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Catchy Title: Here Come the Olympics
Theme/Topic of Lesson: A study of tourist attractions in the state of Maryland
Time Commitment: 2 - 45 Minute Periods/Blocks
Subject Area(s):
Language Arts
Science - Technology
Social Studies
Grade Level(s): 3,4,5
Standards Alignment:
Class Challenge Question: Why should Maryland be the host city for the 2012 Summer Olympic games?
Overview:
The Olympic games is a major event that involves a great deal of planning across the world. Countries must plan years in advance in order to prepare a bid proposal to host the summer or winter games. The Chesapeake Region, Maryland, Virginia and Washington, DC is planning to submit. Many people believe that the resources located in this area make this a prime sport for an Olympic game.
As students complete this social studies and technology Web based activity they will research information about historical, educational and recreational attractions in the state of Maryland. They will utilize Inspiration to design a Web page that is visually appealing and informational for youth in the 3rd to 5th grades. Students will complete many of the activities with a partner, therefore students in need of special accommodations should be paired with a partner who will help them be successful.
The teacher and students should have prior knowledge in copying and saving information from a Web page to another document. Students should be able to use Inspiration software comfortably. The teacher should have a class Web site to display the final collection of class Web pages. Free Web sites are available at http://www.geocities.com. Alternatively students may create an electronic slideshow using Microsoft PowerPoint or other software to share a sightseeing trip.
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Geography
(4-5) | Maryland Content Standards
Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distributions of human activities and spatial connections throughout time. | Maryland State Indicators
4.1.5.3
identify and locate physical and human characteristics of places and explain how those characteristics have affected people living there (MLO 3.2.) | Geography
(4-5) | Maryland Content Standards
Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distributions of human activities and spatial connections throughout time. | Maryland State Indicators
4.1.5.4
describe the relationship between physical characteristics of a place and the location of human activities (MLO 3.3.) | Writing
(4-5) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.5.1.3
connect relevant descriptions, including sensory details, personal experiences, observations, and/or research-based information, linking paragraphs and ideas in ways that make a topic or message clear to the reader (MLO.W. 1.3., MLO.W. 2.3., MLO.W. 3.3.) | Technology communication tools
(Gr. 3-5) | ISTE Technology Standards
4. Technology communication tools
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Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
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Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
| ISTE Technology Performance Indicators
Use technology tools
Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
| Technology productivity tools
(Gr. 3-5) | ISTE Technology Standards
3. Technology productivity tools
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Students use technology tools to enhance learning, increase productivity, and promote creativity.
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Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
| ISTE Technology Performance Indicators
Use technology tools
Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
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Learning Objectives:
The Students will:
- Analyze historical and tourist sites to determine appeal ability to visiting youth.
- Write brief descriptive statements about educational, historical, and recreational attractions.
- Develop an informational Web site of educational, historical and recreational attractions in the state of Maryland.
Assessment
The teacher should monitor student work as they complete all activities. Team performance can be evaluated by selecting one partner's worksheet, Choices, Choices, Choices to assess completeness of the assignment. Team performance can also be assessed by evaluating their Inspiration Web page document. Individual performance will be assessed with a brief writing activity on Day Two.
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Resources
| Software | Inspiration | | http://www.inspiration.com/ | | Print Materials | Chronicle of the Olympics New York: DK Publishers, 1998. | | Maryland Tourism Travel Kit | | http://www.usa-800.com/rback/maryland/maryland.asp | | Internet Sites | National Teacher Training Institute All 2002 NTTI Institute lesson plans, resources, and links can be accessed at this site. Lesson plans from past institutes are also available. | | http://www.thirteen.org/edonline/ntti/ | | Maryland Welcome This is the official Web site of Maryland and is maintained as an educational and a tourism tool for the state. It also includes many links to counties. | | http://www.mdisfun.org/ | | Maryland Department of Natural Resources From facts on endangered species to information on obtaining hunting and fishing licenses, this Web site provides a wealth of news, links, and activities about outdoor life in Maryland. | | http://www.dnr.state.md.us/ | | International Olympic Committee This is the official site of the International Olympic committee. Students can visit this site to research information about the Olympic games. | | http://www.olympic.org/ | | Olympic Symbols This informative Web site gives a brief description of the Olympic symbols. | | http://www.southcom.com.au/~jennifert/Games/rings.html | Choices, Choices, Choices As an alternative to using the Choices, Choices, Choice worksheet, this online document has been created.
| | http://www.geocities.com/jwstaley/OLYMPICS |
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Materials
Per class- computer with Internet access and viewing monitor
- two sheets of chart paper
- red, blue, black, green, and yellow markers
- class folder on the computer network
Per student team/group of 2- computer with Internet access
- computer with Inspiration software installed
- Maryland Tourism Travel Kit
- formatted disk
Per Student- Choices Choices Choices Worksheet (View)
Vocabulary
- Attraction - a special location that tourists visit
- Recreational - something done for fun
- Bid - an offer to complete a project that outlines the company's plan of action and an estimated cost
- Proposal - the report written that explains the plan of action, bid or offer
Procedures
This Web-based social studies and technology lesson begins with the teacher pre-assessing the students' knowledge of the Olympics and the pending Chesapeake Region's 2012 proposal. Several weeks before you plan to use this lesson request copies of the Maryland Tourism Travel Kit by calling 1-800-MDISFUN or http://www.mdisfun.org/free/free_guide.asp .
