united states train tour choo! choo!train+regions+tour...united states train tour choo! choo! ......

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United States Train Tour Choo! Choo! Description: Students will simulate a train trip across the United States learning about each region of the United States. At each stop students will experience an enrichment activity to better learn about the region. Unit: Thinking Like a Geographer/5 th Grade U.S. History Materials: Travel Guide US Train Tour First Stop ppt US Train Tour Second Stop ppt US Train Tour Third Stop ppt US Train Tour Fourth Stop ppt US Train Tour Last Stop ppt Evaluate: Rubric Interactive Notebook, folder or envelope Computers (optional) Paper or a computer to make a sticker Southwest Navajo Code Talkers Southwest Navajo Code Talkers KEY Southeast Geographic Terms Southeast Geographic Terms KEY Northeast US Population Northeast US Population KEY Midwest Mt. Rushmore Midwest Mt. Rushmore KEY West California Gold Rush TEKS/SEs: (5.7) Geography. The student understands the concept of regions in the United States. The student is expected to: (A) describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity (B) describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains (5.8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (A) identify and describe the types of settlement and patterns of land use in the United States; (B) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present (C) analyze the reasons for the location of cities in the United States, including capital cities, and explain their distribution, past and present (5.9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe how and why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs (B) analyze the positive and negative consequences of human modification of the environment in the United States, past and present (5.13) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: (A) compare how people in different parts of the United States earn a living, past and present (B) identify and explain how geographic factors have influenced the location of economic activities in the United States (5.22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (5.25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies Lesson objective(s): The student will describe and compare the regions of the United States. Vocabulary Region Maquiladoras Canyon Caverns Desert Mesa Reservation Landscape Dam Wetlands Plantations Segregation Hurricanes Megalopolis Memorial Tornado

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Page 1: United States Train Tour Choo! Choo!Train+Regions+Tour...United States Train Tour Choo! Choo! ... Then he used only the first letter of the English word to spell the ... Than-zie Turkey

United States Train Tour Choo! Choo! Description: Students will simulate a train trip across the United States learning about each region of the United States. At each stop students will experience an enrichment activity to better learn about the region.

Unit: Thinking Like a Geographer/5th

Grade U.S. History

Materials:

Travel Guide

US Train Tour – First Stop ppt

US Train Tour – Second Stop ppt

US Train Tour – Third Stop ppt

US Train Tour – Fourth Stop ppt

US Train Tour – Last Stop ppt

Evaluate: Rubric

Interactive Notebook, folder or envelope

Computers (optional)

Paper or a computer to make a sticker

Southwest – Navajo Code Talkers

Southwest – Navajo Code Talkers KEY

Southeast – Geographic Terms

Southeast – Geographic Terms KEY

Northeast – US Population

Northeast – US Population KEY

Midwest – Mt. Rushmore

Midwest – Mt. Rushmore KEY

West – California Gold Rush

TEKS/SEs: (5.7) Geography. The student understands the concept of regions in the United States. The student is expected to: (A) describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity (B) describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains (5.8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (A) identify and describe the types of settlement and patterns of land use in the United States; (B) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present (C) analyze the reasons for the location of cities in the United States, including capital cities, and explain their distribution, past and present (5.9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe how and why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs (B) analyze the positive and negative consequences of human modification of the environment in the United States, past and present (5.13) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: (A) compare how people in different parts of the United States earn a living, past and present (B) identify and explain how geographic factors have influenced the location of economic activities in the United States (5.22) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States; (5.25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies

Lesson objective(s): The student will describe and compare the regions of the United States.

Vocabulary

Region

Maquiladoras

Canyon

Caverns

Desert

Mesa

Reservation

Landscape

Dam

Wetlands

Plantations

Segregation

Hurricanes

Megalopolis

Memorial

Tornado

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ENGAGEMENT Objective: The student will organize the items need to go on a trip.

Provide each student with an Explore: Travel Guide to record the information from the powerpoint that will be presented.

Organize students into travel buddies.

On the front of the Travel Guide, have students write their name and their teacher’s name.

Have the Travel Buddies brainstorm five things they will need to travel across the United States. They will only be able to take these five things on the trip. Explain to them how they will be traveling on a train to every region in the United States.

The Travel Buddies will write the five items on the suitcase on the cover of their Travel Guide.

Discuss as a classroom, the items students will take along and why.

EXPLORATION Objective: The student will describe and compare the regions of the United States.

Organize your class to look like a train – Two rows with two seats per row.

Provide each student with an Explore: Travel Guide to record the information from the powerpoint that will be presented and a place to hold their documents. It could be a their interactive notebook, a folder, or envelope.

