Trip of A Lifetime Unit Lesson III: Culture (Daily Itinerary) Name Kelly Geasley Date 12 November 2013 Grade/Subject

5th Grade Social Studies

COMMON CORE STANDARD(S) & CLUSTER ADDRESSED BY GOALS AND OBJECTIVES: Social Studies C.S.1.0: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures. 1.02: Discuss cultures and human patterns of places and regions of the world Science GLE 0507.Inq.3: Organize data into appropriate tables, graphs, drawings, or diagrams. English Language Arts RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. UNIT GOAL(S): TLW develop a basic knowledge of and appreciation for other cultures by studying their demographics, geography, iconic tourist attractions and patterns of daily life. TLW discover the meaning of culture through group discussion and research LESSON OBJECTIVES, SUB-OBJECTIVES, ASSESSMENT, AND THINKING: Learning Objectives/ Sub-objectives How will the objective/subobjective be assessed? Level of Thinking in Blooms Taxonomy

TLW design their trip and further explore their chosen culture through researching hotels, restaurants, tourist attractions, and major landmarks.

Daily Itinerary (summative)

Synthesis

TLW record the prices of each activity or place they choose to visit, for use in a future mathconnection lesson

Daily Itinerary (summative)

Knowledge

TLW organize their information into a daily itinerary

Daily Itinerary (summative)

Comprehension

TLW explain what the important

Student discussion and

landmarks, events, activities, and places in a country can tell us about that nations culture

written paragraph (formative; summative)

Synthesis

ESSENTIAL QUESTIONS: What can a countrys important landmarks, events, activities, and places tell us about its culture? PRIOR KNOWLEDGE/SKILLS: Basic computer-use skills Country information from previous lessons in unit (Destination Information form) INSTRUCTIONAL PROCEDURES: Lesson Opener o Attention-getter Pass out each students Destination Information form, country map, and country flag. Designate a folder, cubby space, basket, etc. for them to keep their Trip of a Lifetime information in throughout the remainder of the unit. o Hook ( 5 minutes): Youll need your Destination Information form for todays lesson. Take a moment to look at yours and refresh yourself on your country. What five tourist attractions did you write down? Share one of those with a buddy. Who wants to share a tourist attraction their buddy told them about? What country do they have, and where do they want to visit? o Bridge ( 5 minutes): Clap three times if you remember talking about how geography influences culture. Who can share one of the things we discovered? What can a countrys geography tell us about its culture? Thumbs-up if you remember making a replica of your countrys flag! Who can share why flags are important? What do they tell us about the people who live in a certain place? Development of concepts and/or skills o Explanation ( 5 minutes) Thank you to everyone who shared! Today, were going to look at another aspect of culture: iconic landmarks and places. The word iconic means famous, or widely-known. Who can think of an iconic object from the United States? Examples: St. Louis arch, American flag, Liberty Bell, Empire State building, bald eagle, national monument Lead students to the Statue of Liberty Project a picture of the Statue of Liberty on the front board (http://statueofliberty.org/Statue_of_Liberty_Picture.html) o Guided practice ( 15-20 minutes) Give a brief history of the monument: A gift from France on July 4th, 1884 French sculptor Auguste Bartholdi It was split into 350 individual pieces and shipped to the U.S.! On Liberty Island; accessible only by ferry Discuss the symbolism of the statue

Why do you think the statue faces away from the U.S.? (it faces France, as a symbol of the friendship between the two countries; it was the first thing immigrants saw when they came to live in America) What do people use torches for? What does the torch make you think about the statue? What do you think is the symbolism of the chains at the statues feet? Who uses a crown? What does the crown make you think about the statue? Why are so many people familiar with the Statue of Liberty? Why are so many people aware of what it represents? Symbols bring an idea to mind. The Statue of Liberty has welcomed millions of immigrants to America, so the statue itself has become associated with the immigrants struggle for freedom and desire for a better life. Project the poem The New Colossus, by Emma Lazarus, onto the board and read aloud This poem is inscribed on the base of the Statue of Liberty Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. "Keep, ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!" Have a volunteer reread the last (underlined) part of the poem. Is the statue really talking? What is she saying? Great ideas! This poem really sums up the symbolism of the statue of libertyfreedom and a new life for poor, homeless, hurting people. That liberty is one of the principles our country was founded on! So, who can sum-up what weve learned? What does the Statue of Liberty symbolize about America? How do iconic images, landmarks, and places tell us about a countrys culture? How will guided practice be monitored? Teacher observation; class discussion Cross-curricular applications o English Language Arts: poem; group discussion o Technology: digital pictures of the statue Learning modalities o Visual: pictures of statue; poem on board o Auditory: group discussion; reading poem aloud

Independent Practice ( 30 minutes) o Now that weve discovered how much iconic objects can tell us about a countrys culture, youre going to do a little research of your own! The rest of the class, you

are going to work on an itinerary for your trip. An itinerary is a schedule of eventsit tells you what you have planned each day. o Pass out itinerary template (attached) and project example itinerary onto the board: Sample Itinerary: New York City, New York Day 1 Day 2 Day 3 Day 4 Day 5 Morning Breakfast at hotel (free) Massage at hotel spa ($160) 9/11 memorial (free) Shopping in Upper East Side Sightsee in Times Square (free)

Lunch

Greenwich Village Pizza Walk ($38)

Street vendor ($5-10)

Picnic in Central Park ($10)

Street vendor ($5-10)

Picnic in Central Park ($10)

Afternoon

Empire State building observation deck ($27) Delmonicos ($40-50)

Statue of Liberty and Ellis Island ($27)

Shopping in Chinatown

Shop/sightsee Museum of in Little Italy Modern Art ($25)

Dinner

Blue Fin seafood restaurant ($20-30)

ABC Kitchen ($20-30)

The Dutch ($40-50)

Eleven Madison Park ($225)

Evening

Swing dancing at Swing 46 ($12-15)

Broadway musical ($180)

Swim at hotel pool (free)

Coney Island ($20-40)

Coney Island ($20-40)

Hotel

The Muse hotel ($359)

The Muse hotel ($359)

The Muse hotel ($359)

The Muse hotel ($359)

The Muse hotel ($359)

o Discuss sample itinerary with the class Students should use their Destination Information forms from a previous unit lesson to guide their itineraries Students have unlimited budgets, but should keep track of the real amounts they are spending, for use in an upcoming lesson o Pass out a computer to each student Students have the remainder of the class period to research tourist attractions, landmarks, hotels, etc. and fill out their itineraries Be sure to pay close attention to the kinds of restaurants and tourist attractions your destination offers. Are there any iconic places or objects? Websites for further research: http://www.google.com/earth/

 http://www.travelandleisure.com/travel-guide o After students fill out their itineraries, they should answer the questions about culture at the bottom of the handout Student Reflection and Lesson Closure ( 5 minutes) o Can I have a few volunteers to share some of their itinerary with the rest of the class? Where did you choose to visit? Tell us a little bit about those places. Why did you choose to go there? What did you learn about your countrys culture by researching that place/landmark? o Project standardized test question onto the board and discuss Which concept does the Statue of Liberty NOT symbolize? A. Freedom B. Immigrants desire for a better life C. Friendship between the United States and France D. The Unions victory in the Civil War Room arrangement: individual desks or tables; smart board or overhead projector for teacher instruction at the front of the room Alternative and/or supplemental activities for additional practice: o Learning centers: Set up stations with pictures of various international icons (Great Pyramids, Christ the Redeemer, Eiffel Tower, Big Ben, etc.) Students must examine the photos and write down important details and what they think the monuments/places/landmarks symbolize and show about the cultures they are from o Read and discuss The Seven Wonders of the Ancient World, by Lynn Curlee o Have students create their own iconic image Can be a photograph, statue, replica of a buildinganything! Students can be creative with the materials they use! Icons must symbolize the studenttheir likes, hobbies, families, etc. (Create an icon that tells others about your personal culture.) Adaptations for individual learners with disabilities Disability Type of Adaptation Adaptation specific to this lesson Partner the student with a fluent English speaker who is researching the same country Require student to write just one sentence, or draw a picture, about culture on the Daily Itinerary handout Decrease the number of days the student has to plan for (3 instead of 5), or break the assignment up over several class periods

Communication Disorder (ELL)

Level of support; output

Learning Disability (dyslexia)

Size; time; output

 Require student to write just one sentence, rather than a paragraph, about culture on the Daily Itinerary handout Make sure student has access to a comfortable computer work station Allow student to work on the assignment over multiple class periods

Physical Impairment (wheelchair restricted)

Assistive technology; time

FUTURE ASSESSMENT TO DETERMINE RETENTION OF CONCEPT(S): Final Trip of a Lifetime presentations and unit discussion MATERIALS AND TECHNOLOGY NEEDED FOR THE LESSON: Smart board or overhead projector Class set of computers, or access to a school computer lab Internet access Pictures of Statue of Liberty The New Colossus poem (included) Daily Itinerary handout (attached) EMERGING TECHNOLOGIES THAT WOULD BE USED WERE THEY AVAILABLE AND A DESCRIPTION OF USE: Google Glass o Students can use this wearable technology to look up popular tourist attractions and view photos of the Statue of Liberty, and other national icons, right in front of their eyes! o Students can take a picture of what they see, rather than saving websites to come back to during their research. o Students can easily send pictures and information to the teacher and classmates. Classroom management strategies to be used: Preventative: Greet, seat, complete X Active learning/multiple modalities incorporated X Cl Mgmt Plan: Rules/consequences/routines/procedures X Parents contacted Supportive: X Directions given X Students redirected X Positive learning behaviors recognized X Academic feedback given X Proximity control used X Individuals/small groups monitored X Appropriate learning behavior cued X Lesson pace considered X Teacher withitness anticipated

Corrective:

X Classroom management plan implemented (routines/consequences/routines/procedures) X Procedures and rules cued X Individual behavior observed X Individual behavior described X Correction for individual behavior planned Plan executed

REFLECTIONS ON TEACHING AND LEARNING: 1. How do you think the lesson went (be specific)? 2. What was the strongest component of the lesson? 3. What instructional component needs the most refinement and what do you plan to do to improve that area? 4. How did you know which students accomplished the goals and objectives of the lesson and which did not? 5. How did you provide academic feedback to your students? 6. What insights are you discovering about your teaching? 7. How did your choices and actions of classroom management support student learning?

Daily Itinerary
Name: Destination: Day 1 Morning Day 2 Day 3 Day 4 Day 5

Lunch

Afternoon

Dinner

Evening

Hotel

Daily Itinerary: Discussion

Landmarks, National Icons, Tourist Attractionsand CULTURE
Discuss a few of the tourist attractions you decided to visit on your Trip of a Lifetime. Why did you choose them? What is significant about them? What do they show about the culture of your country?