CURRICULUM DESIGN
Nicolette Ferrante, Valley Cottage Elementary School.,
7B
Grade 5 http://www.techtravel.valleycottage.edu
Commencement
content standards
Standard 1: Analysis, Inquiry, and Design Students will use
mathematical analysis, scientific inquiry, and engineering, as appropriate,
to pose questions, seek answers, and develop solutions.
Standard
2: Information Systems Students will access, generate, process,
and transfer information using appropriate technologies.
Standard
3: Mathematics Students will understand mathematics and become
mathematically confident by communicating and reasoning mathematically,
by applying mathematics in realworld settings, and by solving problems
through the integrated study of number systems, geometry, algebra, data
analysis, probability, and trigonometry.
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.
Standard
6: Interconnectness: Common Themes Students will understand
the relationships and common themes that connect mathematics, science,
and technology and apply the themes to these and other areas of learning.
Standard
7: Interdiscipline Problem Solving Students will apply the
knowledge and thinking skills of mathematics, science, and technology
to address reallife problems and make informed decisions.
Benchmark standards

Standard
1: Analysis, Inquiry, and Design

Mathematical
Analysis Number 3: Critical thinking skills are used
in the solution of mathematical problems.

Standard
2: Information Systems

Number
1: Information technology is used to retrieve, process, and
communicate information and as a tool to enhance learning.
Standard
3: Mathematics
 Mathematical
Reasoning Students will use mathematical reasoning to analyze
mathematical situations, make conjectures, gather evidence, and construct
an argument.
 Number
and Numeration Students will use number sense and numeration
to develop an understanding of multiple uses of numbers in the real
world, use of numbers to communicate mathematically, and use of numbers
in the development of mathematical ideas.
 Operation
Students will use mathematical operations and relationships among
them to understand mathematics.
 Standard
5: Technology Engineering Design Engineering design is
an iterative process involving modeling and optimization used to develop
technological solutions to problems within given constraints.

Tools,
Resources, and Technological Processes Technological
tools, materials, and other resources should be selected on the basis
of safety, cost, availability, appropriateness, and environmental
impact: technological processes change energy, information,
and material resources into more useful forms.

Computer
Technology Computers, as tools for design, modeling,
information processing, communication, and system control, have greatly
increased human productivity and knowledge.

Management
of Technology Project management is essential to ensuring that
technological endeavors are profitable and that products and systems
are of high quality and built safely, on schedule, and within budget.
Standard
6: Interconnectness: Common Themes
 Optimization
In order to arrive at the best solution that meets criteria within
constraints, it is often necessary to make tradeoffs.
Standard
7: Interdiscipline Problem Solving
 Connections
The knowledge and skills of mathematics, science, and technology
are used together to make informed decisions and solve problems,
especially those relating to issues of science/technology/society,
consumer decision making, design, and inquiry into phenomenon.
 Strategies:
Strategies and technology are used together to make informed decisions
and solve problems, especially those related to issues of science/technology/society,
consumer decision making, design, and inquiry into phenomena.
Performance
standards
 Students
will explore and solve problems generated from school, home,
and community situations, using concrete objects or manipulative
materials when possible.
 Students
will use a variety of equipment and software packages to enter,
process, display, and communicate information in different forms
using text, tables, pictures, and sound.
 Students
will justify their answers and solution processes.
 Students
will use logical reasoning to reach simple conclusions.
 Students
will use whole numbers and fractions to identify locations, quantify
groups of objects, and measure distances.
 Students
will demonstrate the concept of percent through problems related
to actual situations.
 Students
will add, subtract, multiply, and divide whole numbers.
 Students
will develop strategies for selecting the appropriate computational
and operational method in problemsolving situations.
 Students
will know single digit addition, subtraction, multiplication, and
division facts.
 Students
will generate ideas for possible solutions, individually and through
group activity; apply ageappropriate mathematics and science skills;
evaluate the ideas and determine the best solution; and explain
reasons for choices.
 Students
will plan and build, under supervision, a model of the solution
using familiar materials, processes, and hand tools.
 Students
will use appropriate graphic and electronic tools and techniques
to process information.
 Students
will use the computer as a tool for generating and drawing ideas.
 Students
will determine the criteria and constraints of a simple decision
making problem.
 Students
will make informed consumer decisions by applying knowledge about
the attributes of particular products and making cost/benefit tradeoffs
to arrive at an optimal choice.
 Students
will participate in an extended, culminating mathematics, science,
and technology project. The project would require students
to: work effectively, gather and process information, generate
and analyze ideas, observe common themes, realize ideas, and present
result.
Content standards or outcomes
Students
will create a concept web showing what they know about planning a
trip.
Students
will compare and contrast various travel routes.
Students
will estimate travel time to and from their chosen destination.
Students
will calculate actual travel time to and from their chosen destination.
Students
will estimate: how much gas will be needed for their trip, and its
total cost.
Students
will calculate: the actual amount of gas needed for their trip,
and its total cost.
Students
will use the Internet and Encarta as research tools.
Students
will plan a vacation according to a given budget.
Students
will design and create a travel brochure using software packages.
Students
will work cooperatively with another student to create a travel brochure.
Performance Measures
Students
will create a travel brochure that correctly includes:
mileage
of the trip,
a
travel route,
travel
expenses,
names,
prices, and description of: accommodations, meals, and entertainment.