Present the powerpoint Train Tour ppt

Read each slide and answer any questions students might have.

After students have recorded information about a region. Have them stop and get off the bus to do an enrichment activity about the region.

o Southwest - Navajo Code Talkers o Southeast - Geographic Terms o Northeast – US Population o Midwest – Mt. Rushmore o West – California Gold Rush

Below is more details about the powerpoint and activities when they stop and get off the bus.

Southwest Region – Navajo Code Talkers Slides 3 - 16 o Students will explain the impact the Navajo Code Talkers had on our national identity.

Southeast Region – Geographic Terms Slides 17- 30 o Students will identify geographic terms used to describe this region.

Northeast Regions – US Population Slides 31 - 44 o Students will analyze the population of the United States.

Midwest Region – Mt. Rushmore Slides 45 - 57 o Students will analyze the design of Mt. Rushmore.

West Region – California Gold Rush Slides 48 - 69 o Students will complete a letter written about the experiences of the California Gold Rush.

EXPLANATION Objective: The student will describe and compare the regions of the United States by developing a pre-write for their sticker.

On the back of the Travel Guide is a prewrite exercise that will prepare students to create their Travel Sticker.

Have them complete this activity after the last enrichment stop.

ELABORATION Objective: The student will describe and compare the regions of the United States by using website to research the enrichment stops in more depth. Students can do further research on the computer about the enrichment stops.

Navajo Code Talkers – Southwest Region http://www.history.navy.mil/faqs/faq61-2.htm

Geographic Factors in the Southeast Region (Map Game) http://www.eduplace.com/geonet/

Mt. Rushmore National Memorial – The Midwest Region http://www.nps.gov/moru/

The California Gold Rush, 1949 – The West Region http://www.eyewitnesstohistory.com/californiagoldrush.htm

EVALUATE

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Objective: The student will describe and compare the regions of the United States by creating a travel sticker.

Have students work in pairs to create a Travel Sticker describing their favorite region.

Slides 69 – 71 will explain to students how to create their sticker about their favorite region and why.

Students will choose a region just visited. They will draw a picture to represent that region.

Remind them to use their Travel Guide to complete the task.

Use the Evaluate: Rubric to grade the task.

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Ask your librarian to recommend books about the Navajo Code Talkers and American Native Americans.

Navajo Code Talkers – Southwest Region http://www.history.navy.mil/faqs/faq61-2.htm

World War II would prove to be the most destructive war in history. Over 40 million people died

in this war. One group of soldiers who helped bring the war to an end was the Navajo Code Talkers.

They were Navajo Indians who were recruited by the Marines as soldiers to send coded messages.

The military wanted to send messages that the Japanese could not decode or understand. The

Navajo’s code had no alphabet and was spoken only on the Navajo lands of the American Southwest.

When a Navajo code talker received a message, what he heard was a string of unrelated Navajo

words. To translate a word, the code talker changed each Navajo word into a similar English word.

Then he used only the first letter of the English word to spell the

words in the message. In Navajo, the word “Navy” would be "tsah

(needle) wol-la-chee (ant) ah-keh-di- glini (victor) tsah-ah-dzoh

(yucca)." In 1992, the U.S. government honored these soldiers for

their contributions during World War II. Could you be a Navajo Code

Talker? Let’s see if you can translate this Navajo code.

Navajo Meaning English Letter

Moasi

Wol-la-chee

Nesh-chee

Tsah-as-zih

Ne-ahs-jah

Nesh-chee

How were the contributions made by the Navajo Code Talkers during World War II important to victory over the Japanese? Explain your answer.

NAVAJO CODE

Alphabet Navajo Meaning

A Wol-la-chee Ant

B Shush Bear

C Moasi Cat

D Be Deer

E Dzeh Elk

F Ma-e Fox

G Klizzie Goat

H Lin Horse

I Tkin Ice

J Tkele-cho-gi Jackass

K Klizzie-yazzie Kid

L Dibeh-yazzie Lamb

M Na-as-tso-si Mouse

N Nesh-chee Nut

O Ne-ahs-jah Owl

P Bi-sodih Pig

Q Ca-yeilth Quiver

R Gah Rabbit

S Dibeh Sheep

T Than-zie Turkey

U No-da-ih Ute

V A-keh-di-glini Victor

W Gloe-ih Weasel

X Al-an-as-dzoh Cross

Y Tsah-as-zih Yucca

Z Besh-do-gliz Zinc

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Ask your librarian to recommend books about the Navajo Code Talkers and American Native Americans.

