Teaching Resource
International Travel Diary Pack Holiday Project
PDF | 20 pages|Grades: 3 - 6 | Starter SheetA collection of activities for students to create a project based on their trip away outside of the classroom.
This teaching resource is a great collection of activities to cater for those students who are away on their holidays abroad. Teachers are often asked to provide homework for students, by parents who want to be proactive while their children are out of classroom. Whether it is during the school term or just over the holidays, this holiday project is a great way to engage students in their learning, but also allow them a creative outlet to share their holiday when they come back.
This project kit includes activities to support students in: organising, planning, timetables, art, time zones, measurement, geography, history, time, reading, film reviewing, geometry, critiquing and reflecting, writing, grammar, vocabulary, mapping, currency and money, LOTE.
The following project activities include:
- Travel Passport
- Checklist
- Travel Book Collage
- Travel Comic Cover Page
- Preparation Checklist
- Preparation Time and Weight
- Flight Log Plane Information and Direction of Flight
- Flight Log World Clock
- Weekly Planner
- Book Review
- Movie Review
- Character Study
- Attraction Review Cards
- Diary Entry Planner
- Diary Entry
- Extra Ideas Page
- Vocabulary Glossary
- Time Zone Map
- Continent Tracking Map
Before issuing this resource, make sure you go over the following steps:
- Discuss with your student how long they are going to be away for and what their trip will involve, (flights, places, duration…).
- Read over the resource and choose which parts you think would be appropriate for your student and their abilities.
- Look over the checklist with your student or students parent and see how many of each sheet you need to print. Some pages need to be printed multiple time such as the flight log and the diary entry sheet. You might need to give them some spare copies if you think appropriate.
- The amount of countries visited will also determine how many pages in the passport that will be needed.
- Discuss the best way to lay out their work, what kind of workbook will be appropriate to use. For the passport, this can be printed as a mini booklet, or can be cut out and pasted in a smaller sized book.
NSW Curriculum alignment
- EN3-1A
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
- EN3-2A
Composes, edits and presents well-structured and coherent texts
- EN3-3A
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
- EN3-6B
Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
- EN3-7C
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
- EN3-8D
Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
- MA2-13MG
Time - reads and records time in one-minute intervals and converts between hours, minutes and seconds
- MA2-14MG
Three-Dimensional Space - makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features
- MA2-15MG
Two-Dimensional Space - manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their features
- MA2-17MG
Position - uses simple maps and grids to represent position and follow routes, including using compass directions
- GE3-2
Explains interactions and connections between people, places and environments
Victorian Curriculum alignment
- VCELY317
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context
- VCELT328
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
- VCELY357
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches
- VCELT314
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences
- VCELT355
Experiment with text structures and language features and their effects in creating literary texts
- VCMMG197
Compare 12- and 24-hour time systems and convert between them
- VCELA324
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea
- VCMMG198
Connect three-dimensional objects with their nets and other two-dimensional representations
- VCMMG199
Use a grid reference system to describe locations. Describe routes using landmarks and directional language
- VCMMG226
Interpret and use timetables
- VCMMG228
Construct simple prisms and pyramids
Australian Curriculum alignment
- ACELY1698
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to contextElaborationsidentifying the narrative voice (the ...
- ACELY1708
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approachesElaborationsidentifying and exploring news reports of the same event, and discuss the language choices and point ...
- ACMMG111
Connect three-dimensional objects with their nets and other two-dimensional representations
- ACMMG113
Use a grid reference system to describe locations. Describe routes using landmarks and directional language
- ACMMG140
Construct simple prisms and pyramids
- ACELA1508
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or ideaElaborationslearning how to expand a description by combining a related set of nou...
- ACELT1795
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiencesElaborationsorally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising t...
- ACELT1798
Create literary texts that experiment with structures, ideas and stylistic features of selected authorsElaborationsdrawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative ...
- ACELT1800
Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choiceElaborationsselecting and using sensory language to convey a vivid picture of ...
- ACMMG110
Compare 12- and 24-hour time systems and convert between them
- ACHASSK140
The world??s cultural diversity, including that of its indigenous peoples
- ACMMG139
Interpret and use timetables
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ShapeInformative WritingParagraphingLanguages (Other Than English)MathsUnits of MeasurementTimeMassOperationsHandwriting3D ObjectsGraphs and DataNumbersGeographyCountriesEnvironmentsLandmarksMapsReadingEnglishGrammarParts of SpeechNounsVerbsAdjectivesAdverbsSentence StructureHistoryComprehension TextsSight WordsReading and Comprehension StrategiesSpellingVocabularyWritingEditingProjectsEnd of Year ActivitiesTravel
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that popcorn box would be a great resource on its own for book and movie comparisons!
Rach C · Dec 3rd, 2018
Hi Rachelle, thank you for your feedback. We have separated the resource as its own file.
https://www.teachstarter.com/teaching-resource/movie-character-study-3d-popcorn-box-template/
We are currently planning a book vs movie review in a similar style. We will keep you updated on the progress.
Royce (Teach Starter) · Dec 3rd, 2018
great!
Rach C · Dec 3rd, 2018
Thank you for your encouraging feedback. Excited to see you like this resource.
Royce (Teach Starter) · Dec 3rd, 2018
WOW! This is a fantastic resource! Love it!
Elizabeth Briske · Dec 2nd, 2018
Thank you Elizabeth for you feedback. I am glad to hear that you love it.
Royce (Teach Starter) · Dec 3rd, 2018