2. Flow Chart
Theme: 50 States
Product: Travel
online
Brochure for chosen
research
state
Objectives:
。The students will how to find
gain a greater pictures
understanding of the online
50 states.
。The students will
know how to use
Microsoft Office
Publisher.
research NYS
。The students will
brochures
learn to make an
attractive, eye
pleasing state
brochure.
• The students will use Microsoft
evaluate travel how to use
Officer Microsoft
brochures for visual Publisher to
impact. Office
make brochure Publisher
The students will be creating a state travel brochure. Each student will choose one of the 50
states to research. They will do the research and find pictures to make their brochure using the
template in Microsoft office Publisher. The students will learn how to research a topic and
create an eye pleasing brochure. The students will also learn about all 50 states when the
students present their brochures to the rest of the class.
3. Unit Plan NYS Standards
Learning Standards of NY State:
Social Studies:
Standard #1 History of the United States and New York
use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in the history of the United States and New York.
Standard #3 Geography
use a variety of intellectual skills to demonstrate their understanding of the geography of
the interdependent world in which we live—local, national, and global—including the
distribution of people, places, and environments over the Earth’s surface.
Mathematics, Science, and Technology Education:
Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use, and
evaluate products and systems to satisfy human and environmental needs.
The Arts:
Standard 2: Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and resources
available for participation in the arts in various roles.
Standard 3: Responding to and Analyzing Works of Art
Students will respond critically to a variety of works in the arts, connecting the individual
work to other works and to other aspects of human endeavor and thought.
4. Plan The Project:
What is the theme of your project? The theme of my project is the United States of America,
specifically the 50 states
Describe the “Learning Product” your students will create and through the creation of which they will
learn the content and skills you’ve identified as a goal. The students will create a state travel
brochure on a state of their choice. The students will complete this project using Microsoft Office Publisher which has a
template for a brochure. The students must include a map of their state and at least three places of interest.
At the end the students will present their travel brochure to the whole class.
What Social Studies content and/or skills will they learn from your project?
The students will learn about the 50 states. They will be able to identify some key places from each state and what each
state is known for.
What Arts content and/or skills will they learn from your project?
The students will review and evaluate travel brochures for visual impact.
How might you determine if the students learn what you’ve intended them to?
I will have the students evaluate their classmates brochure presentations with the same questions that we evaluated
the sample brochures at the beginning of the unit. I will also grade their projects with a rubric I created.
How will technology be used? Will it be used by the teacher; the individual students or students
work groups, the entire class? The teacher will use technology to show the students the sample brochure that I the
teacher made using the SMARTboard. The students will use technology to research their chosen state and to produce
their state brochure.
5. Unit Plan
Describe the class:
My class is a regular education fifth grade class. We will be doing this jointly with the other fifth grade. My class has 24 students and the other class has 23.
Introduction:
I will ask the students that if they were going to visit somewhere new how would they find out about it. We will discuss what they come up with. I will then show
them a box of travel brochures.
Learning Objectives:
The students will gain a greater understanding of the 50 states.
The students will know how to use Microsoft Office Publisher.
The students will learn to make an attractive, eye pleasing state brochure.
The students will evaluate travel brochures for visual impact.
Assessment:
The final product will be assessed using a rubric. The rest of the class will also fill out a peer review while their classmates are presenting their brochure. During the other
sessions I will be using informal assessment through teacher observations and discussions with the students.
Presentation:
The students will present their brochures to the rest of the class using the SMARTboard.
Materials:
SMARTboard
Template for brochure
Box of travel brochures
Laptops/computers for each student
6. Sessions
Session #1-
Begin by asking the students “If you were going to visit a new state how would you find out about it before
you visited?” I will write down their answers on the board. I will then show the students to different stat
brochures. One that I have found that is eye pleasing and another that I feel is lacking. I will ask the
students which they like best. Then have them tell me why. I will write down on the SMARTboard what
they think makes it so much better (more information, more pictures, colorful, fewer words, nice font). I
will have the students get into groups and give each group 5 or 6 travel brochures. As a group they need to
choose which brochure is their favorite and why. They will then show the whole class the brochure they
chose and explain to the class why they chose it.
Session #2-
I will show the students the travel brochure that I made. Tell them that they will be making their own state
brochure then presenting it to the whole fifth grade. Today we need to decide which state each student
will research. I will put all the students names in a hat and draw them one by one to choose their state.
The students have to have at least four places of interest on their brochure. It should be visually pleasing
and include pictures. Using the SMARTboard I will show the students the students the brochure that I
made and present it to them. The students already know how to find pictures, do online research, cut, and
paste from a previous project. I will also pass out a copy of the rubric to each of the students today and we
will discuss what needs to be included.
7. Sessions continued…
Session #3-
Today we are going to start the travel brochure. Where will we find our information? I will have the students
list online websites and resources that we use. I will write them on the board as a reminder (google, each
individual state’s website,). The students will spend the rest of the time looking for information on their
state.
Sessions #4, #5, and #6-
Students will be researching their state and working on their travel brochure. I will be walking around
observing the students and offering support if needed.
Session #7-
The students will plan their presentations and do a run through of it with a partner. The partner will offer
suggestions for improvement.
Session #8 and #9-
The students will present their travel brochures while the rest of the class fills out a peer review sheet for
each presentation.
8. Elements of Project-Based Learning
The students identify , what to learn and how to learn it.
The students will work independently , with a partner and in small collaborative groups
The students need to learn the facts about their state in order to create their travel brochure. their
project’s PRODUCT and or PERFORMANCE creates a need to know essential content and skills.
The students will create a travel brochure. This is authentic and will be presented to the rest of the class.
The students will receive feedback:
a) from their peers while working on their travel brochure and include the feedback as part of their
revision process
b) from their classmates (audience)
The travel brochure will be saved, printed out, and distributed in a packet to all of the students.
The travel brochure has an artistic dimension to it.
Students make significant use of technology in doing their project
The travel brochure requires inquiry to learn and/or create something new.
The project requires critical thinking, problem solving, collaboration, and various forms of
communication. Students need to do much more than remember information—they need to use higher-
order thinking skills.
9. New York has…
Mock Student Work: •breathtaking lakes
New York
State
•majestic mountains
Created By:
Jennifer Miller
•exciting amusement parks
•beautiful cities
10. Rubric for Travel Brochure
CATEGORY 4 3 2 1
Attractivenes The brochure The brochure The brochure The brochure's
s& has has attractive has well- formatting and
Organization exceptionally formatting and organized organization of
attractive well-organized information. material are
formatting and information. confusing to the
well-organized reader.
information.
Graphics/Pict Graphics go Graphics go Graphics go Graphics do not
ures well with the well with the well with the go with the
text and there istext, but there text, but there accompanying
a good mix of are so many are too few and text or appear to
text and that they the brochure be randomly
graphics. distract from the seems "text- chosen.
text.
Making A Brochure : Making A Travelheavy".
Writing - There are no There are no There are 1-2 There are
Grammar grammatical Brochure
grammatical grammatical several
Teacher Name:mistakes in the mistakes in the mistakes in the grammatical
Mrs. Miller
brochure. brochure after brochure even mistakes in the
feedback from after feedback brochure even
Student Name: ________________________________________ after feedback
an adult. from an adult.
from an adult.
Knowledge The student can The student can The student can The student
Gained accurately accurately accurately appears to have
answer all answer most answer most little knowledge
questions questions questions about the facts
related to facts related to facts related to facts or technical
in the brochure in the brochure in the brochure processes used
and to technical and to technical and to technical in the brochure.
processes used processes used processes used
to create the to create the to create the
brochure. brochure. brochure.
