Planning Guide
Creating Learner-Focused Schools
| Learning Unit Title: New York, New York |
Author: Jean Martin |
| Grade Level: 4th grade |
School Address North Broad Street School
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| Subject Area: Integrated: Social Studies
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School Phone: 315-363-3650 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
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Plan well balanced meals |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
With "New York, New York" playing in the background, usher the children into the classroom handing each child a "check book" and an "I Love New York" travel guide. At each desk, have some kind of picture or pamphlet of a vacationing spot in New York. Continue moving from desk to desk as if playing musical chairs. When the music stops, the children need to sit at the desk and look at the material at that desk. When them music starts up again, they will move to a new location. After each child has had a chance to stop at three or four "travel agents," have them return to their seats and discuss what they think is going to be happening. Have students briefly share New York State travel experiences they have had with their families. Then tell the students they will be planning their own "I Love New York" weekend.
*After the initiating activity, the students will receive a packet provided by the teacher that includes: a timeline and checklist for the unit, and worksheets for map directions, a road map, a gas worksheet, a food pyramid, a menu, a meal log., a checkbook and check record, a destination sheet, a lodging and activity sheet, note taking sheets, a travel journal, a travel log, a photo album and a blank chart for the end of the unit presentations.
LEARNING EXPERIENCES
**This unit is an end of the year project that builds on prior knowledge that has been acquired throughout the year, such as New York State tourism areas, note taking, taxes, percentages, and the food pyramid.
CULMINATING PERFORMANCE
Presentation to class
(Students will have already done other oral presentations during the year, and will be aware of the importance of following the guidelines for the presentation including: presenting necessary information, using a clear speaking voice, and making eye contact with the audience)
Students will be divided into groups by tourism districts and each student will present his trip to the class. One day would be designated for each tourism area. Students will share their travel routes by highlighting a map on the overhead; pointing out route numbers and giving travel times. They will also share their travel logs, travel journals, and photo albums with the class.
During these individual presentations, students will note on their individual maps which area is being presented, using a number or letter code that will correspond with their charts. Wwe will be keeping a class chart and individual charts on the following topics:
Then the students will study the chart that was developed during the presentations to help them decide on their next trip, if they were to take one.
After the students have presented from each of the tourism districts, students engage in a decision making process by choosing where they would go if they could plan another trip somewhere in New York State. Discussions may include the following questions:
CONNECTIONS TO STANDARDS
Social Studies:
Standard 1 – Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, theme developments, and turning points in the history of New York.
Performance Indicator: Students should recognize the connections and interactions of people and events across time from a variety of perspectives. To demonstrate this understanding students will read about a specific historic site in NYS or visit it on the Internet and be able to write about why that is an important place in NYS history.
Standard 3 – Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent worlds in which we live – local and state – including the spatial distribution of people, places and environments.
Performance Indicator: Students should map information about people, places, and environments. To demonstrate this ability, they will be able to map out a route to their destinations by using a road map.
Mathematics:
Standard 1 – Students will use mathematical analysis to pose questions, seek answers, and develop solutions.
Performance Indicator: Students will be able to figure mileage and the amount of gas needed for the trip.
Standard 2 - Students will access, generate, process, and transfer information using appropriate technologies.
Performance Indicator: Students will use calculator to figure tax and tip.
Standard 3 – Students will understand mathematics and become mathematically confident by communications and reasoning mathematically by applying mathematics in real-world settings.
Performance Indicator: Written checks, check records, tax and tip sheets, mileage and gas charts
Language Arts
Standard 1 – Students will read, write, listen, and speak for information and understanding
Performance Indicator: Travel journal
Standard 3 – Students will read, write, listen and speak for critical analysis and evaluation
Performance Indicator: Travel Journal, Presentation (culminating performance)
Standard 4 – Students will read, write, listen, and speak for social interaction
Performance Indicator: Business letter, Presentation (culminating performance)
Health
Standard 1 – Students will acquire the necessary knowledge and skills to establish and maintain physical fitness, and maintain personal health.
Performance Indicator: Students know the nutrient groups and their functions and recognize the main influences affecting food choices. They may accomplish this by describing nutrient groups in the food pyramid.
