Colorado Time Travelers: A Geographical Journey Through Time
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Colorado Time Travelers: A Geographical Journey Through Time

Grade 4Social Studies33 days
In this project, fourth-grade students become time-traveling travel agents tasked with designing a brochure that showcases Colorado's dramatic geographical transformations and their impact on its inhabitants throughout history. Students will investigate how Colorado's geography has changed over time, the effects of weathering and erosion, and the influence of human activities on the landscape. By analyzing rock formations, fossils, and historical sources, students will create maps, conduct experiments, and develop a timeline to present their findings in an informative and visually appealing brochure.
Colorado GeographyGeographical TransformationsHuman ImpactRock FormationsFossilsWeathering and Erosion
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as time-traveling travel agents, design a brochure that showcases the dramatic geographical transformations of Colorado and their profound effects on the people who have called it home throughout history?

Essential Questions

Supporting questions that break down major concepts.
  • How has Colorado's geography changed over time?
  • How have these geographical changes impacted human activity in Colorado?
  • What evidence from rock formations and fossils supports the idea of landscape changes in Colorado?
  • How do weathering and erosion affect Colorado's landscape?
  • How can maps help us understand the patterns of Earth's features in Colorado?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to describe how Colorado's geography has changed over time.
  • Students will be able to explain the impact of geographical changes on human activity in Colorado.
  • Students will be able to identify and interpret evidence from rock formations and fossils to support claims about landscape changes.
  • Students will be able to analyze the effects of weathering and erosion on Colorado's landscape.
  • Students will be able to use maps to analyze and describe patterns of Earth’s features in Colorado.
  • Students will be able to create a travel brochure showcasing Colorado's geographical transformations.

Colorado Academic Standards

Geography 1
Primary
Use geographic tools to research and answer questions about Colorado geography.Reason: Addresses the use of geographic tools to understand Colorado's geography, which is central to the project.
Geography 2
Primary
Examine the relationship between the physical environment and its effect on human activity.Reason: Focuses on the relationship between the environment and human activity, a key theme in understanding Colorado's geographical transformations.
History 1
Secondary
Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.Reason: Involves analyzing historical sources to understand Colorado's history, essential for showcasing changes over time.
History 2
Secondary
Describe the historical eras, individuals, groups, ideas, and themes in Colorado history and their relationship to key events in the United States within the same historical period.Reason: Provides a historical context for understanding the changes in Colorado's geography and its connection to broader historical events.

Next Generation Science Standards

4 ESS 1-1
Primary
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landscape over time.Reason: Directly relates to understanding landscape changes over time using evidence from rock formations and fossils.
4 ESS 2-1
Secondary
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.Reason: Addresses the processes that shape Colorado's landscape, such as weathering and erosion.
4 ESS 2-2
Secondary
Analyze and interpret data from maps to describe patterns of Earth’s features.Reason: Involves using maps to understand Earth's features, which is relevant to showcasing geographical changes in Colorado.

Entry Events

Events that will be used to introduce the project to students

'Time Traveler's' Urgent Plea

A video message from a 'time traveler' appears, warning of a future where Colorado's unique geographical features are lost due to environmental changes. The time traveler tasks the students with creating a brochure to educate people about preserving Colorado's past landscapes, directly linking to the project's brochure design goal.

Geological 'Crime Scene' Investigation

Students become geological detectives investigating a 'crime scene' representing a past environmental event (e.g., a flood, volcanic eruption) that shaped Colorado's landscape. Analyzing evidence like soil samples, rock formations, and simulated weather patterns, students must reconstruct the event and its impact on the region, directly addressing the standard about identifying evidence for landscape changes.

