We’re going to Disneyland! I like the images.

Grade levels4th grade Social Studies

CreatorsDrea Rae KillingsworthStephanee NezJulius VasquezWinona Cordova

ISTE, NMPED and Common Core standards associated with this project. Thank you.

NMPED and Common Core Standards

Students will:

STRAND : GeographyContent Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

K-4 Benchmark II-A: Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments.

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4.1 apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret maps;4.2 translate geographic information into a variety of formats such as graphs, maps, diagrams and charts;4.3 draw conclusions and make generalizations from geographic information and inquiry;

Strand: EconomicsContent Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.

K-4 Benchmark IV-A: Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives (both economic and intrinsic).

4.1 Understand when choices are made that those choices impose “opportunity costs.”

ISTE StandardsStudents will:

Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

3a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. 3c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 3d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

6b. create original works or responsibly repurpose or remix digital resources into new creations. 6d. publish or present content that customizes the message and medium for their intended audiences.

Introduction

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You and your friends are on a mission to convince your parents to take you to Disneyland Park and Disneyland California Adventure Park this summer! Your families have told you that the trip is not educational enough and that it is too expensive. In order to accomplish your mission, you need to provide your families with a comprehensive budget plan for the trip and share the educational opportunities you have had planning your Disneyland vacation.

The Task

In order to convince your families to take you to Disneyland, your team will need to collect evidence to support your argument! Working with your team, use the internet to search for information about the costs of a Disneyland vacation and what you will do on your trip. Your team will develop a final presentation to give to your families that includes:

1. A map showing where Disneyland California is in relation to where you live2. A comprehensive budget plan for the dates your family will travel

Airline ticket prices Gasoline/car rental/transportation Hotel prices Food Entertainment, including admission

tickets Souvenirs Other expenses

3. An itinerary for you trip that includes dates and a general timeline

Arrival/departure Activities Travel to and from locations Eating/sleeping

4. A paragraph discussing your choices for transportation, hotel, activities, and what you learned about planning and budgeting for a vacation

The Process

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To support all learners, you may work in groups of 2 to 3 and complete written work in your preferred language.

Brainstorming – preplanning

Discuss who will be going on your vacation, when you plan to go, and how long you plan to stay. Make a list of who will be coming on your trip, separated into adults and children. For children, include their age (ticket prices may be different for younger children).

Adults Children, age

Dates for trip:

____________________________ to ____________________________

How much do you think that this trip will cost? Discuss all of the activities you might want to do with your group and read the items listed under the budget plan in “The Task.” Before doing any research, make an estimate for the total cost of the trip. At the end of this WebQuest, you will compare your estimated cost to the actual cost .

Consider how much your families can afford to spend on your trip. Would you have to give up something else you enjoy to save money for your trip?

*Estimated total cost: $ ___________________________*as you proceed, try to stay within a reasonable budget

Where is Disneyland and how will you get there?

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First, let’s decide if your families should drive or fly to Disneyland in Anaheim, California. To make this decision, you will need to know how far away Disneyland is from where you live.

To find the answer, click on the link below to open Google Maps:

http://google.com/maps

In the top left corner of the map, type in the city and state or the name of the location you want to find into the search bar where is says, “Search Google Maps” and hit enter.

Type “Disneyland Park, Anaheim, CA” into the search bar.

Now the map should be centered on Disneyland! Use the left mouse button to move around and use the center scroll wheel to zoom in (forwards) and zoom out (backwards).

For more mouse shortcuts, you can go to:

https://www.gcflearnfree.org/techsavvy/mouse-shortcuts/1/

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As you zoom in, you will be able to see hotels and restaurants that are nearby. This might be useful as you plan your trip! You can also switch to satellite view to explore the park.

Click on the “Satellite” view icon in the lower left corner of the map. Explore and then click the same icon again to return to the “Map” view.

Now, let’s see how far Disneyland Park in Anaheim, California is from where you live. To get directions from where to live to Disneyland Park, click on the icon below the search bar in the upper left corner, above “Directions.”

This will open a box where you can enter your “starting point.” Type the city and state where you live here and click enter.Ex. Albuquerque, NM

Now you

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will be able to see the possible routes you can take to get to Disneyland Park in Anaheim, CA. By left-clicking on the different routes with your mouse, you can see how many miles the distance is, how long it will take to get there, and for flights, an estimate of how much it will cost!

Distance to Disneyland _________________ miles

Travel time by car ________ hours _______ min, by plane ________ hours _______ minUsing the information you have collected, discuss with your group what mode of transportation you will use to get to Disneyland.