Navajo Code Talkers – Southwest Region KEY http://www.history.navy.mil/faqs/faq61-2.htm

World War II would prove to be the most destructive war in history. Over 40 million people died in this

war. One group of soldiers who helped bring the war to an end was the Navajo Code Talkers. They

were Navajo Indians who were recruited by the Marines as soldiers to send coded messages. The

military wanted to send messages that the Japanese could not decode or understand. The Navajo’s

code had no alphabet and was spoken only on the Navajo lands of the American Southwest. When a

Navajo code talker received a message, what he heard was a string of unrelated Navajo words. To

translate a word, the code talker changed each Navajo word into a similar English word. Then he

used only the first letter of the English word to spell the words in the

message. In Navajo, the word “Navy” would be "tsah (needle) wol-la-

chee (ant) ah-keh-di- glini (victor) tsah-ah-dzoh (yucca)." In 1992, the

U.S. government honored these soldiers for their contributions during

World War II. Could you be a Navajo Code Talker? Let’s see if you can translate this Navajo code.

Navajo Meaning English Letter

Moasi Ant C

Wol-la-chee Weasel A

Nesh-chee Nut N

Tsah-as-zih Yucca Y

Ne-ahs-jah Owl O

Nesh-chee Nut N

How were the contributions made by the Navajo Code Talkers during World War II important to victory over the Japanese? Explain your answer. Answers could be yes or no depending how students defend their answers. The defense of the answer should be based on facts.

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Geographic Factors in the Southeast Region (Map Game) http://www.eduplace.com/geonet/

Traveling through the Southeast, we saw the landscape change from state to state and saw how

landforms, waterways, and climate affected this region. Can you match the geographic factor with its

description?

Read the description of the geographic factor and match each term in the Word Bank with its description. Write the geographic factor and draw a symbol to represent it. Then explain which

geographic factor best describes this region and why.

Word Bank: Bayou, Gulf, Hurricane, Mountain, River, Swamp

Description Geographic Factor Symbol

I am high in elevation and have a steep top. On the outside, you can camp and hike on me. Inside, I am full of minerals like coal that you can be use for electricity. What geographic factor am I?

I am found in the Everglades of Florida and other southeastern states. I am a freshwater wetland full of trees, shrubs, and alligators. What geographic factor am I?

I am a long flowing body of water that ends up in the ocean. Towns and cities are built along me and the longest one in the United States flows through the southeast region. What geographic factor am I?

In Louisiana, musicians sing about me and I am part of its nickname. I am a very slow moving body of water found in low, lying, and marshy wetland. What geographic factor am I?

I am a tropical cyclone with winds faster than 75 miles per hour impacting large parts of the southeastern region. I am so powerful that they give me a name every time I show up. What geographic factor am I?

I am a large area of an ocean partly surrounded by land. I am the southern boundary of the southeastern region. Many industries depend on me and I’m fun to play in but watch out I can be destructive. What geographic factor am I?

Which geographic term best describes this region? Explain your reason.

Ask your librarian to recommend books that describe the geography of the United States.

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Geographic Factors in the Southeast Region – KEY (Map Game) http://www.eduplace.com/geonet/

Traveling through the Southeast, we saw the landscape change from state to state and saw how

landforms, waterways, and climate affect this region. Can you match the geographic term with its

description?

Read the description of the geographic factor and match each term in the Word Bank with its description. Write the geographic factor and draw a symbol to represent it. Then explain which

geographic factor best describes this region and why. Word Bank: Bayou, Gulf, Hurricane, Mountain, River, Swamp

Description Geographic Factor Symbol

I am high in elevation and have a steep top. On the outside, you can camp and hike on me. Inside, I am full of minerals like coal that you can be use for electricity. What geographic factor am I?

Mountain

I am found in the Everglades of Florida and other southeastern states. I am a freshwater wetland full of trees, shrubs, and alligators. What geographic factor am I?

Swamp

I am a long flowing body of water that ends up in the ocean. Towns and cities are built along me and the longest one in the United States flows through the southeast region. What geographic factor am I?

River

In Louisiana, musicians sing about me and I am part of its nickname. I am a very slow moving body of water found in low, lying, and marshy wetland. What geographic factor am I?

Bayou

I am a tropical cyclone with winds faster than 75 miles per hour impacting large parts of the southeastern region. I am so powerful that they give me a name every time I show up. What geographic factor am I?

Hurricane

I am a large area of an ocean partly surrounded by land. I am the southern boundary of the southeastern region. Many industries depend on me and I’m fun to play in but watch out I can be destructive. What geographic factor am I?

Gulf

Which geographic term best describes this region? Explain your reason. Answer should be one of the geographic terms but defense of answer should be supported by facts.

