Missions

Mission 1

Standard 8:  Research developments of technology and scientific knowledge on the classroom’s Venezuela ThingLink.  On the class Google Form,  write a paragraph that tells one way that technology and science have impacted Venezuela, and provide support for your claim in at least 3 sentences.

Then share a link to the class ThingLink on your student ePortfolio so that your parents can see it when they visit your page.  Include a sentence explaining the most interesting fact that you learned in this mission.

TECHNOLOGICAL SIDE QUEST (500 BsF):  Find a student-friendly, educational video that teaches students about the evolution of technology.  Post it on your ePortfolio under your Social Studies tab and explain its purpose.

CITIZENSHIP SIDE QUEST (200 BsF):  Find a student-friendly, educational video that teaches students how to practice digital citizenship.  Post it on your ePortfolio under your Social Studies tab and explain its purpose.

-Appointment after 1 day of beginning this mission-

Mission 2

Standard 3:  Create a map of your state that depicts and labels the following:

• The states it borders
• The capitol
• At least 5 other cities
• At least 5 landforms that are located in the state (rivers, oceans, mountains, forests, jungles, deltas, plains, lakes, etc.)
• Two other landmarks of your choice.
• Includes a compass rose to mark direction

When you are done, take a photo of it and post it to your ePortfolios.  Write a reflection to answer the following questions:

1. Where in Venezuela is your state located?
2. What makes your state geographically unique?
3. How far away is the capitol city of your state to Puerto la Cruz?
4. What was the most interesting thing that you learned while completing this mission with your den?  Why?
5. What would you do to improve this project?

Benchmarks

Day 1:  Information should be gathered, brainstorming/draft should be complete, and the Map Sketch should be started

Day 2:  Map sketch should be complete and coloring should be started; reflection questions should be under way.

Day 3:  Map should be complete and reflection should be posted on all clan members’ ePortfolios.

∫*GEOGRAPHICAL SIDE QUESTS (3.500 BsF, or 1.500 BsF each):  

In your reflection post, Include one expository paragraph that identifies one way that Earth’s physical features have changed over time in your state (for example, has your state experienced erosion? flooding?  How do you know?).  Include an illustration of your choice.

AND/OR:

Include one expository paragraph that highlights one way that human-made features have changed over time.  (For example, how have the buildings changed?  What technological discoveries have entered your state over time?).  Include an illustration of your choice.

Whichever Side Quest you choose, remember to use supporting details to prove your point!

3.5.c  Apply concepts such as location,  distance, direction, scale, movement and  region.  

-Appointment after 3 days of beginning mission 2-

Mission 3

Standards 4 & 5: Add 3-5 slides to the class’ Slides presentation to teach others about your state’s culture.  Include the following:  

• Your state’s name on ALL slides
• Your clan’s name on ALL slides
• Music
• Food
• Dances
• Special traditions
• Language
• Holidays
• Traditions and customs
• May include videos created by your clan, as well as additional information found on the internet (that is cited and from a credible source).

Be sure to use a variety of text, photos, videos, and/or music.  Get creative with this! The sky is the limit!

Benchmarks:

Day 1:  Begin data collection

Day 2:  Finish data collection

Day 3:  Compile slides/begin side quests

Day 4:  Complete slides and side quests

CULTURE SIDE QUEST (400-500 BsF):  Share your clan’s favorite aspects of your state’s culture with the class during Morning Meeting, and provide at least 3 reasons to support your choices (400 BsF, or 500 if you bring a visual to accompany your presentation).

FAMILY SIDE QUEST (300 BsF):  Bring in a printed photo that portrays your family’s cultures and hang them on the bulletin board.  Share how your culture affects your daily life in a Morning Meeting.

4.5.d  Describe how cultural contributions  from various groups have formed a  national identity.

5.5.e  Identify and describe ways that  ethnicity and cultures influence people's  daily lives.

-Appointment after 4 days-

Mission 4

Standard 2: Part 1:Create a comic strip to depict the imports and exports of your state.  

• When brainstorming for your comic strip, discuss with your partner(s) the following question:  “How do the exports benefit Venezuela or the global economy as a whole?”

• Provide supporting details within the comic strip to defend your claim.
• Post your comic strips to your ePortfolios and answer the following reflections:
• 1:  How did you depict your state’s imports in your comic strip?
• 2:  How did you depict your state’s exports in your comic?
• 3:  How do exported goods benefit Venezuela?  How do they benefit the countries they are shipped to?

Part Two (1.000 BsF):  Create as many (quality) props as you can to represent a good

that your state produces.  We will use these once you complete all of your missions!

Benchmarks:

Day 1:  Collect research about imports and exports, and begin the comic rough draft.

Day 2:  Complete comic rough draft and final draft.  Post the comic and reflection to ePortfolios.  Brainstorm necessary supplies/materials for props, and let Ms. Jezabel and Ms. Hodges know before Day 3.

Day 3:  Create and complete props to represent your state’s imports and exports.

Interview Side Quest (300 BsF):  Ask an adult in the CIPLC community what their favorite Venezuelan exported and imported items are, and why.   Record their answer in your notebook using Cornell notes.

-Appointment after 3 days-

Mission 5

Standard 2:  

1. Choose a Venezuelan battle or war to research (The clans will choose from a compiled list; first-come first-serve).  
2. Brainstorm how to record a video using iMovie to reenact the historical event, and to answer ONE of the following questions:  
1. How did the Venezuelan battle or war that you studied impact your state’s history?  What are some examples?
2. Determine the main cause of your selected battle or war.  Why was it the main cause?  What were the lasting effects of the battle or war?
3. What was the turning point in your battle or war?  Why was this important?  What were the effects?
3. To storyboard your iMovie, write a script that includes at least 4 statements to support your answer to the question. Please cite your sources.
4. Consider your props, costumes, sound effects, soundtrack, and sets.  Do you want to use backdrops?  Greenscreen?  Be creative!
5. When you are finished with the iMovie, post the video and an accompanying reflection on your ePortfolio.  Include a title and answer the following questions:
1. What did you do during this mission? (What happened while you were planning for and making the video?)
2. What are the strengths of your video?
3. What are the weaknesses of your video?
4. What are your successes of this project?
5. What are the setbacks of this project?
6. What have you learned due to this mission?
7. How will you extend your learning past what is expected?

Battle Side Quest (900 BsF):  Ask your parents what they know about the historical event, write it in your notes, and include that information in your iMovie. This requires some advanced planning!

-Appointment after 6 days-

Mission 6

Standard 2c and 6:  Create a memory game of Venezuela’s branches of government.  Include one card with the vocabulary word, including either a photo or illustration, and create a matching card with the written definition or explanation. *Copies of the game will be distributed to each clan member in order to complete the Game Night Side Quest.

Vocabulary Words:

constitutional monarchy

dictatorship                                  democracy

governor (Use your state’s)        monarchy

citizenship                                    judges

Levels of government                  courts of law

government responsibilities       laws

Blog Reflection:

When you are finished with the memory game, post a picture of your clan playing it on your ePortfolio, along with a reflection of the activity.  Include a title and answer the following questions:

1:  What did you do during to help your clan complete this mission?

2:  What are your successes of this project?

3:  What are the setbacks of this project?

4:  What have you learned due to this mission?

5:  How will you extend your learning past what is expected?

SIGNS SIDE QUEST (550 BsF):  Make up gestures and demonstrate hand gestures from memory.

GAME NIGHT SIDE QUEST (1.500 BsF):  Email Ms. Jezabel and Ms. Hodges a photo of you playing your game with your family!

-Appointment after 4 days-

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