvisWeb/home/AvisHomeRubrics for a New Century
http://21centuryconnections.com/node/434
Assessment and Rubric Tools
http://school.discoveryeducation.com/schrockguide/assess.html
Rubistar
http://rubistar.4teachers.org/index.php