2016 2016

Around the World in 80 Days Student Project

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Time: 90 minutes
Description: The
teacher will introduce
the book and the
project. The teacher
will provide the
students with the
details of the 3 week
project. Students will
view the two youtube
videos at
https://www.youtube.
com/watch?
v=IlsgwJUNFNU and
https://www.youtube.
com/watch?
v=YIcRwUCVeOU to
get them interested
in the subject.
Students will use
page 23 in the book
to identify the city
choices they have to
focus on for their
travels. Students
will be separated into
their groups. The
groups will determine
and assign

Time: 90 minutes
Description: The
students will research
the distance and cost
of traveling to the
different cities
presented in the
book. The students
will research
prospective costs
from the 1870s and
compare them to the
cost to travel today.
Students need to
specify changes in
the type of
transportation used.
Students will look at
percentages of parts
of the trip and
represent them
visually using number
lines, tables, graphs,
etc. (6.4F, 6.5A)
Students will also be
asked to create a
table, verbal
description, and
graph of the costs of

Time: 90 minutes
Description: Students
will complete their
project as presented
the previous day. The
students will research
the distance and cost
of traveling to the
different cities
presented in the
book. The students
will research
prospective costs
from the 1870s and
compare them to the
cost to travel today.
Students need to
specify changes in
the type of
transportation used.
Students will look at
percentages of parts
of the trip and
represent them
visually using number
lines, tables, graphs,
etc. (6.4F, 6.5A)
Students will also be
asked to create a

Time: 90 minutes
Description: The
students will
complete any
additional research
necessary to
complete their math
projects from the
previous days. After
conducting research
and collecting all the
data necessary
students can present
their findings using
Nearpod,
makebelievecomix.co
m, or smore.com. If
students would like to
use another form of
technology to display
their findings it
should be approved
by the teacher first.
Objective: The
student will be
expected to create
original works as a
means of personal or
group expression and

Time: 90 minutes
Description: The
students will finish
making their
presentations.
Students groups will
engage in a carousel
activity where
students take turns
presenting their
original works to all of
the other groups.
Students are
expected to give
feedback and
compare
presentations. Each
student should have
the opportunity to
present their data to
a different student
group.
Objective: The
student will be
expected to create
original works as a
means of personal or
group expression and
participate in

responsibilities to
make sure that
everyone fully
participates in the
project.
Objective: The
student is expected
to ask open-ended
research questions
and develop a plan
for answering them.
The students will
gather relevant
information to
generate a research
plan. Students will
have to use
technology to
conduct research for
the cost of the trip,
distances traveled,
options on
transportation, etc.
(6.3B)

the different legs of

the trip if only one
person, two people,
five people, or X
number of people
were traveling and
each had to pay the
same amount (6.4H,
6.6C).
Objective: The
student is expected
to use mathematical
processes to acquire
and demonstrate
mathematical
understanding. The
student is expected
to:
apply mathematics to
problems arising in
everyday life and
society; use a
problem-solving
model that
incorporates
analyzing given
information,
formulating a plan or
strategy, determining
a solution, justifying
the solution, and
evaluating the
problem-solving
process and the
reasonableness of the
solution.

table, verbal
description, and
graph of the costs of
the different legs of
the trip if only one
person, two people,
five people, or X
number of people
were traveling and
each had to pay the
same amount (6.4H,
6.6C).
Objective: The
student is expected
to use mathematical
processes to acquire
and demonstrate
mathematical
understanding. The
student is expected
to:
apply mathematics to
problems arising in
everyday life and
society; use a
problem-solving
model that
incorporates
analyzing given
information,
formulating a plan or
strategy, determining
a solution, justifying
the solution, and
evaluating the
problem-solving
process and the
reasonableness of the
solution.

participate in
personal learning
networks to
collaborate with
peers, experts, or
others using digital
tools such as blogs,
wikis, audio/video
communication, or
other emerging
technologies.

personal learning
networks to
collaborate with
peers, experts, or
others using digital
tools such as blogs,
wikis, audio/video
communication, or
other emerging
technologies.

10

11

12

13

Time: 90 minutes
Description: Students
will have to create a
map that they would
follow on their
journey. The students
will explain each step
along their journey
and specify how long
each part of the trip
is, as well as,
identifying how they
will be travelling to
the next city. The
students can use
whichever type of
medium they would
like to create their
maps. This should be
a physical map.
Objective: The
student is expected
to identify the
location of major
world countries and
pose and answer
geographic questions,
including: Where is it
located? Why is it
there? What is
significant about its
location? How is its
location related to the
location of other
people, places, and
environments?
Students are
expected to draw
sketch maps that
illustrate various
places and regions.

Time: 90 minutes
Description: Students
will write an essay
explaining the
components of their
journey around the
world. They will
include facts about
each city and how
they travelled to the
city. Students may
include pictures of
cities to attach to
their essay.
Objective: The
student is expected
to identify the
location of major
world countries and
pose and answer
geographic questions,
including: Where is it
located? Why is it
there? What is
significant about its
location? How is its
location related to the
location of other
people, places, and
environments?
Students will pose
and answer questions
about geographic
distributions and
patterns for various
world regions and
countries shown on
maps, graphs, charts,
models, and
databases.