Colorado Time Capsule

Unearthing a 'time capsule' filled with artifacts representing different eras in Colorado's history. Each artifact offers a glimpse into the state's geography and human activity at that time, encouraging students to investigate the relationship between the physical environment and human impact, and providing a tangible connection to Colorado's historical eras.
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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

'Mapping Through Time'

Students create a series of maps illustrating Colorado's changing geography over different historical periods. They will research and document how the state's physical features have evolved, including changes in rivers, mountain ranges, and landforms.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research Colorado's geography during three distinct historical periods (e.g., prehistoric times, early settlement, modern era).
2. Gather data on changes in landforms, rivers, and other geographical features for each period.
3. Create a map for each period, accurately depicting the geographical features.
4. Write a short description for each map, explaining the significant geographical changes and their causes.

Final Product

What students will submit as the final product of the activityA collection of three maps with descriptions, showcasing Colorado's geographical evolution.

Alignment

How this activity aligns with the learning objectives & standardsGeography 1 (Use geographic tools to research Colorado geography), 4 ESS 2-2 (Analyze and interpret data from maps to describe patterns of Earth’s features), Learning Goal: Students will be able to describe how Colorado's geography has changed over time.
Activity 2

'Forces of Nature' Investigation

Students conduct experiments and make observations to understand the effects of weathering and erosion on Colorado's landscape. They will investigate how water, wind, ice, and vegetation contribute to these processes, and document their findings with data and observations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Set up experiments to simulate weathering and erosion by water, wind, and ice (e.g., a stream table to model erosion).
2. Observe and measure the effects of these processes on different materials (e.g., soil, rocks).
3. Document observations with written notes, photos, and measurements.
4. Analyze data to determine the rate and impact of weathering and erosion on Colorado’s landscape.

Final Product

What students will submit as the final product of the activityA lab report with data, observations, and conclusions about the effects of weathering and erosion on Colorado's landscape.

Alignment

How this activity aligns with the learning objectives & standards4 ESS 2-1 (Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation), Learning Goal: Students will be able to analyze the effects of weathering and erosion on Colorado's landscape.
Activity 3

'Fossil & Rock Record' Analysis

Students analyze rock formations and fossils to gather evidence of past landscape changes in Colorado. They will study different types of rocks and fossils, interpret their formation, and draw conclusions about how the landscape has evolved over time.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Examine various rock samples and fossils found in Colorado.
2. Identify the types of rocks and fossils, and research their formation.
3. Analyze the patterns in rock layers and the distribution of fossils.
4. Develop an explanation for how the landscape has changed over time, based on the evidence from rocks and fossils.

Final Product

What students will submit as the final product of the activityA presentation that shows the analysis of rock formations and fossils, explaining landscape changes in Colorado over time.

Alignment

How this activity aligns with the learning objectives & standards4 ESS 1-1 (Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landscape over time), Learning Goal: Students will be able to identify and interpret evidence from rock formations and fossils to support claims about landscape changes.
Activity 4

'Human Impact Timeline'

Students research and create a timeline showcasing the impact of human activities on Colorado's geography. They will investigate how different groups of people (e.g., Native Americans, early settlers, modern inhabitants) have interacted with and altered the landscape, and document their findings with historical sources and evidence.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the activities of different groups of people in Colorado history (e.g., Native Americans, early settlers, modern inhabitants).
2. Identify how these activities have affected Colorado's geography (e.g., agriculture, mining, urbanization).
3. Create a timeline showing the sequence of human activities and their geographical impacts.
4. Write a summary for each event on the timeline, explaining the relationship between human activity and geographical change.

Final Product

What students will submit as the final product of the activityA detailed timeline illustrating the impact of human activities on Colorado's geography over time, accompanied by summaries of each event.

