Explore an Indiana City

Explore an Indiana City Brochure

Author(s):
Jill David and Kaley Young

Grade Level:
4th Grade

Timeframe:
4 days
30 Minutes each day

Lesson Description or Explanation
After learning about Indiana history, the students will be creating a brochure to advertise an Indiana city of their choice.


Indiana Curricular Standards
Social Study -
4.1: Students will trace the historical periods, places, people, events and movements that have led to the development of Indiana as a state.
4.3: Students will explain how the Earth/sun relationship influences the climate of Indiana; identify the components of Earth's physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how people have adapted to and modified their environment, past and present; and identify regions of Indiana.
English/ Language Arts-
4.4: Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

ISTE Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
c. Use models and simulations to explore complex systems and issues.
d. Identify trends and forecast possibilities.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. Develop cultural understanding and global awareness by engaging with learners of other cultures.
d. Contribute to project teams to produce original works or solve problems.

Assessments
Formative/Summative
Summative: See attached rubric.
Formative: This will be done through individual conferences and small group discussions.

Prior Knowledge
Curricular Knowledge or Skills: KWL chart
Technology Knowledge: Based on what we know the students have accomplished in their technology special.

Technology
Internet Resources: http://www.indy.gov/Pages/Home.aspx
Allow students to search county and/or city of their choice.

Hardware: Computer with internet access

Software: Microsoft Publisher

Procedure
Day 1: The students will be designing a rough draft of the ideas they want to incorporate into their brochure using various supplemental reading brought in, or by searching the internet (on sites provided). They can sketch an idea of what they want the outline of the brochure to look like by inputting information with arrows or they can just list all of the information they want to include by category.

Day 2: The students will be using this time to create their brochure on Microsoft Publisher. They have the freedom to create a tri-fold or bi-fold brochure. They are required to have at least six different categories to include (i.e. City history, Mayor and other city personnel, something the city is known for or produces, population, County and the County seat, Location, etc.)

Day 3: Create rough draft of a sales pitch for their city.

Day 4: Present sales pitch for their city. Students will create a sales pitch for their selected city, using a short attention getter for future visitors. They will use their sales pitch to enhance their brochure.

Differentiated Instruction

ESL
If the student would feel more comfortable typing their brochure in their native language, they are welcome to. Allow the student to access a translator for help or a computer based translator.

Challenge/Extend
Create an itinerary for a road trip. Have students create brochures for two or more of the cities the student’s plans to visit during their trip.

Special Needs
Allow students to use word/speech recognition,
Allow students to use an adaptive screen to meet the visual needs.