Backpacking through Europe Unit Plan Lesson One: Choose Your Destination

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1 Backpacking through Europe Unit Plan Lesson One: Choose Your Destination Curriculum Subject Lesson Title: Suggested Grade Level: Equipment Needed and Availability: Math Studies Technology 4 Steps to Problem Solving European Geography MS Word, Internet Backpacking through Europe Unit Plan Lesson One-Choose Your Destination Sixth Grade Computer Lab with MS Word and internet access, pencil, paper. Students know key words for problem solving. Students have an understanding of where Europe is located and that it is one of the seven continents. Students have been introduced to MS word; they need to master their skills. Students know how to search the internet. Objective Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. ex.html

2 Instructions: Objective 1.01-Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places, and regions in South America and Europe. Objective 3.2- Use word processing/desktop publishing applications to create documents related to content areas. 1) Discuss the four steps to problem solving with the students. Go over some sample problems with them analyzing each of the four steps. 2) Break students up into groups. 3) Have students write one word problem together as a group for practice. 4) Groups exchange problems with other groups to see if they can work through the four problem solving steps together. 5) Explain the unit plan to the students: Backpacking through Europe- Students will be studying in detail the European countries for the next few weeks. The first part of the unit, they will learn where each European county is and decide on which county they would like to backpack through first. It is their responsibility to convince the rest of their group why they should go to the county they chose first. 6) Students are taken to the computer lab. Students need to log in and open up the following URL: Allow students about 20 minutes to take this quiz. The quiz gives the students three chances to get the location correct before they need to move on to the next question. This quiz will help the students remember where the European countries are located. 7) Once the students have had enough time to play with the geography of Europe, discuss how this method helped them remember where each country is. Now that the students are familiar with location, have the students open up the next URL: and These sites have information to help the students choose their first stop while backpacking through Europe. The second site listed, the students need to know which countries are European. It helps to have these countries listed on the board. 8) Students will be asked to choose the first country they would like to backpack through; giving them time to browse the countries will help them figure out where they want to go first. This country they choose will be the country they have to do the most research on. Eventually, they will have to convince the rest of their group why this country should be visited first. (Make sure the students know this). 9) Students need to write down four interesting numerical facts about their chosen country. 10) Using paper and pencil, the students need to write one challenging word problem using the numerical information they collected on their chosen country.

3 of of of 11) Have the students open up MS word. Review the basics and show them how to add clipart to their work. 12) The students need to then go into MS Word and type up their problem. They need to include clipart, two different font styles and colors, a title with center justification, and a line for the answer. They need to use spell check. 13) Students are taken back to the classroom and are back in their groups. Students will exchange papers to work through another group member s problem with the four problem solving steps. Students are to exchange papers with another person in their group, using the four problem solving skills to answer the word problem. The students need to discuss their answers with the person they exchanged papers with and talk about the four steps they took to solve the problem. A few volunteers will be asked to share theirs out loud. Also if time in the computer lab, the students can check their own problem solving skills with the following link from Glencoe (the current sixth grade math textbook). Students need to write a short 5 sentence paragraph on why they have chosen their country, giving some factual information to back up their choice. I will collect these and look them over for accuracy. I will collect their word problems, looking for clip-art, two different font styles and colors, a title with center justification, and a line for the answer. I will also be checking for spelling errors. Backpacking through Europe Unit Plan Lesson Two: Imports vs. Exports Curriculum Subject Lesson Title: Suggested Grade Level: Equipment Needed and Availability: Math Studies Technology Bar Graphs European Economics Spreadsheet Software and Internet Skills Backpacking through Europe Unit Plan Lesson Two: Imports vs. Exports Sixth Grade Computer Labs with Microsoft Spreadsheet Software, internet access, data projector, paper, pencil Students have been introduced to bar graphs and line graphs in fourth and fifth grades. In sixth grade they need to maintain this skill. Research Skills