Time: 90 minutes
Description: Students
will research specific
populations, cultures,
city information,
pictures, and other
interesting facts of
each city. Students
will create passports
that include the city
information. Students
will be shown an
example passport
and will include all
information that
would be on a real
passport. Students
will also design a
stamp to each city.
Objective: The
student is expected
to identify the
location of major
world countries and
pose and answer
geographic questions,
including: Where is it
located? Why is it
there? What is
significant about its
location? How is its
location related to the
location of other
people, places, and
environments?
Students will create
written and visual
material depicting
aspects such as
population, disease,
and economic
activities of various
world regions and

Time: 90 minutes
Description: Student
groups will complete
the finishing touches
and research to
ensure that their
maps, essays, and
passports are
complete. Students
will collaborate with
their groups to
complete the final
products. Student
groups will display
their maps and
essays in their
specified group area
of the classroom.
Objective: The
student is expected
to identify the
location of major
world countries and
pose and answer
geographic questions,
including: Where is it
located? Why is it
there? What is
significant about its
location? How is its
location related to the
location of other
people, places, and
environments?
Students will create
written and visual
material depicting
aspects such as
population, disease,
and economic
activities of various
world regions and
countries.

Time: 90 minutes
Description: Students
will go around the
world and get their
passports stamped by
the different cities.
Each student will
attend a presentation
as they go to each
station. The students
will then get their
passport stamped
before moving to the
next station.
Objective: The
student is expected
to identify the
location of major
world countries and
pose and answer
geographic questions,
including: Where is it
located? Why is it
there? What is
significant about its
location? How is its
location related to the
location of other
people, places, and
environments?
Students will create
written and visual
material depicting
aspects such as
population, disease,
and economic
activities of various
world regions and
countries.

countries.

16

17

18

19

20

Time: 90 minutes
Description: Students
will finish going
around the world
and get their
passports stamped by
the different cities.
Each student will
attend a presentation
as they go to each
station. The students
will then get their
passport stamped
before moving to the
next station. If all
students complete
this process, the
groups will begin to
brainstorm which city
they want to choose
for their theatre
project.
Objective: The
student is expected
to identify the
location of major
world countries and
pose and answer
geographic questions,
including: Where is it
located? Why is it
there? What is
significant about its
location? How is its
location related to the
location of other

Time: 90 minutes
Description: Students
will use their
knowledge gained
from the previous
projects to choose a
topic which will be
a setting chosen from
one of the main cities
that Figgs visited in
the book. The
students will identify
the characteristics of
their topic from the
1870s. The students
will then research the
current day
characteristics of
their city. The
students will write an
essay that includes
the similarities and
differences of the two
time periods.
Students need to
include why they
chose their city.
Students will also
write the details of
their play in the
essay. They will
include dialogue,
setting, and plot.
Objective: The
student is expected
to write literary texts

Time: 90 minutes
Description: Students
will work with their
groups to create a
theatre production to
be presented to the
class. The students
will use the
knowledge they have
already gained to
create their
productions. They can
use a live
performance, video,
or create a
cartoon/comic strip.
Objective: The
student is expected
to apply design,
directing and theatre
production concepts
in order to construct
and create a play.

Time: 90 minutes
Description: The
students will present
their theatre
productions to the
class and teacher.
Each group with start
with a brief overview
of why they chose
their specific location
from the book. The
students will express
any difficulties or
feelings they
experienced while
researching the
geographical
locations.
Objective: The
student is expected
to relate theatre to
history, society, and
culture by
demonstrating a
theatre production as
a reflection of life in
the 1870s compared
to 2016. Students are
expected to give an
organized
presentation with a
specific point of view,
employing eye
contact, speaking
rate, volume,
enunciation, natural

Time: 90 minutes
Description: The
remainder of the
students will continue
to present their
theatre productions
to the class and
teacher. Each group
with start with a brief
overview of why they
chose their specific
location from the
book. The students
will express any
difficulties or feelings
they experienced
while researching the
geographical
locations.
Objective: The
student is expected
to relate theatre to
history, society, and
culture by
demonstrating a
theatre production as
a reflection of life in
the 1870s compared
to 2016. Students are
expected to give an
organized
presentation with a
specific point of view,
employing eye
contact, speaking
rate, volume,

people, places, and

environments?
Students will create
written and visual
material depicting
aspects such as
population, disease,
and economic
activities of various
world regions and
countries.

to express their ideas

and feelings about
real or imagined
people, events, and
ideas. Students are
expected to write
imaginative stories
that include: a clearly
defined focus, plot,
and point of view; a
specific, believable
setting created
through the use of
sensory details;
and dialogue that
develops the story.

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gestures, and
conventions of
language to
communicate ideas
effectively.

enunciation, natural
gestures, and
conventions of
language to
communicate ideas
effectively Students
will turn in any
remaining work that
has not been given to
the teacher.

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