To calculate the total cost for flying, multiply the estimated cost of a flight (from your map) by the number of people who will be traveling:

cost of flight $ ________ x number of people traveling _______ = total cost $ _________

To calculate the total cost for driving:

1. divide the number of miles x 2 (from your map) by the miles per gallon

Average miles per gallon: 20 miles per gallon

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miles x2

miles per gallon=¿ total gallons needed

Look up the price per gallon of gasoline by state http://www.gasbuddy.com/USA Using your map, identify the states you will drive through on your trip and record the price per gallon for each state:

New Mexico $____________ per gallonArizona $____________ per gallonCalifornia $____________ per gallon

2. calculate the average price per gallon of gasoline by adding the prices per gallon for each state (the sum of the prices) and dividing by the number of states:

$__________ + $__________ + $__________ = $__________ sum price per gallon

Number of states = ________

∑ price per gallonnumber of states

=¿ dollars per gallonAverage price per gallon of gasoline: $____________ per gallon

3. multiply by the average price per gallon of gasoline by the gallons of gasoline you will need (step 1) to find the total cost:

$ per gallon x gallons = $ Total cost for gasoline for driving to Disneyland: $ ________________

Total cost for flights to Disneyland: $ _________________

Which cost is lower?

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If you fly, how will you get around in Anaheim, CA?A rental car will cost between $50 and $100 per day, add this to the total cost of your flight:

Price of rental car per day __________ x number of days ______ = $_________

Total cost for flights to Disneyland and rental car: $ _________________

Does this change your decision to drive or fly?What about how much time you will spend traveling

vs. vacationing?

Total hours travel:

Multiply the hours listed on your map by 2 (remember your return trip!). Round the minutes up or down to the next whole hour. ex. 1 hour, 40 minutes = 2 hours.

Hours by car ____________ x 2 = ________________ hours

Hours by plane ____________ x 2 = ________________ hours

Does this affect your decision about what mode of transportation you will use?

We will travel to Disneyland by ___________________________.Make a map of your route!

Now that you have decided on your mode of transportation, draw a map of the route you have chosen, either by car or by plane.

Make sure to include: title Disneyland, your home town, your route grid lines a compass rose or north arrow a legend or map key with symbols

Watch these videos to help you identify and create the parts you need on your map:

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https://www.youtube.com/watch?v=rIr4aj6Xt2g https://www.youtube.com/watch?v=dp8VOG8Cgag&t=110s

For extra credit, add a scale to your map!

https://www.youtube.com/watch?v=V3QxrX0MYu4

On Google Maps, the scale can be found at the bottom right corner. It will change as you zoom in and zoom out – try it!

hint: divide miles by inches

Disneyland Home

785 miles

If 785 miles equals 10 inches, how many miles equal 1 inch?

785 miles10 inches

=? miles1inch = 10 × ? = 785 × 1 = ? = 785 ÷ 10 = 78.5 miles = 1 inch

Okay, now that you have made it to Anaheim, California …Where are you going to stay? What are you going to eat? What will you do?

You can use Google Maps to find hotels and restaurants near Disneyland. Zoom in to the areas around Disneyland and look for the hotel and restaurant icons.

1080 miles

Hotels near Disneylandhttps://www.tripadvisor.com/HotelsNear-g29092-d103346-Disneyland_Park-Anaheim_California.html

Restaurants near Disneylandhttps://www.yelp.com/search?find_desc=Restaurants+Near+Disneyland&find_loc=Anaheim%2C+CAWalmart near Disneyland (cheaper than eating out!)https://www.walmart.com/store/2242

hint: hotels often offer a free continental breakfast!Do you need to schedule a flight?

https://www.expedia.com/Cheap-Flights-To-Disneyland-Park.d6143668.Travel-Guide-Flights

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You will need to enter the city where you live, the dates of your trip, and the number of adults and children who will be flying. Now, enter the ages of the children and click enter.

You will need to choose the departing and returning flights; look at the arrival times and try to choose a flight that does not have many layovers (nonstop).

This will give you the information you need to fill in the times for arrival and departure on your itinerary and will give you the cost of the flight per person and in total.

hint: flights on weekdays may be cheaper than on the weekends!

We will stay at _______________________________________.We will eat at ________________________________________.Let’s make a plan! - Itinerary

Create a detailed itinerary for your trip – this will also help you to estimate your costs:

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Day 1: July 18, 2017

2 pm Arrive at _____________________ airport, pick up luggage, rent a car

4 pm Check into hotel _________________________, unpack, swim in hotel pool!

