India, Tunisia, Peru and Ukraine:
A Fantastic Travel Fair!
Playing the role of a tourist guide, each student completed research on a country of his or her choice that would be presented at the school's Travel Fair in the gym. Students compared the life, celebrations, traditions, food and transportation - among other things! - of each country and eventually choose one that they would like to visit one day.
Jouant le rôle de guide touristique, chaque élève fera une recherche sur un pays pour la foire de tourisme dans l'école. Ensuite les élèves pourront comparer et apprécier la qualité de vie dans la Tunisie, l'Ukraine, le Pérou et l'Inde afin de choisir un pays à visiter.
Parents, staff members and all students at Sundance School were invited to participate in the fair that took place in the gym over 3 days. There were food samples, costumes, traditional music and displays of all the hard work that went into this performance task. It was very fun and an enriching journey for students.
The work samples below help to show the journey students took from start to finish in this exciting and engaging work.
Jouant le rôle de guide touristique, chaque élève fera une recherche sur un pays pour la foire de tourisme dans l'école. Ensuite les élèves pourront comparer et apprécier la qualité de vie dans la Tunisie, l'Ukraine, le Pérou et l'Inde afin de choisir un pays à visiter.
Parents, staff members and all students at Sundance School were invited to participate in the fair that took place in the gym over 3 days. There were food samples, costumes, traditional music and displays of all the hard work that went into this performance task. It was very fun and an enriching journey for students.
The work samples below help to show the journey students took from start to finish in this exciting and engaging work.
This is an example of a gr. 3 student's work. The first 3 pages show her "travel brochure", the fourth page is a sample of her jot notes and the fifth page is her first draft with edits. Students could choose to take notes and write their drafts in any way the wanted. Webs, outlines, on the computer, in charts, etc.
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Below is the task that we gave to the students. It explains what we wanted the students to complete in order to be successful in this project. We are shared the rubrics below to ensure that students understood what the expectations of the assignment were. Lastly, students filled out a reflection on the task and gave their teachers some feedback on their work; things they did well (their strengths), things they found difficult and things that they would change next time.