You are on page 1of 4

The Great American Road Trip PBL

Day 1
Time: 45 minutes – 1 hour
Description: Once the students have reach Chapter 25 in the text, the project is ready to be launched. Students will
view the anchor video and then discuss the launching document. The teacher should make sure the objectives and
expectations for the project are clear. Each group will be given a budget of $2500 and must travel from San Francisco to
New York in less than 7 days. The students will need to determine who will accompany them on their road trip. A
discussion comparing the pros and cons to having 1-4 participates should be discussed prior to the students making
their choice. To create accountability for all students, a group contract should be created and signed as well as group
roles for each member. The students should continue to read the text “Around the World in 80 Days.”
Objectives:
The students are expected to make an informed decision in regards to the number of members in their group based
upon needs and financial resources for their trip.

Day 2
Time: 1 hour – 1 ½ hours
Description: The student will be provided with a map of the United States. The teacher should aid in a discussion of the
different terrains that cover the different regions in the US. The student then should work in their groups to develop a
rough idea of the best possible path from San Francisco to New York. The text “Around the World in 80 Days” could be
used as a guideline to get from point A to point B but the students have the freedom to choose any path they desire.
The students then will use the scale factor from the map to determine a rough estimate of the overall distance that
needs to be covered in 7 days. Next students should be able to create a linear equation that can be used to determine
the mileage needed to be covered per day to reach their destination in the desired time frame.
Objectives:
The students will be able to create a projected path from San Francisco to New York and apply to corresponding scale
factor to determine the total distance the trip covers.
The students will apply knowledge of linear equations to determine the required distance that must be traveled daily to
reach their destination within 7 days.

Day 3
Time: 1 hour – 1 ½ hours
Description: Once the students have a general idea of their desired route and a rough estimate of the total distance,
the student should use technology to determine how close their own estimate will be compared to google maps. The
students should discuss any differences between their data and their research. Students should reflect on how
technology has made travel easier in the present day. Using a combination of their initial plans and what they
discovered from the internet, the students should map out the entire trip from coast to coast.
Objectives:
The student will be able to use technology to aid in the design of their trip agenda.
The students will discuss how technology has changed long distance travel overtime.
The students will submit an overview of the chosen path from San Francisco to New York including details of how far
much be travel per day.

The Great American Road Trip PBL

Day 4
Time: 1 hour – 1 ½ hours
Description: Now that the students have a general idea of where they will be traveling, they now need to create a
budget for the trip to ensure they do not go over the allowed $2500. The first thing the students need to consider is the
type of vehicle they will take. The teacher will provide the students with several different options for them to consider.
The student will need to use their knowledge of the different terrains and mathematical proportions to choose to
vehicle that is best for them based on mileage and other needs. Next the students need to make a decision regarding
lodging. Using their road trip plans, they need to find hotel prices near areas where they will be stopping each day.
Once gas mileage and lodging is planned for, the students will need to determine how much money remains for food
and any other expensive they may incur during the trip. It is a good idea to discuss putting a certain amount of the
budget aside for emergencies that may arise during trip.
Objectives:
The students will create a detailed budget for the length of their trip including, but not limited to, mileage, lodging and
food.

Day 5
Time: 1 hour – 1 ½ hours
Description: The student will use day five to wrap up any loose ends from the previous 4 days. The students will write a
trip proposal for their trip detailing the route and budget associated with it. The proposal should include who is going
on the trip and their role throughout. The class should discuss the importance of creating a plan and sticking to it
throughout the trip the best they can.
Objectives:
The students will write a travel proposal for their trip from San Francisco to New York.

Day 6
Time: 1 hour – 1 ½ hours
Description: The students are all ready to depart from San Francisco. The student will work on Day 1 in their itinerary.
Students should research different things they may see along the trip in day 1. They should create a summary of the
day’s travels, including any stops made as well as reaching the destination to end day 1. They must document budgets
including car rental fees, gas, food and lodging for day 1. Remind the students that the final product will consist of a
detailed itinerary of their travels. Since this is the first day of their trip, this may take some guidance and research
suggestions along the way.
Objectives:
The students will create the itinerary of day 1 using their writing, math, history, technology and art skills.

The Great American Road Trip PBL

Day 7
Time: 1 hour – 1 ½ hours
Description: The students should spend the day planning Day 2 and Day 3 of their itinerary. Students will need access
to technology to help with the planning. Remind the students of the visual representations they must include as part of
their itineraries.
Objectives:
The students will create the itinerary of day 2 and 3 using their writing, math, history, technology and art skills.

Day 8
Time: 1 hour – 1 ½ hours
Description: The student will spend the day planning Day 4 in their itinerary. The teacher should begin class, discussing
some of the setbacks Mr. Fogg experienced in “Around the World in 80 Days” and how they impacted his initial plans.
Similar to the story, the students will be experiencing a setback on Day 4. Create a set of different scenarios that cause
the students to change their plans slightly. Setbacks can include: flat tires, fender benders, road construction or severe
weather. Each group should be randomly assigned a setback that they must determine how to fix the problem and get
back on the road within a reasonable amount of time.
Objectives:
The students will create the itinerary of day 4 using their writing, math, history, technology and art skills.
The students will using problem solving skills to assess the situation they are given and determine how it will affect their
overall journey.

Day 9
Time: 1 hour – 1 ½ hours
Description: The student will spend the day planning day 5 and 6 in their itinerary. Remind students to use the rubric as
a guideline to ensure they have the necessary components in their itinerary. Towards the end of class, have students
complete a reflection on their journey so far and whether they think they will reach their destination on time within the
given budget.
Objectives:
The students will create the itinerary of day 5 and 6 using their writing, math, history, technology and art skills.
The student will write a reflection of the travels thus far and make a prediction on whether they will reach their final
destination on time.

The Great American Road Trip PBL

Day 10
Time: 1 hour – 1 ½ hours
Description: The students will spend the day planning day 7 in their itinerary. If all their planning was successful
students should arrive in New York City today. About 25 minutes into class, announce to each group that their car just
had a blow out and there is no spare in the vehicle. Students will need to find a way to get their tire fixed in their
current location and still arrive to their final destination on time. The itinerary should include details of the blow out
including time lost and money spent to fix the problem.
Objectives:
The students will create the itinerary of day 7 using their writing, math, history, technology and art skills.
The students will assess the situation of a flat tire and determine a way to fix the problem while remaining on time and
within budget.

Day 11 & Day 12
Time: 1 hour – 1 ½ hours
Description: The students should spend these two days as work days. Students should first be sure their itineraries are
complete and ready to be submitted. Then the students should determine what kind of presentation they would like to
put together for the class. Groups can choose to create a power point, prezi or something similar. The presentation
should be a summary of their journey, providing highlights from each day. If the students were not successful in
reaching the destination in 7 days, they should include possible reasons for not reaching New York and possible changes
that could be made.
Objectives:
The students will use technology to provide a summary of their journey including all the high lights along the way.

Day 13 – Day 15
Time: 1 hour – 1 ½ hours
Description:
The student will submit their finish itineraries to Trip Advisory and give a presentation to their peers providing details of
their trip and why their itinerary is the best.
Objectives:
The students will give a final presentation discussing their trip itineraries from San Francisco to New York