Alignment

How this activity aligns with the learning objectives & standardsGeography 2 (Examine the relationship between the physical environment and its effect on human activity), History 1 (Analyze primary and secondary sources to develop an understanding of the history of Colorado), Learning Goal: Students will be able to explain the impact of geographical changes on human activity in Colorado.
Activity 5

'Colorado Brochure Design Challenge'

Students apply their knowledge from the previous activities to design a travel brochure that showcases Colorado's geographical transformations. The brochure will highlight the state's changing landscape, the forces that have shaped it, and the impact of human activities.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review all the information gathered in the previous activities.
2. Plan the layout and content of the brochure, including sections on different historical periods, geographical features, and human impacts.
3. Create the brochure using text, images, maps, and other visual aids.
4. Write engaging descriptions for each section, highlighting the key geographical transformations and their significance.

Final Product

What students will submit as the final product of the activityA travel brochure that showcases Colorado's geographical transformations, incorporating information about the state's changing landscape, the forces that have shaped it, and the impact of human activities.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to create a travel brochure showcasing Colorado's geographical transformations., All standards and learning goals are synthesized in this activity.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Colorado Time Travelers Brochure Rubric

Category 1

Geographical Accuracy & Understanding

Demonstrates accurate understanding of Colorado's geographical changes over time, including landforms, rivers, and other features. It reflects the alignment with Geography standards and learning goals related to describing geographical changes.
Criterion 1

Mapping Accuracy

Accuracy of maps depicting Colorado's geography in different historical periods.

Exemplary
4 Points

Maps are exceptionally accurate, detailed, and clearly show geographical changes over time. Demonstrates sophisticated understanding of geographical features.

Proficient
3 Points

Maps are accurate and show geographical changes over time. Demonstrates thorough understanding of geographical features.

Developing
2 Points

Maps show some geographical changes, but contain inaccuracies or lack detail. Demonstrates emerging understanding of geographical features.

Beginning
1 Points

Maps are inaccurate, incomplete, or do not effectively show geographical changes. Demonstrates initial understanding of geographical features.

Criterion 2

Description of Changes

Quality of descriptions explaining significant geographical changes and their causes.

Exemplary
4 Points

Descriptions are insightful, comprehensive, and provide a nuanced explanation of geographical changes and their causes. Demonstrates sophisticated analytical skills.

Proficient
3 Points

Descriptions are clear, accurate, and explain geographical changes and their causes. Demonstrates thorough analytical skills.

Developing
2 Points

Descriptions are somewhat vague or incomplete, and provide a basic explanation of geographical changes and their causes. Demonstrates emerging analytical skills.

Beginning
1 Points

Descriptions are inaccurate, unclear, or do not explain geographical changes and their causes. Demonstrates initial analytical skills.

Category 2

Scientific Inquiry & Evidence

Demonstrates understanding of weathering, erosion, rock formations, and fossils as evidence of landscape changes. Aligns with Science standards and learning goals related to analyzing landscape changes.
Criterion 1

Analysis of Weathering & Erosion

Depth of analysis of the effects of weathering and erosion on Colorado's landscape.

Exemplary
4 Points

Analysis is thorough, insightful, and demonstrates a deep understanding of the processes of weathering and erosion and their impact on Colorado's landscape.

Proficient
3 Points

Analysis is clear, accurate, and demonstrates a good understanding of the processes of weathering and erosion and their impact on Colorado's landscape.

Developing
2 Points

Analysis is superficial or incomplete, and demonstrates a basic understanding of the processes of weathering and erosion and their impact on Colorado's landscape.

Beginning
1 Points

Analysis is inaccurate, unclear, or does not demonstrate an understanding of the processes of weathering and erosion and their impact on Colorado's landscape.

Criterion 2

Interpretation of Rock & Fossil Evidence

Effectiveness of using rock formations and fossils to support explanations of landscape changes.

Exemplary
4 Points

Uses rock and fossil evidence exceptionally well to support a compelling and insightful explanation of landscape changes. Demonstrates sophisticated scientific reasoning.

Proficient
3 Points

Uses rock and fossil evidence effectively to support a clear and accurate explanation of landscape changes. Demonstrates thorough scientific reasoning.

Developing
2 Points

Uses rock and fossil evidence to support a basic explanation of landscape changes, but the connection may be weak or incomplete. Demonstrates emerging scientific reasoning.