Learning Experiences
Declarative Knowledge
| The student will know or understand: |
Experiences & Activities: |
Strategies: |
What will be done: |
| Activity #1 Unit Vocabulary:
Activity #2 New York tourism areas
Activity #3 Business Letter
Guidelines for letter of request
(See Procedural for Activity #4:Writing a Business Letter) Activity #5 Road map symbols
(See Procedural for Activity # 6 Read and interpret a road map) Activity #7 The Food Pyramid
Activity #8 Well balanced meals for one day (See Procedural Activity # 14 for Meal Log)
Activity #10 Checking Account Vocabulary:
number words
(See Procedural for Activity #11: Writing a Check and Activity #12: Keeping a Check record) Activity #13 The bill for a meal includes tax and tip
(See Procedural for Activity #14: Calculating tax and tip) |
Prepared overhead transparencies
Reviewing New York tourism map Scanning "I Love NY" Tourism book
Overhead of model letter of request
Reading a New York State Road map
Poster of the food pyramid Individual food pyramids
Plan a balanced meal using the food pyramid
Imitation checks
Overhead transparencies
Copies of bills from restaurants
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Reciprocal teaching
Point out common pitfalls
3 Minute pause
Round Table Strategy Scanning Mnemonic device
Decision Making
Compare/Contrast
Think Aloud
Reciprocal teaching
Comparing
Think/Pair/Share
KWL
Inductive reasoning
Guided practice
Use all senses
Think/Pair/Share Guided practice Checking criteria Practice with variation Think-Pair-Share
3 minute pause
Induction
Think/Pair/Share
Point out the pit falls
Practice with variation Role playing Consensus
3 minute pause |
Divide the class into groups and give each group 2 or 3 of the vocabulary words to learn, so they can teach them to the others. Meet with each group separately and have them tell you what they think the term means. If they are correct, they will choose the correct transparency that shows that particular part of the project and prepare to explain it to the rest of the group. If they do not know what the term means, explain it, then give them the transparency and they will prepare their presentation. After each group presents their terms, put the transparencies up one at a time and have individuals explain a term other than the one they were responsible for. Explain the difference between a log (listing) and a journal (writing) Anticipatory Set: Students will be asked to recall the different NYS regions studies earlier in the year. Students will list the tourism regions of NYS Students will use the tourism books to locate the different tourism regions and find them on the maps in the book. Students will choose the words to form the mnemonic device to help remember the tourism regions. Students will choose one of the tourism areas to concentrate on and "visit" during this unit Anticipatory Set: Teacher will show sample of 2 letters on overhead: one friendly, one a business letter. The students will be asked to compare and contrast the 2 letters with a partner. As a class, they will list the similarities and differences. Concentrating on the business letter, the teacher will point out each section and discuss the purpose of each. The students will then do this same activity with a partner.
Find information in the body of the letter that corresponds to the guidelines. Show letter to students with various parts missing. Compare to guidelines and add missing information Give students partially completed letter and have them fill in missing information
Anticipatory Set: Ask students to think of a time that they have used a map. On a class KWL, list the K & W for a road map Ask students to think of different trips they have been on and different road they have used. Ask them to name some and then find them on the road map. List the color of the road and the symbol that contains the route number. Have students conclude that there are major roads (primary) and minor roads (secondary). Using a NYS road map, the students will be able to tell which roads are primary and which are secondary. Give students cards with Route numbers and ask then to locate it, and then tell if it is primary or secondary
Ask students to close their eyes as you had them each a piece of food. Then ask them to name the food and think about the nutritional value of that particular item. Discuss which foods have nutritional value, and which do not. Ask students to make their own version of a food pyramid, and to list the foods they think are most important at the base, and working upward toward the foods of least nutritional value. Students will work in pairs to decide which foods belong in the levels of the food pyramid. Students will color a good pyramid (prepared replica of the Food pyramid poster) Students will plan well-balanced meals for one day, and check with the food pyramid to make sure that requirements have been met. Students will write down all the food they really eat for a 3-day period and then compare that to well balanced meals. Students will discuss what foods they need to delete from their diets and which ones should be added
Anticipatory set: Ask students to think of a check they may have received as a gift. Then have them try to visualize it, and then tell you what it looked like. Ask students to think about writing a check. Show a copy of a check on the overhead and have students discuss in-group what information they think is necessary to write on the check. Confirm the meanings of the vocabulary on the checks and have students practice definitions orally with a partner. Remind the students that the numbers need to be spelled correctly, hyphens put in appropriately and change written as a fraction.
Anticipatory set: Pretend you are a waitress in a restaurant, and give an example of good service, and poor service. Ask students how people show their appreciation for a waitress’s efforts, therefore beginning a discussion on tips. Come to a consensus on the percentage to use for tips throughout the trip. Ask students if they have ever tried to buy an item and found out it cost more than the price on the label. Discuss tax and what the tax rate is in New York. |
Learning Experiences
Procedural Knowledge
| Procedural Knowledge the student will in acquiring and integrating – The student will be able to: |
What will be done to help students constrict models, shape & internalize the knowledge? |
Describe what will be done: |
| Activity #4 Students will write a business letter of request
Activity #6 Students will read and interpret a road map
Students will write directions from a road map
Activity #11 Students will write a check
Activity # 12: Students will keep a check record
Activity #14 Students will make a Meal Log of the well balanced meals they will have over their weekend trip
Activity #15 Students will calculate the tax and the tip
Students will figure tax and tip for their meals
Activity #16: Students will read and interpret a travel brochure
And
Read and interpret a web site.
