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Duck at Luray Caverns
Virginia – From the Atlantic Ocean to the Blue Ridge
Mountains and Beyond!
Created by Cheryl Phillips
Prince William County Schools
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The Duck Project is meant to be done at school. The only thing I ask of the students is to
try to get out and see Virginia between now and after spring break. Take the duck, get
some pictures that represent each region (historical in value) and the students will do the
rest here at school. We have a lot to learn and the program to do this on. I'd like at least
3 pictures from each region but hoping for more. I don't expect everyone to get to all
regions so for that reason we will be collecting pictures using Google images and I will
teach students how to 'Photo-shop" in their duck. It's a fun project with many new skills
to be acquired along the way. I'm looking forward to the stories and picture that will be
trickling in. Picture can be sent to class via a thumb drive or CD.
I hope that your family has fun with this!
Objective:
Fourth grade students will develop a greater understanding of Virginia’s rich history,
from the early settlements of American Indian language groups and the founding of
Jamestown to the present. Students will develop the skills needed to analyze, interpret,
and demonstrate knowledge of important events and ideas in our history, and understand
the contributions made by people of diverse cultural and ethnic backgrounds. Fourth
Grade students will also use geographic tools to examine the influence of physical and
cultural geography on Virginia History.
Introduction:
Have you been outside of your county to see the rest of your state? Most students
haven’t. This project combines the art of digital photography, virtual field-tripping, and
family outings. It gives students the opportunity to expand their horizons and go where
they’ve never gone before, virtually as well as physically. Students will create an animated
movie with their digital pictures. They will learn the skill of uploading digital photos into a
photo-editing program and combining techniques to create a new graphic. These new
picture will be converted into a slide then used as their background in their movie.
It does take a bit of commitment on the part of the student, but most agree it’s a
wonderful project that teaches more than just history and geography. By integrating
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technology skills, students get a meaningful and authentic learning experience that will
carry over to other disciplines.
Materials needed:
Rubber Duck – I have one for each student!
Access to Internet
Digital camera
Thumb drive or some external drive to save your documents and pictures.
Time Frame:
Should begin in October/November and have a due date after your Spring
Break (April).
1. Introduction: Overview of project
1. You will put together an animation using Frames5. Student will also need a photo
editing program like Pixie 3, Image Blender, Microsoft Photo Editor or any program that
will allow you to edit pictures.
We will collect pictures using Google Images.
Your Photo Story must include the following:
Collect three (3) pictures from each region of Virginia. If you cannot get to a
historic place and take the picture yourself, you will use Google Images
The regions include: Coastal Plain, Piedmont, Blue Ridge Mountains, Ridge and
Valley, Appalachian Plateau.
These three pictures must represent a place of historical significance in the state
of Virginia.
Each picture must have a caption explaining the location and the essential
knowledge, including for that region.
** Personal photos must include your duck
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Digital Photo Tips
When you plan your movie you’ll need to keep these three things in mind
Photos
Basic page design and
Journaling - keep tabs on what region your picture came from! Don’t forget to
include all of regions and history theme!
Organize yourself with these in mind and you’ll be on your way to creating an Oscar
worthy movie!
I can’t wait to meet your little friend! Good luck!
A great list of Virginia sights
http://en.wikipedia.org/wiki/List_of_National_Historic_Landmarks_in_Virginia
We will start with Google Earth.
How will this all play out in their Virginia History?
Students will explore Google Earth and Google maps to familiarize themselves with
longitude and latitude, finding locations of the five regions of Virginia.
By using the Google Earth Time Line, students will see how parts of Virginia has
changed since early 1900’s.
Students will use Discovery Atlas to study demographics of a region such as
populations, politics, natural resources, economic activities, climate, and physical
features.
Students will plot their own duck’s adventure on Google Maps/Earth.
Students will learn how to use a GPS and do a bit of geo-caching!
Standards
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Colonization and Conflict: 1607 through the American Revolution
VS.3 Knowledge of the first permanent English settlement in America by a) explaining the
reasons for English colonization; b) describing how geography influenced the decision to
settle at Jamestown; c) identifying the importance of the charters of the Virginia
Company of London in establishing the Jamestown settlement; d) identifying the
importance of the General Assembly(1619) as the first representative legislative body in
English America; e) identifying the importance of the arrival of Africans and women to
the Jamestown settlement; f) describing the hardships faced by settlers at Jamestown
and the changes that took place to ensure survival; g) describing the interactions
between the English settlers and the native peoples, including the contributions of
Powhatan to the survival of the settlers.
VS.4 Knowledge of life in the Virginia colony by a) explaining the importance of
agriculture and its influence on the institution of slavery; b) describing how the culture
of colonial Virginia reflected the origins of European (English, Scots-Irish, German)
immigrants, Africans, and American Indians; c) explaining the reasons for the relocation
of Virginia’s capital from Jamestown to Williamsburg to Richmond; d) describing how
money, barter, and credit were used; e) describing everyday life in colonial Virginia.
VS.5 Knowledge of the role of Virginia in the American Revolution by a) identifying the
reasons why the colonies went to war with Great Britain as expressed in the Declaration
of Independence; b) identifying the various roles played by whites, enslaved African
Americans, free African Americans, and American Indians in the Revolutionary War era,
including George Washington, Thomas Jefferson, and Patrick Henry, and James
Lafayette; c) identifying the importance of the Battle of Great Bridge, the ride of Jack
Jouett, and the American victory at Yorktown.
Virginia: The Land and the Native People
VS.2 Demonstrate knowledge of the geography and early inhabitants of Virginia by: a)
locating Virginia and its bordering states on maps of the United States; b) locating and
describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and
Ridge, and Appalachian Plateau; c) locating and identifying water features important to
the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River,
Potomac River, Rappahannock River, Lake Drummond, and the Dismal Swamp); d) locating
three American language groups (the Algonquian, the Siouan, and the Iroquoian) on a map
of Virginia; e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter; f) describing how archaeologists have
recovered new material evidence through sites including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
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NETS
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of
media and formats
c. Develop cultural understanding and global
awareness by engaging with learners of
other cultures
d. Contribute to project teams to produce original works or solve problems
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
Language Arts
Written in 1941, students will be treated to the classic, Make Way for Ducklings. This
book lends itself to some lively discussions, from gender roles to duck migration.
Integrating all curricular into this project is a goal shared by classroom teachers and
specialists. The librarian, will introduce the lesson by reading Make Way for Ducklings
to each class. It will be up to each student to take notes on where the ducks find
themselves throughout the city. Also included will be some discussion about the author,
illustrator, characters, plot and setting.
Students will be required to keep a photo-journal throughout this project (see attached).
Art
Our very talented art instructor will also join us for some duck fun. Students will create
a 3-D duck and design it with a collage combined with print and artwork depicting a
particular region of the United States.
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P.E.
How could we look at the streets of Boston without mentioning the Boston Marathon? To
support our wellness initiative, we are putting in the works a fun competition between
classes to see who can finish the Boston Marathon. From October through the end of our
Spring Break, students will try to run twenty-six miles! This can be done during their
recess or PE time. Each student will be given a mile punch card (duck shaped, of course).
Students will log their progress on an activity sheet. Each lap or time spent exercising
will need to be logged in and initialed by an adult. Let’s see which class can have their
ducks punched out! Lucky Ducks will be rewarded!
School Guidance
We will discuss character traits and team building and how this winning combination will
help students through this project. It’s all about teamwork and we’d like a joint effort to
make this authentic, meaningful and above all a fun learning experience!
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