Beginning
1 Points

Fails to use rock and fossil evidence effectively or provide a clear explanation of landscape changes. Demonstrates initial scientific reasoning.

Category 3

Human-Environment Interaction

Explores the relationship between human activities and their impact on Colorado's geography. It reflects the alignment with History and Geography standards related to human impact.
Criterion 1

Timeline of Human Impact

Clarity and detail of the timeline showing the sequence of human activities and their geographical impacts.

Exemplary
4 Points

Timeline is exceptionally clear, detailed, and provides a comprehensive overview of the sequence of human activities and their geographical impacts. Demonstrates sophisticated historical understanding.

Proficient
3 Points

Timeline is clear, accurate, and provides a good overview of the sequence of human activities and their geographical impacts. Demonstrates thorough historical understanding.

Developing
2 Points

Timeline is somewhat vague or incomplete, and provides a basic overview of the sequence of human activities and their geographical impacts. Demonstrates emerging historical understanding.

Beginning
1 Points

Timeline is inaccurate, unclear, or does not effectively show the sequence of human activities and their geographical impacts. Demonstrates initial historical understanding.

Criterion 2

Explanation of Human Impact

Quality of summaries explaining the relationship between human activity and geographical change.

Exemplary
4 Points

Summaries are insightful, comprehensive, and provide a nuanced explanation of the relationship between human activity and geographical change. Demonstrates sophisticated analytical skills.

Proficient
3 Points

Summaries are clear, accurate, and explain the relationship between human activity and geographical change. Demonstrates thorough analytical skills.

Developing
2 Points

Summaries are somewhat vague or incomplete, and provide a basic explanation of the relationship between human activity and geographical change. Demonstrates emerging analytical skills.

Beginning
1 Points

Summaries are inaccurate, unclear, or do not explain the relationship between human activity and geographical change. Demonstrates initial analytical skills.

Category 4

Brochure Design & Communication

Effectiveness of the brochure in showcasing Colorado's geographical transformations through engaging content and design.
Criterion 1

Content & Organization

Clarity, accuracy, and organization of information presented in the brochure.

Exemplary
4 Points

Brochure content is exceptionally clear, accurate, well-organized, and engaging. Information is presented in a logical and compelling manner.

Proficient
3 Points

Brochure content is clear, accurate, and well-organized. Information is presented in a logical manner.

Developing
2 Points

Brochure content is somewhat vague or disorganized, and contains some inaccuracies. Information is not always presented in a logical manner.

Beginning
1 Points

Brochure content is inaccurate, unclear, and disorganized. Information is not presented in a logical manner.

Criterion 2

Visual Appeal & Engagement

Effectiveness of visual aids (images, maps, etc.) in engaging the audience and showcasing Colorado's geographical transformations.

Exemplary
4 Points

Visual aids are exceptionally engaging, relevant, and enhance the brochure's message. The brochure is visually appealing and captures the audience's attention.

Proficient
3 Points

Visual aids are relevant and enhance the brochure's message. The brochure is visually appealing.

Developing
2 Points

Visual aids are somewhat relevant or distracting. The brochure's visual appeal is limited.

Beginning
1 Points

Visual aids are irrelevant, distracting, or missing. The brochure lacks visual appeal.

Reflection Prompts

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

How did your understanding of Colorado's geography and history evolve throughout this project?

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Question 2

What was the most surprising thing you learned about Colorado's geographical transformations?

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Question 3

In what ways did the 'Colorado Brochure Design Challenge' activity help you synthesize your learning from the previous activities?

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Question 4

How effective do you think your travel brochure is in showcasing Colorado's geographical transformations to others?

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Question 5

What challenges did you encounter while designing your travel brochure, and how did you overcome them?

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Question 6

If you could continue working on this project, what aspect of Colorado's geographical transformations would you explore further, and why?

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