City Adventure: Mapping and Presenting Our Town
Created byYoana Wang
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City Adventure: Mapping and Presenting Our Town

Grade 2English3 days
In this project, second-grade students become city experts by creating a town guide for newcomers. They learn new vocabulary related to city locations and practice giving directions. Students develop their writing and public speaking skills through various activities, including creating vocabulary flashcards, writing directional guides, and presenting information about city locations. The project culminates in a comprehensive town guide that helps newcomers understand important places and how to navigate the city.
City VocabularyGiving DirectionsTown Guide CreationPublic SpeakingMapping SkillsCommunity Awareness
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as second graders, create a guide to our town that helps newcomers understand important places and how to get around?

Essential Questions

Supporting questions that break down major concepts.
  • How do you get to the bank from your house?
  • What do you do at the post office?
  • Why do we need places like laundromats and train stations in a city?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Use new vocabulary related to places in a city (e.g., bank, laundromat, post office, train station).
  • Improve writing skills by describing locations and giving directions.
  • Enhance public speaking skills by presenting information about city locations.
  • Create a town guide for newcomers.
  • Understand the purpose and function of different places in a city.
  • Learn how to give directions to navigate around a city

Entry Events

Events that will be used to introduce the project to students

The Lost Tourist

A mysterious package arrives at the classroom, containing a letter from a lost tourist who needs help navigating the city. Students work in groups to create a guide using their new vocabulary, designing maps and rehearsing how to give directions.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Vocabulary Flashcard Fun

Students create individual flashcards for each new vocabulary word, including a definition and a simple sentence using the word in context.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a vocabulary word from the list (bank, laundromat, etc.).
2. Write the word and its definition on one side of the flashcard.
3. Draw a picture representing the word.
4. Write a simple sentence using the word on the other side of the flashcard.

Final Product

What students will submit as the final product of the activityA set of illustrated flashcards with definitions and example sentences.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on vocabulary acquisition and initial writing skills, aligning with learning goals 1 and 2.
Activity 2

Directional Detective

Students write simple directions from one location to another using the new vocabulary words. They practice giving clear and concise instructions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose two locations from the vocabulary list (e.g., from the bank to the post office).
2. Write down the steps to get from the first location to the second location, using directional words (e.g., turn left, go straight).
3. Use the vocabulary words in your directions.
4. Read your directions aloud to a partner and get feedback on clarity.

Final Product

What students will submit as the final product of the activityA written guide with step-by-step directions between two locations in the city.

Alignment

How this activity aligns with the learning objectives & standardsBuilds on writing skills by creating simple directions, aligning with learning goal 2.
Activity 3

City Location Spotlight

Students prepare a short presentation about one of the city locations, using their flashcards and written directions as visual aids. They practice speaking clearly and confidently.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose one of the city locations from your flashcards.
2. Prepare a short speech about the location, including its purpose and how to get there.
3. Use your flashcard and written directions as visual aids during your presentation.
4. Practice your presentation to ensure you speak clearly and confidently.

Final Product

What students will submit as the final product of the activityA short oral presentation about a city location, including visual aids and clear directions.

Alignment

How this activity aligns with the learning objectives & standardsDevelops public speaking skills through visual aids and oral presentations, aligning with learning goal 3.
Activity 4

Town Guide Page Creator

Students create a page for the town guide, focusing on one specific location. They include a picture, a description, and directions to get there from a central point.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a location in the city for your guide page.
2. Draw a picture of the location or find a suitable image.
3. Write a short description of the location, explaining its purpose.
4. Write directions to get to the location from a central point in the city (e.g., the school).

Final Product

What students will submit as the final product of the activityA completed page for the town guide, including a picture, description, and directions.

Alignment

How this activity aligns with the learning objectives & standardsIntegrates writing and vocabulary to create guide entries, aligning with learning goals 1, 2, and 4.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

City Explorers Portfolio Rubric

Category 1

Communication Skills

Focuses on the use of vocabulary, writing skills, and presentation abilities.
Criterion 1

Vocabulary Application

The accuracy and relevance of vocabulary used to describe city locations.

Exemplary
4 Points

Uses new vocabulary accurately and extensively, demonstrating a sophisticated understanding of city locations.

Proficient
3 Points

Uses new vocabulary accurately and appropriately, demonstrating a thorough understanding of city locations.

Developing
2 Points

Uses some new vocabulary, but accuracy is inconsistent and understanding of city locations is emerging.

Beginning
1 Points

Struggles to use new vocabulary accurately, showing limited understanding of city locations.

Criterion 2

Writing Clarity

The clarity and coherence of written descriptions and directions.

Exemplary
4 Points

Writing is exceptionally clear, coherent, and detailed, providing easy-to-follow directions and vivid descriptions.

Proficient
3 Points

Writing is clear, coherent, and provides easy-to-follow directions and descriptions.

Developing
2 Points

Writing is somewhat unclear and directions are difficult to follow at times, with basic descriptions.

Beginning
1 Points

Writing is unclear and difficult to understand; directions are missing or confusing, and descriptions are minimal.

Criterion 3

Presentation Skills

The effectiveness of visual aids and the clarity of the oral presentation.

Exemplary
4 Points

Visual aids are engaging, informative, and enhance the presentation; the oral presentation is exceptionally clear, confident, and captivating.

Proficient
3 Points

Visual aids are relevant and support the presentation; the oral presentation is clear, confident, and engaging.

Developing
2 Points

Visual aids are present but may not always be relevant; the oral presentation is somewhat unclear and lacks confidence.

Beginning
1 Points

Visual aids are missing or ineffective; the oral presentation is unclear, hesitant, and difficult to follow.

Category 2

Knowledge Application

Focuses on student's comprehension about city locations and their ability to create a comprehensive guide page.
Criterion 1

Conceptual Understanding

The depth of understanding of the purpose and function of different places in the city.

Exemplary
4 Points

Demonstrates a sophisticated understanding of the purpose and function of various city locations, providing insightful explanations.

Proficient
3 Points

Demonstrates a thorough understanding of the purpose and function of various city locations.

Developing
2 Points

Shows an emerging understanding of the purpose and function of some city locations.

Beginning
1 Points

Shows a limited understanding of the purpose and function of city locations.

Criterion 2

Integration of Elements

The ability to integrate different elements (visuals, text, directions) into a cohesive town guide page.

Exemplary
4 Points

Integrates visuals, text, and directions seamlessly to create a highly effective and informative town guide page.

Proficient
3 Points

Integrates visuals, text, and directions effectively to create a clear and informative town guide page.

Developing
2 Points

Shows some integration of visuals, text, and directions, but the page may lack cohesion.

Beginning
1 Points

Shows little integration of visuals, text, and directions, resulting in an incomplete or confusing town guide page.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How well do you think you can now use the new vocabulary words about places in the city?

Scale
Required
Question 2

What was the most challenging part of creating the town guide, and how did you overcome it?

Text
Required
Question 3

Which activity (flashcards, directions, presentation, or guide page) helped you learn the most about the city locations?

Multiple choice
Required
Options
Vocabulary Flashcard Fun
Directional Detective
City Location Spotlight
Town Guide Page Creator