6 pm Dinner at ____________________________

8 pm Bedtime, get some rest for a big day at Disneyland tomorrow!

Day 2: July 19, 2017

8 am Breakfast at hotel

10 am Arrive at Disneyland, have fun!

12 am Lunch at Disneyland

4 pm Return to hotel to relax

6 pm Dinner at _____________________________

8 pm Return to Disneyland for the Main Street Electrical Parade

Day 3… Day 4…Tickets for Disneyland Park and Disneyland California Adventurehttps://disneyland.disney.go.com/ Things to dohttps://www.thecrazytourist.com/top-25-things-to-do-in-anaheim/

https://www.timeout.com/los-angeles/things-to-do/the-25-best-disneyland-rides- Example Budget Plan

Family flight hotel rental car food Tickets Other (tips,

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member Disneyland2 days

tax, souvenirs)

Adult $287 $120 x 3 days $100 x 3 days $250 $199 $200

Adult $287 0 0 $200 $199 $50

Child, 10 yrs $287 0 0 $100 $199 $50

Child, 8 yrs $287 0 0 $100 $187 $50

total $1,155 $360 $300 $650 $784 $350

Total Expenses for 2 adults and 2 children, ages 10 and 8: $3,599

Fill in your own Budget Plan (you may have additional people or travel by car)Family member flight or

gasoline hotel rental car

(if needed) food Tickets

Disneyland2 days

Other (tips, tax, souvenirs)

Adult $ $ x days $ x days $ $ $

Child, age

total $ $ $ $ $ $

Total expenses: $______________________ Calculate the difference between your estimated and actual costs of your trip:

Actual expenses $ ________________ - Estimated expenses $ _________________ =

Difference $ ____________________

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1. Was your actual cost more or less than your estimated cost?

2. Were you surprised by the cost of any of the items (flights, Disneyland tickets, etc.)?

3. Which costs influenced your decisions? Did time influence your decisions?

4. What would you give up in your daily life (opportunity cost) to save money for your vacation?

Reflect and Summarize

Use your answers from these four questions to write a paragraph about your trip and your experience planning and budgeting a vacation. Present your findings to the class!EvaluationFor this WebQuest, you will be evaluated on your ability to search for information using the internet, your ability to organize the information you collect, and your ability to utilize this information to make calculations and decisions. For written work, please use correct spelling, grammar, and punctuation. Give reasons for your decisions, not just “yes” or “no” answers.

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Your group will present your vacation plans to the class, focusing on the opportunity costs of your trip. The oral presentation will not be graded.

Make sure to read the instructions carefully, record information accurately, and to ask for help when you need it!

Rubrics for each unit and for mastery of NMPED and ISTE standards

Rubric for Brainstorming and Preplanning

Brainstorming and Preplanning Points possible Points earned

Identify number of adults and children 2

Include ages of all children 1

Identify dates for trip 1

Estimate a reasonable cost for the trip 1

Total 5

Rubric for Where is Disneyland?

Where is Disneyland Points possible Points earned

Identify distance to Disneyland from Google Maps 1

Identify travel time by car from Google Maps 1

Identify travel time by plane from Google Maps 1

Identify estimated cost of a single flight from Google Maps

1

Identify number of travelers 1

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Calculate an estimated flight cost for all travelers 1

Calculate the cost of the estimate total flight cost with rental car

1

Calculate total travel time by car 1

Calculate total travel time by plane 1

Choose a mode of transportation 1

Total 10

Rubric for Route Map

Route Map Points possible Points earned

Includes a title 1

Identify Disneyland and hometown, with name (1) and symbol (2)

3

Identify the route (plane or car) that matches trip 2

Include a compass rose or North arrow 1

Include a map key with symbols for city/town (1), Disneyland (1), and a route (1)

3

Extra credit: Include a correct map scale 3

Total 10

Rubric for Where to stay? What to Eat? What to Do?

Where to stay? What to Eat? What to Do? Points possible Points earned

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Identify a hotel near Disneyland 1

Identify a restaurant or grocery store near Disneyland 1

Itinerary

Includes all days of trip 4

Includes arrival/departure 2

Includes hotel check in/check out 1

Includes at least two meals for each day 2

Includes at least two activities for each (whole) day 2

Includes times throughout the day 1

Includes date for each day 1

Total 15

Rubric for Budget Plan

Budget Plan Points possible Points earned

Includes all vacationers, adult and children with ages listed2

Includes transportation, calculated for all vacationers 2

Includes hotel, calculated for all days 2

Includes food, calculated for vacationers and all days 2

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Includes Disneyland tickets, for all vacationers and correct for age

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Includes other expenses, calculated for all vacationers 2

Totals are calculated for each variable (column) 1

Totals cost of vacation is calculated 1

Total 15

Rubric for Reflect and Summarize

Reflect and Summarize Points possible Points earned

Calculates difference between actual and estimated cost 1

Identifies if actual cost is higher or lower than estimated cost

1

Discusses if any costs for items were surprising 2

Discusses how cost and/or time influenced decisions 2

Discusses what sacrifices would be made to save money 2

Correct spelling, grammar, and punctuation 2

Total 10

TOTAL POSSIBLE POINTS: 65

Assessment of Standards

NMPED, CCSS

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Geography4.1 apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret maps;4.2 translate geographic information into a variety of formats such as graphs, maps, diagrams and charts;4.3 draw conclusions and make generalizations from geographic information and inquiry;Economics4.1 Understand when choices are made that those choices impose “opportunity costs.”

ISTE

Knowledge Constructor3a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. 3c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 3d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Creative Communicator 6b. create original works or responsibly repurpose or remix digital resources into new creations. 6d. publish or present content that customizes the message and medium for their intended audiences.

Rubric for NMPED/CCSS and ISTE standards, *mastery indicated by 4-5 (80% +)

NMPED/CCSS Average0-1

Above Average2-3

Excellent*4-5

Total

Geography 4.1 Most geographic tools including title, legend, symbols, and compass missing from map construction

Applies most geographic tools, title, legend, symbols, grid lines, and compass to construct a map

Applies all geographic tools including title, legend, symbols, grid lines, and compass to construct a map

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Geography 4.2 Created no map or map is missing most of the required components

Created a map using information from the web that is missing some components

Created a map using information from the web that includes symbols, directions, and a route to a chosen destination

Geography 4.3 Student responses demonstrate errors in conclusions or generalizations, or are absent

Student responses provide evidence that some responsible choices were made in planning, with some errors in conclusions or generalizations

Student responses provide evidence that responsible choices were made in the planning this trip

Economics 4.1 Paragraph is incomplete: does not address questions or provides little information about time vs. money and opportunity cost

Paragraph addresses most questions, providing some information about time vs. money or opportunity costs

Paragraph addresses all questions, providing information about time vs. money and opportunity costs

ISTE Average0-1

Above Average2-3

Excellent*4-5

Total

Knowledge Constructor 3a

Information about flight and ticket prices, dates, hotels, and restaurants is missing or inaccurately recorded from internet sources

Information about flight and ticket prices, dates, hotels, and restaurants recorded from internet sources is mostly accurately

Information about flight and ticket prices, dates, hotels, and restaurants is accurately recorded from internet sources

Knowledge Constructor 3c

Student responses demonstrate errors in conclusions or generalizations, or are absent, information

Student responses provide evidence that some responsible choices were made in planning, with some

Student responses provide evidence that responsible choices were made in the planning this

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from internet sources not evident

errors in conclusions or generalizations using researched information

trip using researched information

Knowledge Constructor 3d

Student’s decisions about transportation, length of stay, and other variables do not reflect synthesis of information from internet or are absent

Student’s decisions about transportation, length of stay, and other variables mostly reflect synthesis of information from internet

Student’s decisions about transportation, length of stay, and other variables reflect synthesis of information from internet

Creative Communicator

6b

Created no map or map is missing most of the required components

Created a map using mostly accurate information from the web that is missing some components

Created a map using accurate information from the web that includes symbols, directions, and a legend

Creative Communicator

6d

Student presents a plan for a vacation targeted to their family that is missing major components, does not discuss opportunity cost, or does not present

Student presents a plan for a vacation targeted to their family that is missing some components and does discuss opportunity cost

Student presents a comprehensive plan for a vacation targeted to their family that includes a map, itinerary, and budget and discusses opportunity cost

Conclusion

You now know how to plan a trip, from finding airline tickets to creating an itinerary! You also have a better idea of how much it costs to take a family vacation. How much a vacation costs, and that the money used to take a trip comes for saving money by not doing or not buying something else is called an “opportunity cost.” If you chose to fly to Anaheim, CA, you gave up saving money to save time – If you chose to drive, you gave up time to reduce the cost of your vacation. The opportunity cost is what you will give up to take your vacation.

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This means that your choices have value!

To learn more about opportunity cost, watch this video from CashVille Kidz https://www.youtube.com/watch?v=8QLkhmsvKLo

Want to plan a trip closer to home? Explore fun things to do with your whole family in New Mexico!

https://blog.trekaroo.com/top-10-things-for-families-to-do-in-new-mexico/ Credits & References

New Mexico Public Education Department. (2009) Social Studies Standards Grades K-4, New Mexico Content Standards with Benchmarks and Performance Standards. http://www.ped.state.nm.us/standards/Social

%20Studies/Social%20Studies%20K-4.pdf

International Society for Technology in Education. (2016) ISTE Standards for Students.https://www.iste.org/standards/standards/for-students

Image creditshttp://www.allthosethingsilove.com/no-disneyland-ticket-discounts-socal-residents-2013/http://wondersofdisney.webs.com/mickeymouse/mickey/mickey2.htm

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http://www.clker.com/clipart-337748.htmlhttp://www.maybankfoundation.com/index.php/what-we-do/our-flagship-programs/cashville-kidzhttps://blog.trekaroo.com/top-10-things-for-families-to-do-in-new-mexico/

For Teachers

If students complete the extra credit and add a scale bar to their map, the following 4th grade Mathematics standard will be applicable. The required computations for this WebQuest all fall below the NMPED/CCSS 4th grade Mathematics standards but provide a scaffolded learning template for calculations from word problems using estimation and the four operators.

NMPED/CCSS for 4th grade Mathematics

Operations and Algebraic Thinking 4.OA Use the four operations with whole numbers to solve problems.

3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

What did you learn from this activity?

This activity made me realize how much we can help our students using technology. In creating this project the students will practice their reasoning skills, math skills and Language skills. In the process the students are also having fun doing this assignment. I think WebQuests are amazing tools to get our students engage. Many times they don’t realize that they’re learning technology. It just happens.

-Julius Vasquez

I learned about the ISTE standards through revising our previous WebQuest and creating this one. I was engaged by the timeline of evolving technology standards presented on the ISTE

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website: 1998 Learning to use technology → 2007 Using technology to learn → 2016 Transformative learning with technology. I think that WebQuests are an excellent resource that exemplify these evolving standards, encouraging transformative learning for students of all ages. I agree. They have changed for the better. It will be interesting to see how mobile learning will affect them if at all.

-Drea Killingsworth

I learned that there are tools in technology that can help to prepare students for the future. In creating a budget for a trip students are able to learn about money and what it takes to go places that they want or would enjoy going. This prepares them for budgeting in the future, perhaps not too much for fun trips, but bills and expenses that they will have as adults. I think that it is great for students to have so many online resources to be able to learn with and from in this time. Many at this age and grade level do not know a world without technology. This activity engages them even further.

-Winona Cordova

I learned that most WebQuest do not have to be boring. They can be fun and with the assistance of my group, I feel confident in trying out a WebQuest lesson for my students. The information and the different technology tools made this WebQuest fun and the content allowed engagement. And once we have their attention then we can guide them with their learning.

-Stephanee Nez

Other ideas, comments or suggestions related to this activity.

I had no idea what WebQuests were, however after doing this I can’t wait for my students to try this. I think they are great because it helps the students in many content areas. The objective might be one thing, but while doing the WebQuest students will most likely use several content areas in order to fulfill that objective.

-Julius Vasquez

I really enjoy creating WebQuests and I think that students will enjoy going on WebQuests (even if there is math involved!). I wondered if there were WebQuest databases and found a few for K-5, http://stu.westga.edu/~joconno1/inservice/examples and by subject http://www.educationworld.com/a_tech/webquest041.shtml. I plan to do more exploring on http://webquest.org/ and maybe modify some of my curriculum for 9-12 to fit the WebQuest format. I noticed that our assignments do not include a Teachers Section but do have standards at the beginning. I like the ideas. Please keep me posted.

-Drea Killingsworth

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The main suggestion I have is to make sure that the creator of the WebQuest takes into account how much effort goes into a WebQuest. The quests that we created both started off at about 4 pages and expanded to about 20 pages by the time they were done. I really like the idea of WebQuests and students having an ongoing project to complete throughout the semester. I am looking forward to completing my own in the future. Nice to read.

-Winona Cordova

Based on the two WebQuest lessons. I enjoyed learning about the various types of lessons that could be produced. This engaged me and I feel students would also be engaged. I also noticed the amount of work that goes into the lessons and have a deep respect for the lessons produced. I will create a WebQuest lesson for my class with lessons that are fun and create engagement. I feel that I could incorporate a data assessment at the end of the lesson to double check if the students were involved in the WebQuest.

-Stephanee Nez

Good work Team. Great images. Fun and interesting topic and good commentary. Points earned. Thank you, Dr. Bustamante

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