4 Instructions: Introduction to Spreadsheets, terms such as cell, chart, format, bold, font, and autosum Objective 5.04 Use graphs, tables, and symbols to model and solve problems involving rates of change and ratios. ex.html Objective Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of the selected cultures in S. America and Europe. Objective 3.1- Select and use technology tools to collect, analyze, and display data. 1) Students will continue making plans on their backpacking trip through Europe. Today students will research four different European countries and what resources are being imported and exported from that country. They will be compiling a bar graph through spreadsheet software that compares the imports and exports (in billions of dollars) from each country. Students will also be making a list of the four chosen countries main imports and exports. 2) Teacher passes out rubric to go over with students. 3) Discuss the terms imports and exports with the students. 4) Teacher gives students the definition of a bar graph: A bar graph is a way of showing information by the lengths of a set of bars. The bars are drawn horizontally or vertically. If the bars are drawn vertically, then the graph can be called a column graph or a block graph. 5) Teacher shows an example of a bar graph on the overhead. Students are asked through discussion to compare/analyze the data they see on the chart. 6) Teacher gives students another example on the overhead with a few questions about the bar graph for students to answer with a partner. Class goes over answers to questions together. Question examples: a) What is the name of the bar graph b) What is the bar graph comparing? c) What is on the vertical axis? d) What is on the horizontal axis? e) What are the intervals? 7) Students are taken to the computer lab where they will log onto the internet. They will go to the following URL: to get their information. They need choose four countries in Europe to look up. Keep in mind; they are trying to find the country they want to backpack through first with their group. They need to find convincing information to sway the opinions of others in their group.

5 of of of 8) Students need to make a rough draft of what their spreadsheet will look like after finding this information. Their research needs to be organized into a table. 9) After their rough copies are done, the teacher will review basic spreadsheet terms such as cell, chart, format, bold, font, and autosum. Review how to implement these using a data projector (display computer on the large screen) so the students can follow along. 10) Students are asked to create a worksheet following these simple steps taken from Shelly, Cashman, Gunter, & Gunter. (2003). Teachers Discovering and Integrating Microsoft Office, Essential Concepts and Techniques. Boston: Thomson. 11) Teacher needs to be guiding them through this process using the data projector. a. Create a worksheet given the information from your rough draft. b. Determine the difference between the imports and the exports of each country using the Autosum button. c. Format your worksheet title (Imports vs. Exports in Four European Countries) to a 26 point Arial, bold brown font, centered across columns A through F. d. Format: apply the style Accounting 1, and Colorful 2 e. Use Chart wizard button on the Standard toolbar to draw a clustered column with a 3-D visual effect chart. f. Save the spreadsheet using the file name Import/Export Spreadsheet. 12) Print 13) At the bottom of their paper, they need to make another chart of their four European countries and list what major exports and imports that country has. 14) Write a five sentence paragraph at the bottom of that paper explaining why a country with these main imports and exports is a good enough reason to visit. Answer the following question: Is it better for the USA if that country has more imports or exports? 15) Discuss these responses as a class. Students will take a self quiz through the Glencoe math internet site (this is the textbook they use in class) Students need to print out their score, take printout back to the classroom and correct any mistakes they made. The quiz has page numbers in their text so they can go back and look up examples. Students will demonstrate their understanding of the difference in imports and exports between four chosen European countries through discussion. Their spreadsheet of this data will be scored with the rubric below Technology skills will be assessed by the layout and appearance of the final product and by the accuracy of the numerical data. The graphical representation should contain accurate information given the resources used for the research process. See rubric below.

6 See Rubric below for grading (this rubric was produced at Multimedia Project: Backpacking through Europe; Lesson Two: Imports vs. Exports Teacher name: Miss Klaisle Student Name CATEGORY Content Covers topic indepth with details and examples. Subject knowledge is excellent. Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Mechanics No misspellings or grammatical errors or numerical errors. Requirements All requirements are met and exceeded. Date Created: Includes essential knowledge about the topic. Subject knowledge appears to be good. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Three or fewer misspellings and/or numerical errors. All requirements are met. Includes essential information about the topic but there are 1-2 factual errors. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Four misspellings and/or numerical errors. One requirement was not completely met. Content is minimal OR there are several factual errors. Use of font, color, graphics, effects etc. but these often distract from the presentation content. More than 4 errors in spelling or grammar or numerical errors. More than one requirement was not completely met. Copyright. 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas

7 Backpacking through Europe Unit Plan Lesson Three: How Does Technology Affect Us? Curriculum Subject Lesson Title: Suggested Grade Level: Equipment Needed and Availability: Instructions: Math Studies Technology Addition, Subtraction, Multiplication, and Division of nonnegative rational numbers European Economy Database Backpacking through Europe Lesson Three: How Does Technology Affect Us? Sixth Computer Lab with Microsoft Access or Filemaker Pro, data projector, paper and pencil Basic skills: addition, subtraction, multiplication, division without the use of a calculator. Students know what the term economy means. Students entered numerical (monetary) data into the database prior to this lesson. Information was found at They found information on 5 different European countries (countries were pre-selected by the teacher to keep this uniform) for the number of internet users, television receivers, newspaper circulations, telephone lines, motor vehicles, and primary energy consumption. Objective 1.04 Develop fluency in addition, subtraction, multiplication, and division of non-negative rational numbers ex.html Objective 6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of S. America and Europe. Objective 3.3- Use information located in a database files to create/modify a personal product. 1) Class discussion on how technology affects our economy and our culture. Be sure to discuss the use of the internet in our society, the affects of television, the positives and negatives for telephone usage, the positive and negative affects of newspaper circulation, energy consumption, and the use of transportation.

8 of of Studies2: of 2) Prior to this lesson, students found information about these topics via the following website: They entered this information into a database in the computer lab on five pre-selected European countries. 3) Review basic computation skills with the students without the use of a calculator. Discuss the terms difference, altogether, product, and quotient. Do some sample problems with the students before heading to the computer lab. 4) Bring students to the computer lab. Show students how to retrieve records from the database they set up prior to this lesson (use the data projector to demonstrate this). 5) Students will be asked a series of questions to demonstrate both their database skills and their basic computation skills using pencil and paper. 6) Questions should include but not be limited to: a) What is the difference between the number of internet users between countries a and b? b) How many telephone lines are there in all five countries combined? c) Which country has the largest newspaper circulation? d) Find the difference between the highest energy producer and the lowest energy producer. What is the term for finding the difference between the highest and the lowest? (range) e) What is the product for country d & f for the number of motor vehicles? 7) Students are taken back to the classroom. 8) Students will be asked to write a one page reflection on the influence that certain technologies can have on a country. 9) Collect students paper for both the database math assignment and the written reflection. Students will be asked a series of questions pertaining to the information in the database. The numerical data needs to be consistent with the information in their database. Their addition, subtraction, multiplication, and division skill will be checked by the teacher. Students will write a one page reflection on the influence that certain technologies can have on a country. If the students have mastered database skills, their numerical data will be correct. Backpacking through Europe Unit Plan Lesson Four: The Convincing Argument

9 Curriculum Subject Lesson Title: Suggested Grade Level: Equipment Needed and Availability: Instructions: Math Studies Technology Problem Solving European Geography Power Point Backpacking through Europe Unit Plan Lesson Four: The Convincing Argument Sixth Grade Classroom Computer with data projector, computer lab with Microsoft PowerPoint, internet access, multimedia world atlas; Encarta Multimedia Encyclopedia (as well as any text materials found in the library) to research information about their chosen European Country, calculators Students have been studying the four steps to problem solving. They are working on mastering the steps. 1) Students have discussed cultural values in their social studies classroom. They know how our cultural values affect the way we live in the United States, now they need to explore the cultural values of European countries and how it affects their citizens. 2) Research Skills Students are familiar with PowerPoint basics (slides, bulleted lists, templates, font styles, and adding clipart) Objective Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, paper and pencil. ex.html Objective Describe the relationship between cultural values of selected societies of S. America and Europe and their art, architecture, music and literature, and assess their significance in contemporary culture. Objective 3.6- Create nonlinear multimedia projects related to content areas. 1) It is now time for each group to work together on one chosen country. After the first three weeks, they should have come to a consensus on the country they intend to backpack through first. They will create a Microsoft PowerPoint presentation to share their research with the class. Their presentation needs to convince the class why their country is the one to backpack through first. Students will be integrating their problem solving skills into this lesson. 2) Teacher passes out the rubric to go over with students. 3) Review the four steps to problem solving. Each group will need to come up with a 2 or 3 step word problem to put at the end of

