to the first destination that they choose. Days two, three and four include continuing with research and turning in postcards at the end of class. Day five can include completing the final postcards and students sharing their postcards with the class. Postcard Examples: The following are descriptive examples of the first step of the trip to Mount Rainier and Mount Fuji. Mount Rainier Card 1: Students leave their school for the two-hour drive to Longmire, the first destination at Mount Rainier. The postcard could include the change in scenery from city to country to forest, animals seen, how it felt to see the mountain up close, or sights at Longmire. Mount Fuji Card 1: After flying from SeaTac to Narita airport, students take a cab to a hotel in Tokyo or the bullet train to Fujinomiya, the closest city to the shortest route up Mount Fuji. The postcard could include the flight over the Pacific Ocean, the difference between the two airports, the train or cab ride to the hotel, how the student was feeling on the trip from home to Japan, how it felt arriving in a new country, or what the student thought when seeing the cities in Japan. This lesson can be shortened to three days with the final day as the turn in day of the postcards. Time to work each day can be shortened to 15-20 minutes each class period. Extra credit can be given for students who create more than ten postcards. The attached postcard template and the rubric can be used in multiple subjects and grade levels as well as used as an assessment tool, exit question, or a getting-to-know-you activity. Use general rubric to assess postcard completion. Assessment Write a paragraph summary of their trip highlighting any information they thought was the best. The students use their own digital images rather than drawing. Adapt the number of postcards to meet the needs of the student. Adapt the expectations and rubric to meet the needs and level of the students. Use the postcard template as an entry task, exit question, or as a snapshot of student understanding. Adaptations Students replace the Postcards with the following Technology Based Options: Students complete the same assignment using the guidelines for public networking sites or texts as the basis for the narrative. Students must accurately describe the site in 140 characters or less.
to the first destination that they choose. Days two, three and four include continuing with research and turning in postcards at the end of class. Day five can include completing the final postcards and students sharing their postcards with the class. Postcard Examples: The following are descriptive examples of the first step of the trip to Mount Rainier and Mount Fuji. Mount Rainier Card 1: Students leave their school for the two-hour drive to Longmire, the first destination at Mount Rainier. The postcard could include the change in scenery from city to country to forest, animals seen, how it felt to see the mountain up close, or sights at Longmire. Mount Fuji Card 1: After flying from SeaTac to Narita airport, students take a cab to a hotel in Tokyo or the bullet train to Fujinomiya, the closest city to the shortest route up Mount Fuji. The postcard could include the flight over the Pacific Ocean, the difference between the two airports, the train or cab ride to the hotel, how the student was feeling on the trip from home to Japan, how it felt arriving in a new country, or what the student thought when seeing the cities in Japan. This lesson can be shortened to three days with the final day as the turn in day of the postcards. Time to work each day can be shortened to 15-20 minutes each class period. Extra credit can be given for students who create more than ten postcards. The attached postcard template and the rubric can be used in multiple subjects and grade levels as well as used as an assessment tool, exit question, or a getting-to-know-you activity. Assessment Use general rubric to assess postcard completion. Write a paragraph summary of their trip highlighting any information they thought was the best. Adaptations The students use their own digital images rather than drawing. Adapt the number of postcards to meet the needs of the student. Adapt the expectations and rubric to meet the needs and level of the students. Use the postcard template as an entry task, exit question, or as a snapshot of student understanding. Students replace the Postcards with the following Technology Based Options: Students complete the same assignment using the guidelines for public networking sites or texts as the basis for the narrative. Students must accurately describe the site in 140 characters or less.