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=Spalding Comments:= Your 5 day Action Plan was impressive. You have excellent ideas. Please see my questions and comments on the hard copy you provided. LTS 4-6-11 This is impressive ladies. Way to go! LTS 4-13-11

= **Destination: Mexico!** =



Day 5: Review/Fiesta
Group Members: Karlie Lynch - karlielynch@knights.ucf.edu Samantha Stewart - Stewart.s@knights.ucf.edu Sharon Woods - sharon.woods@knights.ucf.edu Emily Smythe - emilys@knights.ucf.edu Stephanie McCarthy - smccar1@knights.ucf.edu


 * __**Day**__ || __**Group Member**__ || __**Tentative Plan**__ ||
 * 1 || Sharon Woods || I will introduce the lesson using a BrainPop Jr. video and hand out pre-made suitcases. Today’s topic is Mexico’s government, which will be compared and contrasted with the United States. The class will complete a flip book together showing the differences and similarities between the two countries. The completed flip book will be placed inside the suitcase.

Sunshine State Standards Covered: SS.3.A.1.3: Define terms related to the social sciences. SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols). SS.3.G.1.4: Name and identify the purpose of maps (physical). SS.3.G.2.1: Label the countries and commonwealths in North America (Canada, United States, Mexico) and the Caribbean. LA.3.1.6.1: The student will use new vocabulary that is introduced and taught directly. LA.3.4.2.2: The student will record information (observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate.

// Bringing to the Fiesta: guacamole, napkins, Mexican flags // ||
 * 2 || Samantha Stewart || Day two we will be learning about the geography and landmarks of Mexico. Class will label landmarks using the Promethean Board. Students will also create their own passport placing pictures of landmarks that they "visit" in their passport. Students will write facts about what they learned from each landmark under the picture. The passport will be placed in their suitcase.

Sunshine State Standards covered: SS.3.G.2.4 Describe the physical features of Mexico. SS.3.G.2.5 Identify natural and man-made landmarks in Mexico. SS.3.G.3.1 Describe the climate and vegetation in Mexico. SS.3.G.3.2 Describe the natural resources in Mexico.

//Bringing to the Fiesta: Corn,plates// ||
 * 3 || Stephanie McCarthy || Day three we will be learning about the history of Mexico. The students will be creating a timeline focusing on major events in Mexican history. The events will focus on the cultures that impacted the history including the Olmec, Zapotecas, Mayan, Aztec, Spanish, the United States, the French, and finally the Mexican people when they get their independence and have their own government. Kidspiration will be used so that the students can connect pictures and events to the appropriate years. The students will then copy the timeline and place it in their suitcase. The main focus will be on the Mayan and Aztec cultures. The BrainPop video of Mexico from 2:00 - 3:15 will be used as an introduction to the Aztec culture and other information will be gathered by reading about a brief history, using a map to show where the Aztecs and Mayans were located, and the landmarks that they built.

Sunshine State Standards covered: SS.3.A.1.2 Utilize technology resources to gather information from primary and secondary sources. SS.3.G.1.1 Use thematic maps, tables, charts, graphs, and photos to analyze geographic information. SS.3.G.4.2 Identify the cultures that have settled Mexico. LA.3.4.2.2: The student will record information (observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate

//Bringing to the Fiesta: Mexican dessert, mini sombreros// ||
 * 4 || Emily Smythe || The topic today is the culture of Mexico and the celebration of Dia De Los Muertos. The holiday will be introduced by reading a poem from the bilingual book //My Mexico - Mexico Mio//. After introducing the holiday the class will work in groups to complete a compare and contrast activity using several other books as resources for finding more information. The class will compare the culture surrounding Dia De Los Muertos to that of the American tradition of Halloween. They will record their findings using graphic organizers and transfer information to the white board. To finish the lesson the class will do an arts integration activity. Each student will create a paper marigold craft, and put this into their suitcase. Mexican music will be playing during this part of the lesson.

Sunshine State Standards Covered: SS.3.G.2.6: Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and studying news, poems, legends, and songs about a region or area. SS.3.G.4.3: Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean. SS.3.G.4.4: Identify contributions from various ethnic groups to the United States. VA.3.F.1.3:Identify and be respectful of ideas important to individuals, groups, or cultures that are reflected in their artworks. VA.3.S.3.1: Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.

//Bringing to the Fiesta: Ojo De Dios crafts, Marigold flower crafts, tortilla chips// ||
 * 5 || Karlie Lynch || Day five will wrap up the week, reviewing all information from the previous days. Students will share the work/artifacts they completed, found inside of their suitcases. There will be a merchant fiesta. The students will be shown how to interact, using their pesos to buy goods. Students will need to identify how much currency they have and what they can buy. The atmosphere of the merchant fiesta will reflect that of the culture of Mexico. There will also be a post-assessment, which will be a jeopardy-like powerpoint.

Sunshine State Standards Covered: SS.3.C.2.1: Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues. SS.3.E.1.1: Give examples of how scarcity results in trade. SS.3.E.1.3: Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money. SS.3.E.1.4: Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean. MU.3.H.1.1: Compare indigenous instruments of specified cultures.

//Bringing to the Fiesta: Instruments. Salsa/queso. Limes...// ||

BrainPop Jr. video Pre-assessment using clickers, activinspire, and promethian board Jeopardy (powerpoint) Kidspiration Music
 * __Technology:__**