10 of of of their PowerPoint presentation for the class to figure out. 4) Discuss what each student needs to be addressing in his/her presentation. Students will be researching the cultural values of their chosen country. What types of music do they listen to? What are the main attractions in that country? What types of food do they eat? How do they dress? How do these things affect their culture? Students also need to incorporate some of the other interesting facts they have already researched for this country. 5) Students are taken to the media center for research. They have the option of using the multimedia world atlas; Encarta Multimedia Encyclopedia as well as any text materials found in the library to research information about their chosen European country. They may also use the internet. The following sites are recommended however, students are able to look elsewhere if the site is approved by teacher : and 6) Once research is compiled, groups will be working together on their PowerPoint presentations. It is important for the teacher to go over the basic steps to creating a PowerPoint slide show including how to add pictures or clipart to their slides. 7) Students need to work collaboratively to organize their research into different slides. Students need to remember to add clipart to enhance their visual presentations. 8) The last slide of their presentation needs to be a 2-3 step word problem pertaining to their country of choice. 9) The presentation will take place after every group has had sufficient time to create their slideshows. 10) Audience needs to have their rubrics and a calculator out in front of them during the presentations. They will solve the word problem independently on their paper first and then the presenting group will go over how to solve it with the class. 11) Students vote on which country they will be backpacking through first. They are not allowed to vote for their own country. Students will be asked to solve the word problems during the presentations. These word problems will be worked out on the back of the rubric to be turned in after every group has done their presentation. See rubric below. Class discussion on how each country s cultural values (art, architecture, music, and literature) impacts its contemporary culture. Since each group is an expert on one specific country, full participation from each group is needed for this objective to be met. Discussion is part of rubric below. The PowerPoint presentations were intended to convince the other groups to choose a different country to backpack through first. Students will be voting on one country other than their own to visit first at the end of these presentations. See rubric below to evaluate the presentation.

11 See Rubric below for grading (this rubric was produced at Math - Problem Solving: Backpacking through Europe Lesson Four: The Convincing Argument Teacher name: Miss Klaisle Student Name CATEGORY Working with Others Neatness and Organization Strategy/ Procedures Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. The work is presented in a neat, clear, organized fashion that is easy to read. Typically, uses an efficient and effective strategy to solve the problem(s). AttractivenessMakes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Student was an engaged partner but had trouble listening to others and/or working cooperatively. The work is presented in a neat and organized fashion that is usually easy to read. Typically, uses an effective strategy to solve the problem(s). Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Student cooperated with others, but needed prompting to stay ontask. The work is presented in an organized fashion but may be hard to read at times. Sometimes uses an effective strategy to solve problems, but does not do it consistently. Makes use of font, color, graphics, effects, etc. but occasionally these detract Student did not work effectively with others. The work appears sloppy and unorganized. It is hard to know what information goes together. Rarely uses an effective strategy to solve problems. Use of font, color, graphics, effects etc. but these often distract from the

