BookQuest designed to engage elementary learners. Students planned a Fall Skype Party and invited their blogging buddies in Australia to attend.

1. Mrs. Moore’s
3rd Grade Technology Classes
Visit the Techie Kids at
http://edublogs.misd.net/techiekids/

2. Fall Party!
It is time for a very special party. A Fall Party! But this party is not
for us. It is for our friends in Australia! Our blogging buddies
live in the Southern Hemisphere. Their seasons are the
opposite of ours.
I need you to be my party planners. You and your classmates will
need to create the invitation, plan the seasonal decorations,
make some yummy Fall food and prepare a weather forecast.
Please help me gather information to share with our friends to
tell them about Fall in Michigan. Once we’ve prepared for the
party, we can invite 2KJ into our classroom using Skype!
So, let’s organize a Fall Celebration and invite our blog buddies
to a party with us!

3. Task
Your task is to throw a party for our Australian
friends to show them what Fall is like here in
Michigan. Choose one area of party planning to
focus on. Use the books listed for each area to
gather information on Michigan’s Fall season.
Once you have collected your exciting facts, you
will prepare your group presentation for our
friends. They will see all of your hard work at our
party!

4. Process
Step 1: Choose which area of the Fall party you would like to plan.
Invitations
Food
Decorations
Weather Forecast
Step 2: Collect and read the books listed for your topic.
Step 3: Gather data from the books listed to answer each question.
Step 4: Record your data on the Record Sheet provided.
Step 5: Use the answers to each of the questions to help you plan your
area of the party.
Step 6: Once you have collected at least 4 unique facts related to your
topic, you may begin planning your presentation. You will need to
collaborate with your classmates that are working on the same area
for the party.

5. Invitation Questions
1. What do people wear in Michigan
during the Fall?
2. What animals can be found in our area
during this time?
3. How do animals prepare for the coming
season?
4. What is hibernation?
5. What is migration?

6. Invitation Jobs
One student will compile all of the data and have the final
say on which facts are used by writing the script. This
Screen Writer
information will be used in the video invitation. See Sample
Invitation for other information to include. (8pts)
One student will be responsible for recording the video
invitation on the Flip camcorder. They will also use the tripod
Videographer to make sure the video isn’t shaky. (8pts)
Two children will divide the script and speak on camera to
Public Relations formally invite our friends to the Fall party. (8pts)
One student will review the footage and make sure the
sound is clear and easy to understand. They will decide if
Quality Assurance video is of excellent quality or if portions should be
rerecorded. (8pts)

7. Invitation Books

8. Food Questions
1. What foods can be harvested in the
Fall?
2. What are some of the Fall foods that
are found in these books?
3. What plants are found in these books?
4. Choose a plant. What is the plant’s life
cycle?

9. Food Jobs
One student will organize all of the data and have the final
say on which facts are used. This information will be used to
Survey Creator
create the survey and to decide which recipes are needed
for the party. (8pts)
One student will conduct the survey by asking each of their
classmates to vote for their favorite Fall food. (8pts)
Survey Conductor
One student will interpret the data and share the results
with the Caterers. They will make recommendations of
Analyst
which foods should be made for the party based on the
data collected. (8pts)
Two students will choose Fall recipes that should be made
for the party and create a grocery list of items that will be
Caterers needed. (8pts)

10. Food Books

11. Decoration Questions
1. What does Fall look like in Michigan?
2. What changes happen in our
environment?
3. What activities can you participate in
during the Fall?
4. What holidays do people celebrate in
our country during Fall?