Ask your librarian to recommend books that describe the geography of the United States.

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Counting the Population of the Northeast Region The Northeast region has more cities than any other place in the United States but how does it

compare to the rest of the United States? Let’s count the population by using the map below to

answer the following questions.

1. Name one city/metropolitan area outside the Northeast Region that is as large as the cities in

this region. __________________________________________________________________

2. Name one problem the Northeast Region might have because of such a large population?

___________________________________________________________________________

3. Name a state in the Northeast region that has no large populations? Why do you their

populations are so small? ______________________________________________________

4. Based on what you learned about the Northeast Region, why do you think more people live in

this region than any other region? ________________________________________________

Ask your librarian to recommend books about different cities in the United States.

Page 9: United States Train Tour Choo! Choo!Train+Regions+Tour...United States Train Tour Choo! Choo! ... Then he used only the first letter of the English word to spell the ... Than-zie Turkey

Counting the Population of the Northeast Region The Northeast region has more cities than any other place in the United States but how does it

compare to the rest of the United States? Let’s count the population by using the map below to

answer the following questions.

Name one city/metropolitan area outside the Northeast Region that is as large as the cities in this

region. Los Angeles/Orange County, Chicago, San Francisco

Name one problem the Northeast Region might have because of such a large population?

Suggested answers – Pollution, being overcrowded, not enough jobs, housing, or electricity

Name a state in the Northeast region that has no large populations? Why do you their populations are

so small? Vermont, New Hampshire, Maine/Suggested answers – Not enough jobs

Based on what you learned about the Northeast Region, why do you think more people live in this

region than any other region? Suggested answers – 1. Europeans developed many permanent

settlements in this area that thrived. 2. It has many ports 3. The cities are well connected by

trains and highways.

Ask your librarian to recommend books about different cities in the United States.

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Mt. Rushmore National Memorial – Midwest Region

http://www.nps.gov/moru/

In the 1920s, South Dakota’s State historian Doane Robinson thought of an idea to get tourist to visit

his state. He imagined the faces of important Americans carved in South Dakota’s Black Hills.

Robinson contacted sculptor Gutzon Borglum to make his idea come to life. After 14 years, Mt.

Rushmore was completed in 1941. Today, Mount Rushmore National Memorial is host to almost

three million visitors a year and stands as a symbol of America. Visitors travel to Mt. Rushmore to

marvel at the beauty of the Black Hills of South Dakota and to learn about the birth, growth,

development and the preservation of our country. How did Mr. Robinson and Mr. Borglum decide on

these presidents?

Read the descriptions below and match the ideas in the WORD BANK with the president. Don’t forget

to tell me what you think of the memorial.

George Washington 1789 - 1797

President George Washington was the first president of the United States and a

visionary. We still follow many of the decisions he made during his time as president.

Thomas Jefferson 1801-1809

President Thomas Jefferson wrote the Declaration of Independence but as president

he made a deal of a lifetime. He bought the Louisiana Purchase for $15 million.

Abraham Lincoln 1861-1865

President Abraham Lincoln faced difficult challenges when he was president. He was

the president of the United States during the Civil War. During his presidency, he

kept the nation together and emancipated or freed the slaves.

Theodore Roosevelt 1901 - 1909

President Theodore Roosevelt believed the United States should be the most

powerful country in the world. He supported the building of the Panama Canal which

made it easier for U.S. ships to travel from the Atlantic to the Pacific Ocean and he

set aside millions of acres of land for national parks.

WORD BANK: Birth, Development, Expansion, Preservation

George Washington

Theodore Roosevelt

Abraham Lincoln

Which president do you think is the most important to the history of the United States? Explain your reason.

Ask your

librarian to

recommend

books about

Mt. Rushmore

and other

memorial in the

United States.

Thomas Jefferson

Page 11: United States Train Tour Choo! Choo!Train+Regions+Tour...United States Train Tour Choo! Choo! ... Then he used only the first letter of the English word to spell the ... Than-zie Turkey

Mt. Rushmore National Memorial – Midwest Region http://www.nps.gov/moru/

In the 1920s, South Dakota’s State historian Doane Robinson thought of an idea to get tourist to visit

his state. He imagined the faces of important Americans carved in South Dakota’s Black Hills.

Robinson contacted sculptor Gutzon Borglum to make his idea come to life. After 14 years, Mt.

Rushmore was completed in 1941. Today, Mount Rushmore National Memorial is host to almost

three million visitors a year and stands as a symbol of America. Visitors travel to Mt. Rushmore to

marvel at the beauty of the Black Hills of South Dakota and to learn about the birth, growth,

development and the preservation of our country. How did Mr. Robinson and Mr. Borglum decide on

these presidents?