12 Requirements All requirements are met and exceeded. Oral Presentation Interesting, wellrehearsed with smooth delivery that holds audience attention. Date Created: All requirements are met. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. from the presentation content. One requirement was not completely met. Delivery not smooth, but able to hold audience attention most of the time. presenation content. More than one requirement was not completely met. Delivery not smooth and audience attention lost. Copyright. 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas Backpacking through Europe Unit Plan Lesson Five: The Grand Scheme Curriculum Subject Lesson Title: Suggested Grade Level: Equipment Needed and Availability: Math Studies Technology Graphs & Tables European Geography & Economy Web Design Backpacking through Europe Unit Plan Lesson Five: The Grand Scheme Sixth Computer Lab with Dreamweaver MX or Frontpage, data projector, pencil, paper, colored pencils, bulletin board paper Students should be able to analyze and create bar graphs. Students should have done sufficient research on several European countries

13 Objectives in Objectives in Objectives in Instructions: Students understand how to insert graphics, font styles, background color, italicize, bold, bulleted lists, and ordered lists. Objective 5.04 Use graphs, tables, and symbols to model and solve problems involving rates of change and ratios. Objective 1.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in S. America and Europe. Objective 3.6- Create nonlinear multimedia projects related to content areas. 1) Rank the top five countries in order from the most votes to the least votes. The country with the most votes, is the country we will backpack through first. 2) Discuss with the class the last part of the unit: As a class, we will design our webpage around the backpacking trip we will be taking through our top five countries. Our webpage will include maps, graphs, and tables, factual information, and links to helpful sites. There will also be an correspondence address for other classes around the world to write us about our trip. 3) Brainstorm the layout of the page. Use a long sheet of bulletin board paper for the students to put their ideas on. 4) Use the data projector to view a few examples of well designed educational websites. 5) After the webpage has been brainstormed and the class has decided on the layout and design, introduce the students to Dreamweaver or Frontpage with the use of a data projector. 6) Introduce the concepts to be taught about making a webpage. 7) Students need to write down a favorite link for each one of the five countries we will be traveling to. 8) To begin web page with the class open up file>new 9) Give your page a title Backpacking Through Europe with Miss Klaisle s Class 10) Type the introduction 11) Add the links the students picked out 12) Add an address for correspondence 13) Choose the background color or image 14) Choose text color 15) Choose bullets 16) Choose horizontal images 17) Build your page using clipart, photos, tables, bar graphs, and the factual information from your brainstorming poster. 18) The graph will be taken from the spreadsheet we did earlier on in the unit and table will be made from the database we put together as a class. 19) Save as, filename

14 20) Review with the students the components of a graph. Ask questions: Does the graph have a title? Is there a label on both the horizontal and vertical axes? What is the interval? What is the graph comparing? 21) Review how to read the table on your page. Review key components of a table : cell, row, column, title 22) Webpage can be continuously worked on for the next few weeks by different groups of students. of of of Evaluate through discussion. See rubric below Evaluate through discussion. See rubric below Once students are comfortable with the design process of a web page using Dreamweaver or Frontpage, they will be encouraged to build an educational page on their own. See rubric below. See Rubric below for grading (this rubric was produced at Web Site Design: Backpacking Through Europe Lesson Five: The Grand Scheme Teacher name: Miss Klaisle Student Name CATEGORY of Material The student has an exceptional understanding of the material included in the site and where to find additional information. Can easily answer questions The student has a good understanding of the material included in the site. Can easily answer questions about the content and procedures used to make the web site. The student has a fair understanding of the material included in the site. Can easily answer most questions about the content and procedures used to make the web site. Student did not appear to learn much from this project. Cannot answer most questions about the content and the procedures used to make the web site.

15 Work Ethic Content Accuracy Contributions about the content and procedures used to make the web site. Student always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. All information provided by the student on the Web site is accurate and all the requirements of the assignment have been met. Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others. Almost all the information provided by the student on the Web site is accurate and all requirements of the assignment have been met. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Student usually uses classroom project time well, but occasionally distracts others from their work. Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met. Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Student does not use classroom project time well OR typically is disruptive to the work of others. There are several inaccuracies in the content provided by the students OR many of the requirements were not met. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

16 Problem-solving Actively looks for and suggests solutions to problems. Date Created: Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Lets others do the work. Copyright. 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas Additional Resources: