A Virtual Field Trip to Washington D.C.
Grade Level: 3-4
Subjects: Social Studies, Lamguage Arts, Math, and Computer Technology
Learner Outcomes:
The student will be able to:
1. Able to use reference source , including the internet, to gather
information
2. Identify and use appropriate reference sources for different types
of information
3. Create a budget and understand the need for a budget
4. Use correct calculations in determining total costs and individual
costs
5. Name and discuss the historical significance of landmarks and monuments
in Washington, D.C.
6. Identify a logical sequence of visiting tourist attractions and
rationale for developing a one
day itinerary
7. Write and edit factual narrative describing the one-day itinerary
8. Work cooperatively in a group setting to complete this activity
9. Use the information gathered to make informed decisions for planning
a trip
Duration of Lesson: 10 – 12 hours over a period of 2 –3
weeks
Introduce Webquest Challenge and divide into
work groups, assign tasks (1 hour)
Collect data as assigned (1-2 hours)
Reporting of information and decision – making
(1-2 hours)
Virtual Field Trip and journal writing
(1 hour each of four days)
Culminating activity (Bon Voyage Party) with
parents (1-2 hours)
Materials:
List of links to web sites for travel information and information
Travel brochures
Technology Tools/Courseware:
Internet access and browser
Projection device
Word processing software
Teacher Notes:
This lesson is designed as a WebQuest, an activity in which students
are gathering their own information using web sites.
The students will work in cooperative learning groups, using the Internet to gather information necessary for planning a four day trip to Washington D.C. The students will need to plan a budget for food and lodging, transportation, and admission fees. They will need to plan a daily schedule of activities and develop a rationale for the activities that they choose to schedule for each day.
Procedures:
1. Display a large banner, “Congratulations, your class has won a four-day
trip to Washington D.C’.
2. Read the WebQuest Challenge to the
class and have the students brainstorm the tasks that need to be done
and what they would need to use to collect the information
Divide the students in to groups to work on collecting
the necessary information
3. Provide time and the necessary reference sources for each group
to accomplish their task
Conference with the group members to determine their
progress and needs for further guidance
4. Have work groups report back to the larger group as decisions
need to be made
5. Have each group decide on a presentation format to report
back their information
6. After decisions are made, have the groups create a letter,
brochure, handout that would share the
information with others, such as parents
Modifications:
1. Pair slower students or students with special
students with a “study buddy”.
2. Assign more complex monuments to more capable
students.
3. Provide more structure and support for students
with special needs
4. Tape record information for slow readers
so that they can obtain facts orally
5. Allow students to dictate their responses
as needed
6. Develop structured task cards that break
the assignment down in to smaller segments to
keep students organized
and sequenced
Enrichment Activities:
1. Contact a local travel agency to arrange for a speaker to describe
career as a travel agent and to
obtain travel brochures
2. Locate a class in Washington D.C. that would serve as local
ambassadors to tell about their city
Arrange for an exchange of e-mail messages.
Share information and develop comparisons with
local community.
Evaluation/Assessment:
Teacher observation during activities and assessment will determine
degree of mastery
Able to use reference source , including the Internet, to gather information
?
Able to identify and use appropriate reference sources for different
types of information ?
Able to create a budget and understand the need for a budget ?
Able to use correct calculations in determining total costs and individual
costs ?
Able to name and discuss the historical significance of landmarks and
monuments in Washington, D.C. ?
Able to identify a logical sequence of visiting tourist attractions
and rationale for developing a one
day itinerary ?
Able to write and edit factual narrative describing the one-day itinerary
?
Able to work cooperatively in a group setting to complete this activity
?
Able to use the information gathered to make informed decisions for
planning a trip ?
West Virginia Instructional
Goals and Objectives:
Language Arts
Writing 5.56, 5.57
Study Skills 3.74, 4.83
Computer Technology 3.85, 4.95,
4.96, 4.98
Social Studies
Economics 3.26,
5.20
Math
Computation 3.19,
4.17, 5.11
References:
Web sites with itineraries of tours to Washington D.C
El
Rodeo School (California), 8th grade
Web sites with tourist information.
Official Tourism
Web Site
D.C. Attractions and Memorials.
Washington's
Seldom Seen Memorials
Created By: Judy Werner, Cheat Lake Elementary School, Morgantown, WV
Date Created: March 11, 1999
Date Modified:
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