Read the descriptions below and match the ideas in the WORD BANK with the president. Don’t forget

to tell me what you think of the memorial.

George Washington 1789 - 1797

President George Washington was the first president of the United States and a

visionary. We still follow many of the decisions he made during his time as president.

Thomas Jefferson 1801-1809

President Thomas Jefferson wrote the Declaration of Independence but as president

he made a deal of a lifetime. He bought the Louisiana Purchase for $15 million.

Abraham Lincoln 1861-1865

President Abraham Lincoln faced difficult challenges when he was president. He was

the president of the United States during the Civil War. During his presidency, he

kept the nation together and emancipated or freed the slaves.

Theodore Roosevelt 1901 - 1909

President Theodore Roosevelt believed the United States should be the most

powerful country in the world. He supported the building of the Panama Canal which

made it easier for U.S. ships to travel from the Atlantic to the Pacific Ocean and he

set aside millions of acres of land for national parks.

WORD BANK: Birth, Development, Expansion, Preservation

George Washington

Birth

Thomas Jefferson

Expansion

Theodore Roosevelt Development

Abraham Lincoln

Preservation

Which president do you think is the most important to the history of the United States? Explain your reason. Base the completion of this question on how well the student defends their answer.

Ask your

librarian to

recommend

books about

Mt. Rushmore

and other

memorial in the

United States.

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Ask your librarian to recommend books about the Gold Rush and California.

The California Gold Rush, 1949 – The West Region http://www.eyewitnesstohistory.com/californiagoldrush.htm

In January 1848, gold was discovered in near Sacramento, California. The discovery was reported in

the San Francisco newspaper but people did not take it seriously. In May of 1848, people did notice

when a San Francisco storekeeper had a bottle filled with gold dust shouting Gold! Gold! Gold from

American River! The residents of the city now had proof there was gold and newspapers around the

world began reporting that there was gold in California.

S. Shufelt was one of those gold-seekers. All that we know about Mr. Shufelt is from a letter he wrote

from the gold fields to his cousin in March 1850. We don't know if he struck it rich or whether he ever

returned to his wife and family. We don't even know his first name. On May 11, 1849, he boarded the

ship Panama in New York City along with 200 fellow fortune seekers

risking it all in California. Below is part of Mr. Shufelt’s letter. Read

Mr. Shufelt’s letter and finish it for him. Did he strike it rich, return to

his family, or did he never find what he was looking for? You tell me.

March 1850 Dear Cousin,

"I have left those that I love behind and risked everything and endured many hardships to get here. I

want to make enough to live easier and do some good with, before I return. We reached

Sacramento City to the joy of our hearts & the relief of our hands. We hired an ox team to carry our

baggage & started for this place called Hangtown, from the fact that three persons had been hung here for

stealing & attempting to murder. We pitched our tents, shouldered our picks & shovels & with pan in

hand sallied forth to try our fortunes at gold digging. We did not have very good success being green

[new] at mining, but by practice & observation we soon improved & found a little of the shining metal.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Your Cousin,

S. Shufelt

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Name ___________________________________________

Travel sticker – U.S. Train Tour Trip

TASK: You are to create a travel sticker describing your favorite U.S. region and why.

RUBRIC: Super U.S. Traveler A=11-12

Good U.S. Traveler B=10-8

Needs a Travel Agent C=7 or below

4 3 2 1

Ideas The travel sticker describes your favorite region, facts about your favorite region, and an illustration.

The travel sticker is somewhat clear about your favorite region, facts about your favorite region, and it has an illustration.

The travel sticker is somewhat clear about what your favorite region is and facts about your favorite region but it does not have an illustration.

The travel sticker is not clear about what your favorite region is and facts about your favorite region, and it does not have an illustration.

Conventions Most, if not all words are spelled correctly and capitalized appropriately.

Many words are spelled correctly and capitalized appropriately

Few writing errors.

Some words are spelled correctly and capitalized appropriately

Writing errors are evident.

Few words are spelled correctly or capitalized appropriately

Writing errors make it difficult to understand.

Presentation The travel sticker is thoughtfully arranged and colored.

Writing and drawings are neat.

It is easy to see all important elements of the piece.

The travel sticker is arranged so that all elements are visible.

Writing and drawings are relatively neat.

The travel sticker is not arranged so that all elements are visible.

Writing and drawings are legible, if not neat.

The travel sticker is not purposefully arranged, or not all elements are visible

Writing and drawings are difficult to decipher.

Comments: