Time Capsule: A Letter to My Future Self
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we encapsulate our present to inform and inspire our future selves and others about our world, values, and predictions?Essential Questions
Supporting questions that break down major concepts.- Why do people create time capsules?
- What kind of objects and documents would be valuable to include in a time capsule that represents our current time period?
- How can we use language to make predictions and express hopes for the future?
- What can time capsules tell us about the people who created them and the time in which they lived?
- How does the content of a time capsule reflect cultural values, technological advancements, or important historical events?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will write letters to their future selves using future tense (will, won't, might, may).
- Students will select an object that is special to them to include in the time capsule.
- Students will understand the purpose and significance of time capsules.
- Students will be able to analyze and discuss the cultural and historical value of objects and documents in a time capsule.
- Students will learn about past time capsules, such as the Detroit Century Box and those on the Voyager spacecraft.
Entry Events
Events that will be used to introduce the project to studentsMystery Time Capsule
Students watch a short, engaging video about the Detroit Century Box and Voyager time capsules, followed by the reveal of a mysterious, unlabeled box. Inside are a few carefully selected, intriguing items representing different eras. Students must then discuss and hypothesize about the purpose of the box, its creators, and its intended audience, connecting it to the concept of preserving memories and communicating with the future.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Future Self Letter Draft
Students brainstorm and draft a letter to their future selves, focusing on personal hopes, predictions, and reflections on their current life. They will practice using future tense to express their expectations and dreams for the future.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA first draft of a letter to their future selves, incorporating future tense verbs.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will write letters to their future selves using future tense (will, won't, might, may).Future Vision Revision
Students revise their first draft, focusing on grammar, clarity, and effective use of future tense. They will receive peer feedback to improve their letter's content and language.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA revised letter to their future selves, polished with peer feedback and improved grammar.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will write letters to their future selves using future tense (will, won't, might, may).Treasured Object Reflection
Students will reflect on objects that hold personal significance and represent their current life. They will write a short explanation of why they chose the object and what it represents to them.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA chosen object accompanied by a written explanation of its significance.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will select an object that is special to them to include in the time capsule.Time Capsule Talk
Students participate in a group discussion about the purpose of time capsules, focusing on the importance of preserving memories and communicating with the future. They will discuss the cultural and historical value of objects and documents in a time capsule, relating it to the Detroit Century Box and Voyager capsules.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityParticipation in a group discussion and a short reflection paper summarizing the key points discussed.Alignment
How this activity aligns with the learning objectives & standardsLearning Goals: Students will understand the purpose and significance of time capsules. Students will be able to analyze and discuss the cultural and historical value of objects and documents in a time capsule.Capsule Case Study
Students research either the Detroit Century Box or the Voyager time capsules. They will present their findings to the class, highlighting key objects and the intended message for the future.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA short presentation summarizing their research on either the Detroit Century Box or the Voyager time capsules.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will learn about past time capsules, such as the Detroit Century Box and those on the Voyager spacecraft.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioTime Capsule Project Rubric
Future Self Letter
Assessment of the letter to their future self.Future Predictions and Hopes
Clarity and creativity of future predictions and hopes. Use of 'will', 'won't', 'might', and 'may'.
Exemplary
4 PointsExpresses future predictions and hopes with exceptional clarity, creativity, and originality. Masterfully incorporates 'will,' 'won't,' 'might,' and 'may' to convey nuanced possibilities and expectations about their future.
Proficient
3 PointsExpresses future predictions and hopes clearly and creatively. Skillfully incorporates 'will,' 'won't,' 'might,' and 'may' to convey possibilities and expectations about their future.
Developing
2 PointsExpresses future predictions and hopes with some clarity and creativity. Attempts to incorporate 'will,' 'won't,' 'might,' and 'may' but may have some inconsistencies or errors.
Beginning
1 PointsStruggles to express future predictions and hopes with clarity or creativity. Shows limited or incorrect use of 'will,' 'won't,' 'might,' and 'may'.
Letter Mechanics
Organization, structure, grammar, and spelling of the letter.
Exemplary
4 PointsLetter is exceptionally well-organized, structured logically, and free of grammatical or spelling errors. Demonstrates advanced writing skills and attention to detail.
Proficient
3 PointsLetter is well-organized, structured logically, and contains few grammatical or spelling errors. Demonstrates strong writing skills and attention to detail.
Developing
2 PointsLetter is somewhat organized and structured, but contains some grammatical or spelling errors that may distract the reader.
Beginning
1 PointsLetter lacks organization and structure, and contains numerous grammatical or spelling errors that significantly impede understanding.
Treasured Object Reflection
Assessment of the selected treasured object and its reflection.Object Significance
Meaningfulness and personal significance of the chosen object.
Exemplary
4 PointsObject is exceptionally meaningful and deeply connected to the student's personal experiences, values, and identity. Demonstrates profound reflection on the object's significance.
Proficient
3 PointsObject is meaningful and connected to the student's personal experiences, values, and identity. Demonstrates thoughtful reflection on the object's significance.
Developing
2 PointsObject has some personal significance, but the connection to the student's experiences, values, or identity is not fully developed. Demonstrates some reflection on the object's significance.
Beginning
1 PointsObject lacks clear personal significance and the connection to the student's experiences, values, or identity is minimal. Demonstrates little reflection on the object's significance.
Explanation Clarity
Clarity and depth of explanation regarding the object's importance and representation of current life.
Exemplary
4 PointsExplanation is exceptionally clear, insightful, and demonstrates a deep understanding of how the object represents the student's current life. Provides rich and detailed reasoning.
Proficient
3 PointsExplanation is clear, thoughtful, and demonstrates a good understanding of how the object represents the student's current life. Provides detailed reasoning.
Developing
2 PointsExplanation is somewhat clear and demonstrates a basic understanding of how the object represents the student's current life. Provides some reasoning, but it may lack depth.
Beginning
1 PointsExplanation is unclear and demonstrates a limited understanding of how the object represents the student's current life. Provides minimal or superficial reasoning.
Time Capsule Discussion
Assessment of the time capsule talk and related reflection paper.Discussion Participation
Active listening and thoughtful contributions to the group discussion.
Exemplary
4 PointsConsistently demonstrates active listening skills and offers exceptionally insightful and relevant contributions that significantly enhance the group discussion.
Proficient
3 PointsDemonstrates active listening skills and offers thoughtful and relevant contributions that enhance the group discussion.
Developing
2 PointsOccasionally demonstrates active listening skills and offers some contributions to the group discussion, but they may not always be fully relevant or insightful.
Beginning
1 PointsRarely demonstrates active listening skills and offers minimal or irrelevant contributions to the group discussion.
Time Capsule Comprehension
Comprehension of the purpose, cultural, and historical value of time capsules.
Exemplary
4 PointsDemonstrates a comprehensive and nuanced understanding of the purpose, cultural, and historical value of time capsules, incorporating insights from the Detroit Century Box and Voyager capsules. Reflection paper shows exceptional depth of understanding.
Proficient
3 PointsDemonstrates a thorough understanding of the purpose, cultural, and historical value of time capsules, referencing the Detroit Century Box and Voyager capsules. Reflection paper is well-written and informative.
Developing
2 PointsDemonstrates a basic understanding of the purpose, cultural, and historical value of time capsules, but may not fully connect it to the Detroit Century Box and Voyager capsules. Reflection paper is adequate but lacks depth.
Beginning
1 PointsDemonstrates a limited understanding of the purpose, cultural, and historical value of time capsules. Reflection paper is incomplete or demonstrates significant misunderstandings.
Capsule Case Study
Assessment of the student's case study and presentation.Research Depth
Thoroughness of research on the chosen time capsule (Detroit Century Box or Voyager).
Exemplary
4 PointsDemonstrates exceptionally thorough and comprehensive research on the chosen time capsule, exploring a wide range of sources and perspectives.
Proficient
3 PointsDemonstrates thorough research on the chosen time capsule, exploring a variety of sources and perspectives.
Developing
2 PointsDemonstrates some research on the chosen time capsule, but the scope may be limited and some key sources or perspectives may be missing.
Beginning
1 PointsDemonstrates minimal research on the chosen time capsule, relying on limited or unreliable sources.
Presentation Clarity
Clarity and organization of the presentation, highlighting key objects and intended messages.
Exemplary
4 PointsPresentation is exceptionally clear, engaging, and logically organized, effectively highlighting the key objects and intended messages of the time capsule with sophisticated analysis.
Proficient
3 PointsPresentation is clear, engaging, and logically organized, effectively highlighting the key objects and intended messages of the time capsule.
Developing
2 PointsPresentation is somewhat clear and organized, but may lack engagement or fully highlight the key objects and intended messages of the time capsule.
Beginning
1 PointsPresentation is unclear, disorganized, and fails to adequately highlight the key objects and intended messages of the time capsule.