Modern Day Missions

In groups of three students each:
You will perform research about the California Missions.
-Using internet, podcasts, the library, your textbook, or any other teacher approved resources.

Through your research, you will learn about traits that were successful and traits that were not. As you learn about these missions you need to be thinking about what they have in common and what makes them unique from each other.
-Each group will use Kidspiration to compare and contrast the traits of successful versus unsuccessful missions.

The Catholic Church has decided to build a new mission. Your group needs to choose an area to build and design a self contained mission complex that could function in present day California.
-You will research the different areas of California and using the information you know about what helped make Missions successful. You will choose a location that did not have a Mission previously. You will need to use the information you learned while creating your California Regions project. You will also need to use the internet to help you find out additional information about the city or area you would like to develop your mission in.

Your group needs to present all of its hard work. Your presentation will include a minimum of three components.
• A Project Display Board – this may be a physical or virtual display board
To Include: Reasons for choosing your location, A drawing of the front view of your mission, A drawing of the floor plan of your mission, Presented by (the names if the people in your group), A description of your mission features, A description of what daily life is like at your mission (*You may include anything else you feel is important to your mission presentation.)
• Model of “New” Mission (you will use Smart software when designing the floorplan for you mission and will be included with your display board)
• Oral Presentation – live or narrated video of your mission
*If your group finishes with these activities, they may go that extra mile and create a PowerPoint Presentation to go along with your oral presentation, and or a video presentation.

Standards Addressed:
Social Studies:
4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.
Science:
3. Living organisms depend on one another and on their environment for survival.
Visual and Performing Art:
2.3 Use additive and subtractive processes in making simple sculptural forms.
5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a story about a historical event.
ELA:
Reading
Structural Features of Informational Materials
2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension. Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).
2.4 Evaluate new information and hypotheses by testing them against known information and ideas.
2.5 Compare and contrast information on the same topic after reading several passages or articles.
2.6 Distinguish between cause and effect and between fact and opinion in expository text.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.

Writing
1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question).
Research and Technology
1.5 Quote or paraphrase information sources, citing them appropriately.
1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).
1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.
1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive). Evaluation and Revision
1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.
2.3 Write information reports: a. Frame a central question about an issue or situation. b. Include facts and details for focus. c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).
2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.
Listening and Speaking
1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level.
2.0 Speaking
2.1 Make narrative presentations: a. Relate ideas, observations, or recollections about an event or experience. b. Provide a context that enables the listener to imagine the circumstances of the event or experience. c. Provide insight into why the selected event or experience is memorable.
2.2 Make informational presentations: a. Frame a key question. b. Include facts and details that help listeners to focus. c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports).
2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.
Math:
Measurement and Geometry
3.6 Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret two-dimensional representations of three-dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid.
1.1 Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm2), square meter (m 2), square kilometer (km 2), square inch (in 2), square yard (yd2), or square mile (mi 2).
Technology:
2. 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. Students:
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.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.