12. Decoration Jobs
One student will compile all of the data and create a list of
activities that can be done in the Fall. This information will
Survey Creator
be used to create the survey. (8pts)
One student will conduct the survey by asking each of their
classmates to vote for their favorite Fall activities. (8pts)
Survey Conductor
One or two students will interpret the data and take pictures
to demonstrate what Fall looks like in our area. These
Photographers
pictures will be used to create a photo slideshow for the
party using Smilebox or Slide. (8pts)
One or two students will use a drawing program like Kid Pix 4
to create decorations that can be hung on the wall for our
Illustrators party. Use the data collected from the books provided to
make these Fall posters. (8pts)

13. Decorations Books

14. Weather Forecast Questions
1. What happens to the temperature in
Michigan during the Fall?
2. How many seasons do we have and
what are they called?
3. Why are our seasons the opposite of
our friends in Australia?
4. How does sunlight and the Earth’s tilt
impact the seasons?

15. Weather Forecast Jobs
One student will record the temperature outside each day for 2
weeks. These temperatures will be compared to temperatures
Meteorologist taken from 2 weeks in the summer. An average temperature
should be determined from each season. After comparing this
data, interpret the results. (8pts)
Two students will duplicate the experiment in the book,
Sunshine Makes the Seasons, to demonstrate why our seasons
Investigators are the opposite of our friends in Australia. This experiment will
be recorded on video. (8pts)
One student will use the Flip camcorder to show where the
Videographer sunlight shines, giving us the Fall season. They will also record
the weather forecast for the day of the party. (8pts)
One student will speak on video to give the weather forecast.
They will need to tell their classmates what season-appropriate
Weather Reporter clothing to wear to the party. They should also explain the
sunlight experiment to tell their classmates about why different
hemispheres have different seasons. (8pts)

16. Weather Forecast Books

18. Evaluation

19. Conclusion
Thank you so much for all of your hard
work! Our Australian buddies will be so
excited to hear from us! Just as we love
to learn new things from them, now we
can also share our learning. I can’t wait
to see what they will think of our projects!
Thank you for helping us learn globally
with our Australian friends!

20. Science~ Grade Level Content Expectations
K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing,
questioning, investigating, recording, and developing solutions to problems.
S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to
problems through reasoning and observation.
S.IP.03.11 Make purposeful observation of the natural world using the appropriate senses.
S.IP.03.12 Generate questions based on observations.
S.IP.03.13 Plan and conduct simple and fair investigations.
S.IP.03.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance,
ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer).
S.IP.03.15 Make accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds,
minutes) for the measurement tool.
S.IP.03.16 Construct simple charts and graphs from data and observations.
K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations require analysis and
communication of findings, using appropriate technology.
S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups.
S.IA.03.13 Communicate and present findings of observations and investigations.
S.IA.03.14 Develop research strategies and skills for information gathering and problem solving.
S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and
activities.
P.EN.E.2 Light Properties- Light travels in a straight path. Shadows result from light not being able to pass
through an object. When light travels at an angle from one substance to another (air and water), it
changes direction. *
P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in
a path of light. *

21. ELA~ Grade Level Content Expectations
R.WS.03.01 automatically recognize frequently encountered words in print whether
encountered in connected text or in isolation with the number of words that can be read
fluently increasing steadily across the school year.
R.WS.03.03 know the meanings of words encountered frequently in grade-level reading and
oral language contexts.
R.WS.03.06 acquire and apply strategies to identify unknown words or word parts; self-
monitor and construct meaning by predicting and self-correcting, applying knowledge
of language, sound/symbol/structural relationships, and context.
R.WS.03.07 apply the following aspects of fluency: pauses and emphasis, punctuation
cues, intonation, and automatic recognition of identified grade-level specific words and
sight words while reading aloud familiar grade-level text.
R.WS.03.08 in context, determine the meaning of words and phrases including synonyms,
homonyms, multiple meaning words, content vocabulary, and literary terms using
strategies and resources including context clues, concept mapping, and the dictionary
R.IT.03.01 identify and describe the basic elements, features, and purpose of a variety of
informational genre including textbooks, encyclopedias, and magazines.
R.IT.03.03 explain how authors use text features including titles, headings and
subheadings, timelines, prefaces, indices, and table of contents to enhance the
understanding of key and supporting ideas.
R.CM.03.01 connect personal knowledge, experiences, and understanding of the world to
themes and perspectives in text through oral and written responses.

