This lesson allows students to use computer skills they have learned to do a research project on national parks. The students will research a park, plan a trip to a park, keep a "journal" of the trip, document their sources using MLA style, and then make a presentation to the class.

atlas, maps, art supplies [These supplies will be needed only if the students do not have Internet access.]
Handouts of rubrics to be used to assess presentations (see attachments) for each student and timeline detailing when each part of the project is due

Computer with Internet access, printer, presentation software such as PowerPoint, word processing software

While this lesson focuses on Internet research, if this is not available the teacher will need to schedule time for research in the library/media center. Students will need some experience in creating presentations. This lesson allows the student to choose the type of presentation he/she is most comfortable with. The teacher may choose to assign a specific type of presentation.

1.)Provide students with a timeline for the different assignments before the lesson begins.

2.)Students will visit one of the National Park websites listed below. They should choose the one park they would like to visit and make a note of the URL for later research.
(National Parks.com)
Choose the "All Parks" tab for a list of all of the national parks by state. Click on the park of your choice and you will be taken to the site for that park.

3.)or
(National Park Service)
Choose "Visit Your Parks" and you will be given a list of all the parks. Click on the park you would like to research.

4.)Students should research the park using appropriate websites, and find information about the history of the park and the people responsible for making it a park. My students are required to have at least 10 facts about the park from at least 4 sources with no more than three facts from one source. The sources should be documented using MLA style. At this point students may simply make a list of facts and sources. I use this step to ensure that the students have information and not fluff in their presentations. I require students to turn this in as a part of their rough draft.

5.)Students should now find driving directions to the park. There are several sites they can use; the address for Mapquest is listed below. Mapquest or whatever website they choose to use will give driving directions, estimated driving times, and a marked map. They should print these out to include with their rough draft materials.
(MapQuest)
Choose driving direction at the top of MapQuest. Students will need the address of the park and their own addresses. When using MapQuest, students may find that they have to use the nearest major highway rather than the street address.

6.)Students will now work on planning a trip. They should look at their maps and decide what places of interest they will be driving through, how long their trip will take, where they will take breaks, etc. All of the sources they use to find this information should be documented and included with their rough drafts. I require them to use at least 12 pictures in their presentations, so at this point students should be saving the pictures they want to use in their presentations.

7.)Students will now work on their "journal" for the trip. The journal goes along with the presentation. This is what they did, what they saw, what they ate, etc. This will show the planning and time they put into their presentations.

8.)Students should now have all of their rough draft information and are now ready to complete their presentations. They should include information, photos, and creative ideas about all of the aspects of their trip. The presentation should include a map showing their trip, their facts, and the journal information.

9.)Have the students make their class presentations. I require peer evaluations of the presentations by all class members as a part of the grade for this project. I use a rubric for my assessment of the project and for the peer evalution of the project (see attachments).

Students will be given daily grades for the timeline set at the beginning of the lesson. Rough draft materials will be checked and graded by a checklist. Students will be required to complete peer evaluations (see attachment). Presentations are assessed using a rubric (see attachment).

Students could investigate the process used to create a national park, choose a place they think should be designated as a national park, and follow the steps to try to get the place they have chosen named as a national park.
Students could research any new parks being considered and the opponents and proponents for the park. Then, based on their research, make a decision as to whether the park should be made a national park, and then try to convince one of the opposing sides to change its mind.