Activity #17: Students will keep a travel log |
Business letter model Request guidelines
Think Aloud
Practice with variation
Written direction
Think Aloud
Practice with Variation
Practice with variation Point out the pit falls
Think Aloud
Set of written steps
Practice with variation
Point out the pitfalls
Set of written steps Calculator
Read for information and critical analysis
Provide students with advanced organizer questions, so they will know what kind of information they are looking for. Read for information and critical analysis Advanced organizer questions Practice with a partner Think Aloud Point out common errors and pitfalls Practice with Variation |
Students will write a letter of request for information from a New York State tourism area, a particular Chamber of Commerce, or an Historic Site Assessment: Business letter Rubric Talk the students through the steps of reading a road map. Show them how you would get to a city along the NYS Thruway, such as Rochester, from a city near you. Use the map on an overhead and trace the route as you speak with a colored marker. Show the students on the same map how to plan a route to an area that would not be accessed by the Thruway, such as Old Forge Give students cards with directions on them and have them find the unknown destination. Share that same card with a partner and see if the results were the same. Each student will write directions using route numbers, explaining how to get to their destination for the travel weekend. They will highlight their route on a road map. Then students will visit the mapquest site on the computer and find the driving directions to their point of destination using the "city to city" version and compare it to the directions that they wrote. Model writing a check on the overhead for the students. Explain the procedure as you write. Students will practice writing check of given amounts to specific people.
Students will practice deducting the amount of the check from the check record to keep a running balance of checking account. Show students what will happen if they don’t leave enough space between the checks, or if they forget to subtract. Students will complete their weekend meal log, which will include all of their food choices for the weekend. They will categorize their choices using the food pyramid and compare their number of servings with the recommended amounts Model figuring taxes and tips for a bill for a meal on the overhead calculator. With the students, make a list of the steps in using the calculator to find tax and tip, and post steps in the room Give students examples of restaurant bills and have students figure tax and tip. Show students what happens if the calculator they have does not have % sign and they have to use x by a decimal. Point out that tax and tip need to be figured separately, then added to bill for total. Using the calculator, the students will figure the tax and tips for each meal that they planned for the weekend.
Model reading a travel brochure and point out to students that a travel brochure had the major points of interest in a particular area. The brochure would help with time and distance decisions.
Visit a bookmarked web site with the students and model interpreting information from the web site. (*See list of web sites in Appendix A) The students will visit a web site and decide what places they would like to visit on their trip In pairs, the students will visit a web site and/or read a brochure and find the Information to answer the questions. Show the students a travel log sample and discuss the planning process that goes into one. Discuss how long certain events would take, such as eating a meal, watching a sporting event, climbing a mountain, etc. Given examples of certain events, the students will figure out how long events would last, and how many things they could do in a 24-hour period, including eating, traveling, and sleeping. Students will complete a log of their weekend activities and be able to account for all their time, including meals, sleep, travel time and touring. |
Learning Experience
Extending and Refining
| Students will be extending and refining their knowledge of… |
What reasoning process will they be using? |
Describe what will be done: |
| Activity #18 …Historic sites, outdoor activities, and other vacation options in a particular region of NY state
Activity # 19 (Optional) …Using information to make an educated choice in a vacation |
Inductive Reasoning (This will be modeled first, using examples from field trips we have been on as a class. We would write a group journal entry, making observations of the specific place. Then we would make a conclusion as to whether or not that would be a good place to visit on vacation.)
Comparing (Students will have already had many opportunities to use this technique throughout the year)
Constructing Support |
Travel Journal and Photo Album: After reading and taking notes from brochures and web sites, concentrating on a specific region of NYS, students will write journal entries as if they had really visited those places, including an historic site, an outdoor activity, and another activity of their choice. They would be able to give reasons for why they chose the activities they did, and convince the reader they had actually visited the area. After making observations during the "visit," students will be able to draw a conclusion about the tourist appeal of that specific region of NYS. Students will record their experiences and travel through drawn pictures representing a photo album to show the importance of another way to document a trip. Pictures will include details of their activities. Captions will accompany pictures and record observations, which will help the students, draw conclusions about that particular region in NYS. During the oral presentations of each tourism area, the students will be keeping a large classroom chart of specific information supplied by the students. This will include: travel time, historic sites visited, outdoor activities available, and other points of interest. Then each child will discuss choosing a new weekend vacation spot, using reasons for the new choice based on the comparisons made and information supplied from the classroom chart. |
Appendix A
(Web sites)
cnyric.org/cnyregion/chitthome.html
www.ci.oswego.ny.us/history/FortOntario/Fort.htm
www.hudsonriver.com.museums.htm
www.iloveny.state.ny.us/attractions/
nysparks.state.ny.us/
nysparks.state.ny.us/parks
www.ReserveAmerica.com/search/
www.saratogaonline.com/history.html
www.1000islands.com/sacketsharbor/sackbat.htm
Have you considered these yet?
Assessment Modifications:
Follow students IEP’s for reading and written language. Some students may not have to do certain areas of the unit, such as eliminating one or more of the following: the mapping, check book, travel log, travel journal, or photo album.
Unit Schedule/Time Plan:
Business letter – 4 weeks before the unit is actually started
Introduction, Declarative and Procedural – 2 weeks
Research and Extending and Refining activities – 2 weeks
Culminating activity (oral presentations) – 1 week
Final discussion – 1 day
PRESENTATION RUBRIC
| Scale | Element #1 | Element #2 | Element #3 |
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Information Included in presentation |
Voice |
Eye Contact |
| 4 |
Included all elements: Historic site Outdoor Activity Other interest point Mapping |
Clear |
Excellent |
| 3 |
Included 3 of the elements: Historic site Outdoor Activity Other interest point Mapping |
Too loud |
Good |
| 2 |
Included 2 of the elements: Historic site Outdoor Activity Other interest point Mapping |
Fair |
Fair |
| 1 |
Included 1 of the elements: Historic Site Outdoor Activity Other interest point Mapping |
Too quiet |
None |
JOURNAL RUBRIC
| Scale | Element #1 | Element #2 | Element #3 | Element #4 |
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Historic site |
Outdoor Activity |
Individual Choice |
Mechanics |
| 4 |
Detailed |
Detailed |
Detailed |
Very few errors |
| 3 |
Some information |
Some information |
Some information |
Some errors, but do not interfere with meaning |
| 2 |
"Sketchy" |
"Sketchy" |
"Sketchy" |
Many errors, but still able to understand |
| 1 |
Very few details |
Very few details |
Very few details |
Many errors that make reading difficult |
PHOTO ALBUM RUBRIC
| Scale | Element #1 | Element #2 | Element #3 | Element #4 |
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Historic Site |
Outdoor Activity |
Individual Choice |
Captions |
| 4 |
"Kodak" moment (detailed, vivid, neatly done) |
"Kodak" moment |
"Kodak" Moment |
"Recaptured the moment" |
| 3 |
"Focused" (neatly done) |
"Focused" |
"Focused" |
Good |
| 2 |
"Out of focus" (very little detail) |
"Out of focus" |
"Out of focus" |
Fair |
| 1 |
"Undeveloped" (lacks detail, not clear, messy) |
"Undeveloped" |
"Undeveloped" |
None |
MEAL PLAN RUBRIC
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4 |
3 |
2 |
1 |
| Well balanced meals |
Consistently well-balanced |
Most meals were well-balanced |
Some well-balanced meals |
Very few well balanced meals |
MATH RUBRIC
| Scale | Element #1 | Element #2 | Element #3 | Element #4 |
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Check Writing |
Balanced Check Book |
Tax & Tip |
Money Management |
| 4 |
Checks consistently filled out properly |
"To the Penny" |
Consistently accurate |
Managed money well – came home with change |
| 3 |
Most checks filled out properly |
Minor errors |
A few errors |
Needed to change plans to avoid overspending |
| 2 |
Some checks filled out properly |
Major errors |
Some errors |
Needed a loan of less than $50.00 |
| 1 |
Checks consistently filled out improperly |
"Bounced" checks |
Consistent errors |
Needed a loan of more than $50.00 |
MAP READING
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4 |
3 |
2 |
1 |
| Written Directions |
Used route numbers, cardinal directions, and miles accurately |
Used all necessary information, but somewhat inaccurate |
Used 2 of the 3 required pieces of information |
Used only one of the requirements |
| Map reading |
Accurate: took most direct route |
Reached destination, somewhat in-directly |
Inaccurate directions, Round-about |
Needed Assistance |
Name: _________________________ Score _________
BUSINESS LETTER RUBRIC
| Scale
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Format |
Return Address |
Inside Address |
Body |
Closing |
Envelope |
| 4 |
Followed format |
All Information Present |
All information Present |
Included all 3 parts of letter of request |
Correct |
Return address and mailing address correct |
| 3 |
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1 error |
1 error |
1 element missing Orunclear |
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Mistakes will not effect delivery |
| 2 |
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2 – 3 errors |
2 – 3 errors |
2 elements missing or unclear |
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Mistakes will slow down delivery |
| 1 |
Did not follow format |
More than 3 errors |
More then 3 errors |
Poorly written |
Incorrect |
Letter will end up in the Dead Letter File |
Comments: ________________________________________________
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