The students will brainstorm attractions for tourists to visit while in the United States the teacher will sort them using three of the Olympic rings for the three categories: educational, historical, and recreational. The students will then determine the three types of attractions based on the way they have been categorized. The Choices, Choices, Choices worksheet is then introduced to the students and they should complete the Web based activity with a partner. Student pairs should be pre-selected by the teacher to assure that student needs are accommodated. The online Choices, Choices, Choices activity page can also be accessed at http://www.geocities.com/jwstaley/OLYMPICS . At the end of the first day, students will list Maryland attractions on chart paper with a copy of the Olympic rings.
The second day's activities utilize Inspiration to design Web pages. Students should work with their partner to complete this assignment. Student performance should be assessed throughout the completion of all activities. The key assessment items are the completion of the Choices, Choices, Choices, the Web page, and the final essay.
The lesson may be enriched for high achieving students by having them research information about the Olympic symbols, previous Olympic games in the United States, and the Chesapeake Regional proposal.
Day 1: Bring the Olympics to Maryland
Daily Challenge Question: What are the key tourist attractions in the state of Maryland?
1 Day
Set-up Directions:
Here come the Olympics is an interactive lesson that involves the use of the Internet and text resources to gather information about tourist attractions in the state of Maryland. Students will use several Web sites to record tourist attractions in the state. Several weeks before you plan to use this lesson request copies of the Maryland Tourism Travel Kit by calling 1-800-MDISFUN or http://www.mdisfun.org/free/free_guide.asp .
The teacher should book mark the Maryland Welcome Web site at http://www.mdisfun.org/ and the Maryland Department of Natural Resources Web site at http://www.dnr.state.md.us/ or provide student access to the online version of the Choices, Choices, Choices activity worksheet at www.geocities.com/jwstaley/OLYMPICS.
You will need to prepare two pieces of chart paper with a large diagram of the Olympic rings on each: top row blue (l), black (m), red (r) bottom row yellow (l), green (r). Post one on the board to use during the beginning activity. The second will be used during the Culminating Activity. Students will need copies of Choices, Choices, Choices. The worksheets can be copied front to back. They will be taking notes on the worksheet and/or using a blank Microsoft Word document to complete the activity electronically.
Teacher Presentation & Motivation:
What is your favorite Maryland attraction? (10 minutes)
Pointing at the diagram of the Olympic circles, teachers may choose to use this script as outline for the opening, whole class discussion.
Teacher: What does the diagram represent? (The Olympic symbol)
Teacher: Does anyone know why the year 2012 may be important to residents of the state of Maryland? (The state of Maryland, Virginia, and Washington, DC are putting in a bid for the 2012 summer Olympic games. A bid is an offer to complete a project that outlines the plan of action and the estimated cost. A proposal was written to explain the bid and it is know as the Chesapeake Regional Proposal.)
Teacher: How old will you be in 2012?
Teacher: Will you still be in school when the Olympics come to Maryland? (some will be in the 2nd - 3rd year of college)
Teacher: What do you think it will be like to have the Olympics in Maryland? (One response to elicit is that many athletes from other countries and their coaches, families, and friends will come to see the games and the United States.)
Teacher: If you were going to be visiting the United States from another country what attractions would you want to see? (It should appear that the student responses are being placed randomly in the Olympic circles. However, use the top two outside rings for educational attractions, the top center ring for recreational type attractions, and the bottom two rings for historical attractions).
Teacher: Why do you think I "randomly" placed each attraction in the different rings? Do you think the items in each ring have anything in common? Are any of the collections similar?
Teacher: What types of attractions are in the blue and red rings? (Historical attractions)
Teacher: What types of attractions are in the yellow and green rings? (Educational attractions)
Teacher: What types of attractions are in the black ring? (Recreational attractions that may not be historical or educational).
Teacher: If the Chesapeake Regional Proposal is accepted and the 2012 Olympics are held here. The athletes and their families won't have much time to visit attractions all over the United States. Today, we will be looking for attractions that are right here in Maryland.
