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|Lesson Plan ID:
Comparing Modes of Transportation
In this lesson students will visit different websites in order to decide the best mode of transportation from their home town to New York City. Students will graph the results and write a persuasive paper.
|ELA(5) ||7. Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion. |
|ELA(5) ||9. Apply mechanics in writing, including capitalization of first word in a direct quotation and use of punctuation, including quotation marks and comma with direct quotations, colon to introduce a list, and commas after introductory words, with a noun of direct address, and in a compound sentence. |
|ELA(5) ||10. Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns. |
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|TC2(3-5) ||5. Practice safe use of technology systems and applications. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|TC2(3-5) ||9. Use technology tools to organize, interpret, and display data. |
|MA2010(4) ||19. Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. [4-MD1] |
|MA2010(4) ||20. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. [4-MD2] |
|MA2010(5) ||19. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5-MD2] |
|MA2010(5) ||23. Use a pair of perpendicular number lines, called axes, to define a coordinate system with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). [5-G1] |
|MA2010(5) ||24. Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. [5-G2] |
|ELA2010(5) ||23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2] |
|ELA2010(5) ||38. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1] |
|ELA2010(5) ||39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2] |
|Primary Learning Objective(s):
Students will use Internet resources to compare three modes of travel and determine which mode of travel is the best choice for planning a trip from their home town to New York City. Students will chart and graph results using spreadsheet software. Students will write a persuasive narrative based on their findings using a word processing program.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
|Technology Resources Needed:
Computers with Internet access, word processing software, spreadsheet software, printer
Students should have had experiences using word processing software, spreadsheet software and accessing Internet websites.
1.)Introduce lesson by asking students to recall trips they have taken. Ask students how they have traveled? By car? By plane? By bus? Other modes of transportation- boat? train? Brainstorm with students the costs of taking a trip- travel, food, lodging. Discuss how trips are planned- introduce travel terminology: reservations, mileage, directions, etc.
2.)Tell students that they will be involved in planning a make-believe trip to New York City. Use a classroom map or globe to locate New York City.
3.)Tell students that they will be researching three modes of transportation for their trip- car, airplane, and bus transportation. Using a classroom computer with projection system, model researching a quick trip using the following websites.
Driving Directions/mileage:Map Quest
Airline Reservations/Flying: Travelocity
Bus Transportation:Greyhound Bus Lines
4.)Pass out student directions (see attached) and assign students individual computers at which to complete their research. Post useful information such as the school address to be used as a starting point and predetermined departure dates on the board or in an area visible to all students. This project will take several days depending on the skill level of the students.
5.)Allow time for students to use spreadsheet software to create charts and graphs to illustrate the information they have collected. A mini-lesson on using spreadsheet software may be needed at this point, or students who do not have experience with spreadsheets could be paired with someone who does.
(Microsoft Excel - Creating a Chart
)A tutorial for creating a chart in Microsoft Excel.
6.)Once research is complete and students have created their charts and graphs, instruct students to write a persuasive narrative detailing which mode of transportation they have chosen and why. Students should use word processing software to complete this portion of the project.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Rubric Persuasive Essay .doc
Collect research from students and check calculations and content for accuracy and completion. The attached rubric will be used to evaluate persuasive writing.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: