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BROMWELL ELEMENTARY SCHOOL (214)
2500 East
Fourth Avenue,
80206-4214
(Columbine Street at East Fourth Avenue)

Telephone:
(303) 388-5969
Fax: (720) 424-9355
E-mail: Bromwell@dpsk12.org

Mr. Jonathan Wolfer, Principal

FANTASY ISLAND

Well, perhaps the above headline isn't really in any of our newspapers, but you can pretend that you've made just such a discovery for this Social Studies project.

Here's what you do...

1. Decide on a theme -- this should be a subject that you know a lot about, and you should try to be creative and unique. Choose a theme that no one else will choose, or use a familiar or popular theme in a way that will be different from other students. In the examples we've shared in class, we've used animals, but you could use people or plants... or toys... or objects of any kind.

2. Draw the island in a shape related to your theme. Draw a rough sketch or a "sloppy copy" first and bring it in next week for my preliminary approval, then do your revised or polished copy. The final product should be 11 x 17 inches.

3. Add the title and a compass rose. The title identifies your theme, i.e., "----- Island" in a simple and clear way. Although alliteration is an important part of this project (see #5, below) your title does not need to be alliterative.

4. Select at least 10 geographical features that you would like to identify on your map.

5. Name the features you have selected. You may select some from the "Geographic Features" sheet, or think about other terms by referring to dictionaries, thesauruses (thesauri?)or the web.
a. The names you choose must be related to your theme (such as "Lark Lake" for "Bird Island" and "Galloping Gorge" for "Horse Island").
b. The names must be alliterative -- that is, they must begin with the same sound or letter as the feature (i.e., "Lark Lake" and "Galloping Gorge").

6. Geographical consistency is important. Even though your island is imaginary, everything on your map should make good geographical sense. Rivers flow from mountains to the sea! You cannot put a swamp in the middle of a desert! An island that has a fjord cannot have an oasis!(Hey! What's a fjord, anyway? Some kind of car?)

7. Neatness counts. Draw and color your map nicely and use symbols or graphics that will interest your readers in the features of your island. You may want to place geographical features in ways that enhance your theme (i.e., on "Horse Island," "The Mane Mountains" could run along that part of the island where a mane would be on a horse).

8. List and define the features you have chosen on the back of your map. Use a dictionary, but do not copy from the dictionary word for word. Use your own words.

Extra Credit:
1. Write a newspaper article to go with your map that uses the headline at the top of this page. Include artwork that looks like newspaper photographs or other pictures, maps, and graphs that are found in newspapers.

2. Write an encyclopedia entry that tells all about your island (include information about the flora and fauna, history, culture, and so on). Make pictures like those found in encyclopedias to go along with your entry.

3. Write lyrics for a "national anthem" for your island.

4. Suggest you own ectra-credit idea!

PROJECT RUBRIC

Students - you may also use this rubric as a checklist as you review your work.

A
Map exhibits a title, a compass rose, and a unique theme.
More than 10 geographic features identified.
Geographic features are all given names that are alliterative and related to the theme.
Geographic consistency is presented.
The presentation (that is, the neatness and clarity of the product itself) is of high quality.
Geographical features are listed and defined in student's own words, and these definitions are engaging and interesting.

B
Map exhibits a title, a compass rose, and a theme.
More than 10 geographic features are identified.
Geographic features are all given names that are alliterative and related to the theme.
Geographic consistency is presented.
The quality of presentation is above average.
Geographical features are listed and defined in student's own words.

C
Map exhibits a title, a compass rose, and a theme.
10 geographic features identified.
Geographic features are all given names that are alliterative and related to the theme.
Geographic consistency is presented.
The quality of presentation is average.
Geographic features are listed and defined, but seem rather dictionary-like.

D
The title, compass rose, or theme are not adequately presented.
Less than 10 geographical features are identified.
Geographic features are not all given names, or not all names are alliterative or related to the theme.
Geographic features are not consistent with each other.
The quality of presentation is below average.
Geographic features are not all listed and/or defined.

Note: Extra credit writing may increase the grade a project receives.

Dear Parents:
I know how easy it is to become overly involved in a fun project with a kid -- believe me, I really know! -- so I'd like to offer these recommendations for your support of your student..

1. Please do not choose or suggest the theme for your child. Do not choose the features that will be added to the map. Do not choose the names that will be given to the features. I know this is the "fun part" and it's sometimes very enjoyable to do these things together. I know that sometimes children will ask for direct assistance or intervention, but they will learn the most if they do these parts entirely on their own.

2. Do monitor your child's adherence to the requirements of the project. Do help them check the rubric. Do help them think about geographic consistency and neatness of presentation. Do all these things with guiding questions ("Perhaps you should check the rubric one more time?") as opposed to statements ("Oh no! You forgot the compass rose! You'll never get into a good college if you forget the compass rose! It should go right here! Get your crayons and do it now! Hurry!").

3. If it is needed, assist your student's use of the dictionary by finding the page your child needs. Explain how to use guide words in a dictionary to locate the right page for a word and demonstrate doing this. But do not find the word on the page for your child -- make them do that part!

4. Encourage your child to write definitions in their own words. Discourage your child from copying phrases or entire sentences from the dictionary.

Back to A-6: Mr. Replogle's Fourth Grade Classroom
Back to A-5: Ms. Lewis' Fourth Grade Classroom

Back to 4th Grade Monthly Projects