22. ELA~GLCE’s Continued
R.CM.03.04 apply significant knowledge from grade-level science, social studies, and
mathematics texts.
R.MT.03.01 self-monitor comprehension when reading or listening to texts by automatically
applying strategies used by mature readers to increase comprehension including:
predicting, constructing mental images, visually representing ideas in text, questioning,
rereading or listening again if uncertain about meaning, inferring, and summarizing.
R.AT.03.01 be enthusiastic about reading and do substantial reading and writing on their own.
W.GN.03.04 use the writing process to produce and present a research project; initiate
research questions from content area text from a teacher-selected topic; and use a variety
of resources to gather and organize information.
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns when
writing a narrative or informational piece.
W.PR.03.03 draft focused ideas in written compositions using multiple sentences and
paragraphs to slow down or speed up reading; including varying patterns and/or
organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution).
W.PR.03.04 revise drafts based on constructive and specific oral and written responses to
writing by identifying sections of the piece to improve sequence and flow of ideas (e.g.,
arranging paragraphs, connecting main and supporting ideas, transitions).
W.PS.03.01 exhibit personal style and voice to enhance the written message in both narrative
(e.g., varied word choice and sentence structure, character description) and informational
writing (e.g., examples, transitions, grammar and usage).
W.SP.03.01 in the context of writing, correctly spell frequently encountered words (e.g., multi-
syllabic, r-controlled, most consonant blends, contractions, compounds, common
homophones); for less frequently encountered words, use structural cues (e.g.,
letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists,
dictionaries, spell checkers).

23. ELA~GLCE’s Continued
W.AT.03.01 be enthusiastic about writing and learning to write.
S.CN.03.01 use common grammatical structures correctly when speaking including time
relationships, verb tenses, and causal and temporal relationships.
S.CN.03.02 adjust their use of language to communicate effectively with a variety of
audiences and for different purposes including gathering information, making requests,
discussing, classroom presentations, and playground interactions.
S.CN.03.03 speak effectively emphasizing key words and varied pace for effect in narrative
and informational presentations.
S.CN.03.04 present in standard American English if it is their first language. (Students
whose first language is not English will present in their developing version of standard
American English.)
S.DS.03.01 engage in interactive, extended discourse to socially construct meaning in book
clubs, literature circles, partnerships, or other conversation protocols.
S.DS.03.03 respond to multiple text types by reflecting, making connections, taking a
position, and/or showing understanding.
S.DS.03.04 plan and deliver presentations using an effective informational organizational
pattern (e.g., descriptive, problem/solution, cause/effect); supportive facts and details
reflecting a variety of resources; and varying the pace for effect.

24. ELA~GLCE’s Continued
L.CN.03.01 ask substantive questions of the speaker that will provide additional elaboration
and details.
L.CN.03.02 listen to or view knowledgeably while demonstrating appropriate social skills of
audience behaviors (e.g., eye contact, attentive, supportive) in small and large group
settings.
L.CN.03.03 distinguish between and explain how verbal and non-verbal strategies enhance
understanding of spoken messages and promote effective listening behaviors.
L.RP.03.03 respond to multiple text types listened to or viewed knowledgeably, by
discussing, illustrating, and/or writing in order to reflect, make connections, take a
position, and/or show understanding.
L.RP.03.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing
orally, listening then summarizing orally).
L.RP.03.05 respond to and retell what a speaker said, paraphrasing and explaining the main
idea, and then extend their response by connecting and relating it to personal
experiences.

25. You’re Invited!
Who’s Invited: ____________
What is the Party for: _________________
When: ____________________________
Where: ____________________________
RSVP: ____________________________
Message to Guests: _________________
_________________________________
Sample Invitation