See
attached rubric.
Enabling Activities
Day
1:
Materials Internet
Travel pack
Chart paper
Time Frame: 45 minutes
Activity:
Begin the lesson by engaging the students in a discussion about
planning a vacation. Create a class web that includes attributes
of trip planning. Students will then be challenged to plan a
“virtual vacation” with a partner for the upcoming holiday
break. (1 week.)
Using the Internet, pairs will choose a vacation destination.
Students will record their choice in their travel pack.
*
The travel pack for each pair will be a Duotang folder that includes
all handouts and materials.
*Possible
web sites:
www.travelfinder.com
www.infoseek.com.Travel_and_Leisure?sv=NZ
www.city.link.com
Day 2:
Materials Internet
Travel pack
Class “Planning a Vacation” web
Time Frame 45 minutes
Activity
The class will brainstorm the resources they would need to accurately
plan a route for their trip. The class will discuss their options
of travel based upon speed, ease, or sightseeing interests.
The class should discuss the pros and cons of each option.
Pairs will then use the Internet (www.mapngo.com) to explore
possible routes. Pairs will record and explain the route they
chose to follow in their travel pack. Each pair should also
print out their route and record the mileage of the journey.
Day 3:
Materials Travel pack
Time Frame 45 minutes
Activity
Engage students in a discussion eliciting their predictions about
how long it will take to drive to and from their chosen destinations.
Given the following information (which can be found in their travel
packs), pairs will then determine the actual time (in days and hours)
it will take to drive to and from their destination.
Students will record the information in their travel packs.
**Your
job is to figure out how many days it will take for you to arrive
at your destination. (The driver will drive 55 mph for 10 hours
a day.)
Remember, you do need to drive home, too!
Day 4:
Materials Travel pack
Class “Planning a Vacation” Web
Time Frame 45 minutes
Activity
Open the activity by reviewing the class “Planning
a Vacation” web. Discuss that one of the aspects of planning
a trip is “gasoline.” Predict how much gas will
be required for their excursion and how much it might cost.
After students give predictions, pairs will be given the following
scenario. Students will be asked to determine the actual amount
of gasoline needed for their trip and total cost.
Pairs will record their information in their travel packs.]
**Assuming
your car gets 25 miles per gallon of gasoline, how much gas will
you need for your trip?
Assuming gas costs $1.25 per gallon, how much will the total cost
of gas be?
Day 56:
Materials Travel pack
Internet
Encarta
Class “Planning a Vacation” Web
Time Frame 2 45 minute classes
Activity
Review items on the class “Planning a Vacation” web.
Discuss resources students can use to find out where they can lodge,
where they can eat, and what they can do on their vacation.
Using the Internet and/or Encarta, students will research: lodging,
entertainment, and meals for their trip. Students will also
determine the costs for each. All information will be recorded
in the travel pack.
Day 7:
Materials Travel pack
Internet
Encarta
Time Frame 50 minutes
Activity
Class will discuss highlights of their trips. The teacher will
then inform students that they have been given a budget of $1500 for
their trip. Students will then adjust their travel plans in
order to stay within the budget. Pairs will need to prioritize
their activities to determine which activities they will need to eliminate
based on financial constraints.
Students will determine the percentage of $1500 they spent on lodging,
food, entertainment, and travel expenses using a pie graph.
Day 8, 9, 10:
Materials Student Writing Center (or another software
package)
Travel packs
Time Frame 3 50 minute classes
Activity
Begin
the lesson discussing problems the students encountered when given
a budget. Students will share ways they prioritized their activities.
Students will collaborate ideas about ways they can share the information
they found with others. (Advertisements, commercials, brochures,
web pages, etc.) Students will the work with their partner to
create a travel brochure “selling “ their vacation to the
rest of the class.
Students
will use the Student Writing Center to design and create their travel
brochures. Brochures will include: a map of their travel
route;
pictures, costs, and descriptions of : accommodations, meals,
and entertainment.
Partners will share their brochures with the class. Students
will discuss the pros and cons of each vacation (expense, travel time,
activities, sightseeing, etc.) Brochures will be displayed around
the classroom.
Rubric for Travel Brochure

0

1

2

3

4

Travel
brochure is illegible 
Travel
brochure is missing more than 2 of the 6 criteria 
Travel
brochure includes 4 of the 6 criteria 
Travel
brochure includes 5 of the 6 criteria 
Travel
brochure includes all of the criteria 
Travel
brochure is not handed in 
Travel
brochure is minimally creative and colorful 
Travel
brochure is fairly creative and colorful 
Travel
brochure is very creative and colorful 
Travel
brochure is extremely creative and colorful 
. 
Brochure
contains several editing errors 
Brochure
contains few editing errors 
Brochure
contains few to no editing errors 
Brochure
contains no editing errors 
. 
Partners
had occasional conflicts with one another 
Partners
worked fairly well together 
Partners
worked very well together 
Partners
worked extremely well together 