Activity 1 - Sights to See During the Olympics (30 minutes)
Distribute the worksheet Choices, Choices, Choices and introduce the Internet activity by having students read the introductory paragraph and directions aloud.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction for this activity is to have the students gather information about Maryland's historical, educational, and recreational tourist attractions by using the Maryland Web sites.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Teacher: For the first part of the activity, you will work with your partner to find five (5) tourist attractions in the state of Maryland. You should list the activities on your worksheet the way we listed them for attractions in the United States. Once you have selected your two educational, two historical, and one recreational attraction write a brief description of it and most importantly tell why visitors should visit this attraction. You should try to find a picture and a Web site address for the attraction, which will be used for your presentation.
The teacher should model for students how to copy and paste picture and Web address into another document.
Teacher: You can use your Maryland Tourism Travelers' Kit and the Internet as resources to assist you in your research. Do not forget to copy any picture and Web address into a document and save it to your disk for tomorrow's class.
The teacher should monitor student progress as they select their attractions. Stop the class at 10 to 12 minute increments. Refocus the class by asking a few students for one attraction and asking a different student to identify the type of attraction. Remind students to save information to their disk as they proceed.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Have the class share five Maryland attractions. On a second sheet of chart paper with the Olympic rings, record selected student attractions. Have the several students state their attractions and select another student to state the type of attraction.
Wrap Up:
Teacher: Your homework tonight is to make sure you have written brief statements about why a person should visit your selected attractions. Tomorrow we will use the information that you gathered today to create your Youth Outreach Olympic Web page.
Day 2: Maryland Olympic Attractions Web Page
Daily Challenge Question: What are some of the key phrases that describe tourist attractions?
1 Day
Set-up Directions:
During today's activity students will utilize Inspiration software to design a Web page or to outline their slideshow presentation. At each computer, the teacher should have open any Microsoft Word documents that students created yesterday and an Inspiration page. The teacher should also set up a class folder on the network for students to save their final Inspiration document. Note that student disks can be collected if placing a folder on the network is not available. The teacher will need to have a brief sample paragraph available to model pasting information from a Word document into Inspiration.
Once all documents have been saved the teacher will need to prepare the Inspiration pages for the Web. This can be done by Exporting the inspirations documents and saving them as jpeg files. The files can then be inserted into a Web page as an image. Again, as an alternative, the teacher may choose to create a slideshow compiling the students' work or have students create individual slideshows of the attractions.
Teacher Presentation & Motivation:
Begin the lesson be revisiting yesterday's activities and have several students read their statement about why a person should visit the selected attraction. Remind the students that the Choices, Choices, Choices task was to create a Web site for visitors who may be coming to Maryland for the Olympics. Explain that the class will be taking the information from the worksheets into a pleasing presentation.
Activity 1 - Web Page Development (35 minutes)
Teacher: Today you will use the information you gathered yesterday to create a Web page (or slideshow.) Use Inspiration to design your Web page (or slideshow.) I will later compile them into a class Web page (or slideshow) for this activity. Watch as I model how to insert information from my saved filed into an Inspiration document.
The teacher should now model for students how to take the information saved to their disk and copy it into an Inspiration document.
Teacher: Remember to save your work periodically as you create your Web page and to save a copy of your finished product to the class folder on your computer.
Assist students as they organize their information for electronic display.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Display several of the Inspiration documents on the class monitor and have the students name one attraction and the reason why they selected it for their Web page.
Wrap Up:
Have every student name one attraction in Maryland and have students vote on their favorite Maryland attraction. Have the students look at the chart for United States attractions from yesterday. Have students vote on their favorite attraction from the United States list.
As an optional homework assignment, students may be asked to write 2 - 3 paragraphs about why they think a youth from another country or state should come to Maryland for the 2012 Summer Olympics.
Enrichment Options
Parent-Home Connection
Students can plan a weekend field trip with their parents to visit one of the attractions that the class or their group selected for the Web page. After visiting the attraction have the student share with the class a brief summary of their visit.
Field Experiences
Visit one of Maryland's historical sites and gather additional information (brochures, postures, digital photographs) to add to your Web page.
Cross-Curricular Extensions
Language Arts
Students can utilize an international pen pal program to write letters to other youth to inform them of their Web sites.
Mathematics
Have students organize a 5-day excursion trip for youth. They should utilize various resources to determine the transportation, housing, and admission expenses. The final product should include a daily itinerary, time schedule, and budget.
Social Studies
Students can study the history of the Olympics and visit the most recent Olympic games, events and activities. More information can be found at http://www.olympic.org/
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Author: John W Staley
Modified by: Mary Martin, Felicity Ross
Program: National Teacher Training Institute (NTTI)
Author's School System: Baltimore County Public Schools
Author's School: Hereford High
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