Alaskan Adventure

Math Lesson (Backward Design)

Mary Thomas EDU 300
Early Childhood Education April 21, 2015
1. Objective (Stage 1: Desired Results): The students will be able to solve word problems
that incorporate the four principle mathematical operations with measurements of
distance, intervals of time, and amounts of money (which include decimals). Students
will determine expenses for an imagined trip and will compute the grand total. They will
also apply the concept of intervals of time into their itinerary for their trip. Lastly, they
will be able to calculate the total distance (in miles) that they travelled during their trip.
This lesson is the introduction to this project, which will require multiple class periods, as
students will need adequate time to conduct their research and coordinate their efforts as
a team.
2. Common Core Standards: Grade 4, Math: Measurement & Data
Solve problems involving measurement and conversion of measurements.
CCSS.MATH.CONTENT.4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple
fractions or decimals, and problems that require expressing measurements given in a

larger unit in terms of a smaller unit. Represent measurement quantities using diagrams
such as number line diagrams that feature a measurement scale.
3. Motivation (Stage 3: Learning Experience): Students will take an imaginary adventure
to Alaska in order to see the Aurora Borealis. The classroom will be decorated with
certain images and props that are particular to the natural environment and culture of
Alaska, such as a picture of Mt. McKinley, a stuffed caribou and/or Husky, and a dog
sled. Students will be divided into groups of four that will collaborate in order to work
through some of the steps that are necessary in planning such a trip. The groups will be
selected by the teacher, so that the students will provide scaffolding for one another. For
instance, a student with limited mathematical skills will be placed with a student with
strong math skills. Planning for the Alaskan Adventure will include calculating the
cost of booking flights, determining expenses for food and lodging, planning dates and
times for flights, calculating driving distances and times, and creating a sight-seeing
schedule.
4. Instructional Materials: Images of Mt. McKinley, dog sleds, and Alaskan wildlife
(caribou, grizzly bears, bald eagles). If possible, teacher will bring in props for the
classroom, such as snow shoes, a fishing rod (no hook), a tent, and binoculars. For
research, the students will need computers with access to the internet, brochures of sightseeing opportunities in Alaska, calendars, charts for recording expenses and mapping out
their trip schedule.
5. Procedures:

Students will enter a classroom that has been decorated with images and props that
represent the natural environment, wildlife, and cultural heritage of Alaska.

Students will be told that they will be working together in teams of four (which have
been pre-selected) to plan a week long Alaskan Adventure. They will be reminded
that Alaska is home to the Aurora Borealis (one of the Seven Natural Wonders of the
World).

Students will help to arrange their desks into groups of four, and the teacher will write
the groups on the board (allowing time for the students to get into their respective
groups).

The teacher will give a brief overview of the expectations for this project, which will
include a detailed chart of expenses that includes a grand total for the entire trip. The
project will also include a chart of the week, on which is written the trip schedule
(including flight times and tour times). Lastly, students will keep track of the distance
(in miles) that they are travelling as they trek across Alaska on their adventure.

The teacher will walk children through a model of this project, to clarify the
expectations and help students to visualize what they will be doing.

The teacher will then distribute to the groups the first two charts they will be working
on together, which is their schedule for their week long trip and their expenses sheet.
Each group will given some brochures of various national parks in Alaska, that have
tour times included. Each group will also have access to one computer with internet.
(They will be provided with a list of websites to use for checking flight times and
prices).

While students are working on these, the teacher will walk around the room to
provide assistance and answer questions.

Ten minutes before the end of the class period, the class will close down the
computers and rearrange the desks, returning them to their original places. Students
will have the opportunity to share what they have done so far and ask any questions
they have about the project.

This lesson will be followed by consecutive lessons in which the students will finalize
their schedules, research expenses for food and lodging, and track the distance they
will have travelled during their adventure.

6. Classroom Discussion: At the end of the class period, students will have the opportunity
to share with one another what they have found thus far in their research. They will also
have the opportunity at that time to ask questions pertaining to the project and the
expectations. They may also be able to help each other by providing tips, such as sharing
which airline had the cheapest flight for the days they decided to travel (They will be
instructed to look at flights for the month of August).
7. Academic Vocabulary: The vocabulary for this lesson is as follows: Aurora Borealis,
expenses, itinerary, distance, tour, lodging, grand total, brochure, and national park.
Students should already be familiar with Aurora Borealis from the introductory lesson in
English Language Arts, but we will briefly review what it is if needed. The other terms
will be defined and explained as the teacher is giving the overview of the project and
detailing the expectations.
8. Assessment (Stage 2: Acceptable Evidence): The students projects will be assessed
according to a rubric, which details all of the expectations. The final product will be a
group effort, but individual participation will also be included in the rubric. At the
conclusion of the project, students will take a written test which will assess their ability to

solve word problems that incorporate the four mathematical operations (addition,
subtraction, multiplication, and division), as well as the concepts of time, money, and
distance.
Value Added:
1. National Park Service. Denali National Park & Preserve, Alaska. Available at
http://www.nps.gov/dena/index.htm
2. Travelocity. Available at http://www.travelocity.com/
3. Universal Design for Learning: The groups will be selected by the teacher, so that the
students will provide scaffolding for one another. For instance, a student with limited
mathematical skills will be placed in a group with a student with strong math skills. Also,
students will be provided with a sheet that breaks the project expectations into to step-bystep instructions. A model of a completed project will be provided as well.
9. Reflection: