Where Would You Go With A Free Airline Ticket?
Grade Five
Ohio Standards
Connection
Technology
Nature of Technology
Benchmark B
Identify, describe and
discuss the core concepts
of technology.
Indicator 3
Demonstrate how tools and
machines extend human
capabilities.
Technology and
Information Literacy
Benchmark B
Use technology to find
information by applying a
research process to decide
what information is
needed, find sources, use
information and check
work.
Indicator 3
Select and access
information resources;
online library catalog, Web
sites and electronic formats
(e.g., CD-ROM, DVD,
audio files).
Indicator 4
Record and use selected
information to create a
product for the assigned
topic or personal
information need.
Benchmark C
Use the Internet to find,
use and evaluate
information.
Lesson Summary:
Sometimes airlines give passengers a free ticket to fly to any
city in the United Sates. Occasionally, airlines sell too
many tickets for the number of seats on the plane. When
this happens, they ask if any passengers would be willing to
give up their seats and travel on a later flight. If passengers
agree, the airline gives them an extra free ticket as a way of
thanking them.
In this lesson, students will decide which city they would
choose to visit if given a free ticket. After students choose a
city, they gather information about the city, using print
materials, Internet search engines and any other available
technology resources. Students will use technology to learn
about geographic coordinates to find the absolute location
of their city. Student reports are created in the form of a
slide show to share with the class. Students begin to realize
how much information is easily available and how
technology expands our horizons. This lesson may be
followed by other geospatial technologies lessons utilizing
graphic information systems (GIS) or global positioning
systems (GPS) technology applications.
This lesson is designed for the elementary school
classroom. It can be taught individually by the classroom
teacher or in collaboration with the technology specialist.
Estimated Duration: Ten, one-hour sessions or more,
depending on class size and availability of computers.
Commentary:
Students will do some research on a city of their choice.
They will use a scavenger hunt to develop skills using a
search engine. They will see how the URL domain name is
a good indicator of the content of the site. Students will
find the latitude and longitude of their chosen city and other
cities. Reports created by the students will be saved onto
individual disks or other accessible technology so that
students can take their reports home and share it with their
families.
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Where Would You Go With A Free Airline Ticket?
Grade Five
Indicator 1
Explain the elements and
meaning of a Web site
URL: name of the site,
domain, and extensions for
specific pages.
Indicator 2
Perform a search in an ageappropriate search engine
or a Web directory by
typing in one or more
search terms.
Indicator 3
Read lists of results from
the search and select
potential relevant Web
sites.
Technology and
Communication
Applications
Benchmark B
Develop, publish and
present information in print
and digital formats.
Indicator 1
Produce a slide show from
storyboard, using text,
graphics and sound with
appropriate transitions and
effects.
Teachers should review district/school policy on usage of
computers by students and adjust the lesson accordingly. If
students do not have access to a computer at home then
consider having a “Tech Night” at school where students
can show parents their projects on school computers.
Pre-Assessment:
 Ask students what city they would visit if they had a
free ticket to fly to any city in the United States.
Explain how airlines award a free ticket when flights are
overbooked.
 Ask students how they could research their chosen city
to find out information on the absolute location (latitude
and longitude), places of interest to visit and interesting
facts. Where would they look? Suggestions should
include the print medium and the Internet.
 Through discussion, determine if any students know
how to use search engines, presentation software, online
library and a URL. Prior student knowledge will
determine how much time must be spent on modeling
the activities and how soon students will be ready to
work independently.
 Ask students if they know what you mean when you
describe the coordinates, the latitude and longitude of a
location. How is it helpful? What is a meridian? A
parallel? Their answers will help you determine how
much time must be spent reviewing those concepts.
Scoring Guidelines:
1. The teacher will use informal observation to determine
the extent of student knowledge of how to gather
information about a city and how to use the Internet to
aid in their search. The pre-assessment questions and
activities require student participation that will indicate
their level of understanding.
2. Informally assess prior student knowledge of latitude
and longitude through the class discussions suggested in
the pre-assessment. This information will determine
how much time should be spent on teaching students
how to locate cities using absolute locations.
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Where Would You Go With A Free Airline Ticket?
Grade Five
Post-Assessment:
Students will save their presentations on disks and present them to the class. Each
presentation will include the latitude and longitude of the chosen city and descriptive
information such as: its population, natural resources, average temperature, industry, state
flag, places of interest and a narrative of why the student wants to visit the city. The last
page of the presentation will list the Web sites that the student used in completing his or her
presentation and print material used.
Successful completion of Attachment A, Search Engine Scavenger Hunt, and Attachment B,
Where in the World Is, will indicate the student’s success in using a search engine to find
specific information and finding locations. Attachment D calls for students to demonstrate
use of a search strategy to find information and answer related questions.
Scoring Guidelines:
Use Attachment C, Evaluation, to evaluate student success in understanding indicators. Make
observations about student understanding of concepts featured in this lesson.
Instructional Procedures:
Day One:
Instructional Tip:
Schedule class time with the School Library Media Specialist (SLMS) so students can use the
library resources with help as needed.
1. Complete the pre-assessment activities.
2. Ask students to bring any maps, brochures, magazines or other information they may
have at home with information about their chosen city. Suggest that students check the
local public library or the school library for information.
3. Post the following informational questions on the board or in a location so all students
can see all week:
 In what state is your chosen city?
 What is the absolute location (latitude and longitude)?
 What is the population?
 What are the major ethnic areas in the city?
 What attracted these ethnic groups to this city?
 What are some of the natural resources?
 What major industry does the city or region have?
 What other industries, services, or economic assets does the city or region offer?
 What are the colleges and universities in the city or region?
 What are the tourist attractions (major league teams, theme parks, etc.)?
 What are the major shopping areas?
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Grade Five
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
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4.
5.
6.
7.
8.
What are the museums and historical places?
What are the names and dates of festivals or large conventions?
What is the climate?
What is the average temperature in the summer?
What are some topographical features of the city that helps define the character or
activities of the city?
 What is the primary reason for your selection of this city?
Explain that the questions will be answered in their research presentation slide show. Ask
students for suggestions to add to the list. Questions on the chart are required. Encourage
students to add information of interest to their research presentation that pertains to their
chosen city. Your librarian can introduce almanacs as well as atlases to find most of this
information in addition to web-based resources.
Display the research resources that students have brought from home as well as your
contribution. As a class, look through the print material (brochures, magazines, maps,
books) and discuss their usefulness.
Ask students if the answers to all of the above questions are found in one book, pamphlet
or map. How can technology help us in our search for information?
Provide the student password for the virtual K-12 library INFOhio
(www.infohio.org/default.html).
Discuss ease of use and amount of information from each source.
Day Two:
9. Prompt students by saying “I am thinking of a city in the United States. What is the
city?” Answers will vary because there is not enough information. Give another clue,
“The city is in the northern part of the U.S.” Students will still need more information.
“The city is in Ohio. What is the city?” Then, “The city is in Northwestern Ohio.”
Students will still give various answers.
Instructional Tip:
Reminder – locations on printed maps will not be as exact as locations identified using
technology devices or mapping web pages. Students using printed maps will need to plot the
degrees of coordinates nearest to the city. Students using technology devices or web-based
search pages will find location information reported in degrees, minutes and possibly
seconds. There is also great variety in the accuracy of technology devices. Recreational
Global Positioning System (GPS) devices may be accurate within 10-15 meters distance, and
devices used for surveying are accurate within on centimeter.
10. Define absolute and relative locations. A city or destination described by nearby
landmarks is a relative location. For example, the grocery store is located at the corners
of Main Street and Fourth Street, across the street from the library. Technology gives us a
way to know the exact, or absolute, location of a city. An absolute location is a place or
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Where Would You Go With A Free Airline Ticket?
Grade Five
destination described by coordinates of longitude and latitude measured in degrees.
Degrees are divided into smaller units called minutes, seconds, tenths, hundredths,
thousandths, depending on the need for technical accuracy. For example, the absolute
location for Washington, D.C., is 38 degrees, 53 minutes, north latitude and 77 degrees,
01 minute west longitude. To be more specific, the Washington Tourist Center Building
is located at 38 degrees, 53 minutes, 43 seconds north latitude and 77 degrees, 01 minute,
59 seconds west longitude.
11. Tell students that any location on Earth can be described by longitude and latitude.
Pilots, truck drivers, rescue workers, the military, anyone can find specific places on
Earth by using navigation devices that plot longitude and latitude. Provide an opportunity
for students to discuss the advantages and disadvantages of this method.
Instructional Tip:
Conduct an online search using key words "Latitude and Longitude" to acquire additional
curriculum materials and technical information.
12. Model finding the latitude and longitude of cities on a map. For example, downtown
Columbus, Ohio, is at 39 degrees, 57 minutes latitude north and 83 degrees, 00 minutes
west longitude.
13. Write the names of cities on the board and have students give their locations using the
approximate longitude and latitude using available resources.
14. Give the longitude and latitude of some cities and have students name the city. Specific
latitude and longitude place locations are available using the Geographic Names
Information System (GNIS) provided by U.S. Geological Survey, National Mapping
Information. Conduct an online search using key words "USGS Query Form" for access
to the Query Form for the United States and its territories.
15. Ask students which description of a location, absolute or relative, would be more useful
to them if they needed to locate the nearest grocery store, art museum or state capital,
such as Portland, Maine, or a private plane that crashed? What is the advantage or
disadvantage of each?
16. When students are comfortable with this skill, give them Attachment B, Where in the
World Is…, to be completed individually using available resources or teacher selected
maps. This is an assessment of their knowledge.
Day Three:
17. Explain that URL is the address of a place on the Internet.
http://www.pbskds.org/stories.html. Http is the protocol while pbs.org is the domain
name and stories.html indicates the specific page. Every site on the Internet has an
address or URL.
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Where Would You Go With A Free Airline Ticket?
Grade Five
Instructional Tip:
Go to a search engine and type “search engine features”. This will give sites with
information on various search engines. It compares features, sizes and gives previews of
search engines.
18. Introduce the class to a school-approved search engine. A search engine will help
students locate addresses with the information they need, similar to how the library
search system helps students find books and other printed materials. Show students how
to type their search words and how to read the suggested sites. Discuss the domain
names. Domain names give some indication of the site content. A government (.gov) or
education (.edu) name would give factual information, and (.org) is often more suitable
for children. A commercial (.com) site can be full of advertisements, but students still
might find the information they are seeking.
Instructional Tip:
This activity can direct students to web sites that are not appropriate for students. The date of
the latest update is often at the bottom of the Web page. This can be important for
information that must be timely.
19. As a class, complete a search for information about a city. Talk through the entire
process together, modeling what students will do with their searches.
20. Show students how to copy the URLs of the sites they use and paste them onto other
documents. They will need this knowledge to complete Attachment A, Scavenger Hunt,
and the last page of their presentations.
21. Discuss the value of the Internet for finding information. Compare this technology to
print, CD and other resources. Does this technology help and enrich our knowledge?
Without the Internet and search engines, would our research take longer? Would we be
able to get information as easily? Would as much information be available to us in our
classroom? Is all of the information on the Internet accurate? Are there Web sites that
would probably always have accurate information? Discuss the objective or focus of
websites from chambers of commerce or travel/tourism.
Instructional Tips:
Use these questions to help students understand what is meant by using these terms to
evaluate information:
Accuracy
 Who wrote the page and can you contact him or her? (email, or other contact
information, etc.)
 What is the purpose of the document and why is it produced? (fact, opinion, hoax,
etc.)
 Is the person an expert in this field? (professor, doctor, engineer, etc.)
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Where Would You Go With A Free Airline Ticket?
Grade Five
Authority
 Who published the document and is it different from the “Webmaster”? (recognized
expert who should not be the webmaster)
 Check the domain of the document, what institution publishes this document? (.edu,
.gov, .net, .org beware of “~” in the address- indicates a personal posting, especially
common at .edu sites)
Objectivity
 What goals/objectives does this page meet? (be careful of .com as it may be filled
with advertising)
 What opinions are expressed by the author?
Currency
 When was it produced?
 When was it updated?
 Are there dead links?
Coverage
 Is it all images or a balance of text and images?
 Is it free or is there a fee to obtain the information?
 Does it require special software to the view the information?
22. Compare the quantity of information provided in the print resources like a brochure, to
information on one Web site. Does the print resource have more or less information than
the individual Web sites? Discuss the citation of Web sites.
Day Four:
23. Hand out Attachment A, Scavenger Hunt to the class.
24. Review the components of the URL of a Web site.
25. Complete a couple of examples on the handout (Attachment A) as a group to help
students understand the expectation of completing the assignment. Allow time for
students to complete the handout. (The amount of time will vary, depending upon the
students.)
26. As a group, have students summarize their process to complete Attachment A.
27. Allow students to begin their searches. They will collect data on city population,
absolute location, natural resources, industry, tourist attractions and any other points of
interest for their chosen city. Students will copy the URL of sites they use and paste
them on the last page of their slide presentations.
Instructional Tip:
Students could work in pairs to reduce the number of computers, the amount of research and
writing time, and to help each other with researching and editing their project. Provide copies
of Attachment E, Story Board, to assist students planning their presentations. Have students
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Where Would You Go With A Free Airline Ticket?
Grade Five
use a story board to sketch graphics and draft text planned for each slide and make notes
about speaking points.
Days Five and Six
28. Have students complete their searches and presentations.
Instructional Tip:
Students and teacher together can determine the necessary components for the presentation.
Day Seven:
29. Have students review and edit their projects using Attachment F as a guide.
30. Student homework is to finalize their presentation and return the next day with the
completed assignment ready for class showing.
31. Allow students to copy their report to a disk to take home.
Instructional Tip:
If a computer is not available for student use at home, the student might print the report, edit
it at home and the next day use school computers to input any edits to their work.
Days Eight and Nine:
32. Have students present their slide show to the class.
Day 10:
Discuss the presentations in general. Were the presentations informative? Did students learn
something new from their fellow students? Did the technology of the computer extend the
amount of information and knowledge available to students? Was there an advantage to
sharing the information in a slide presentation rather than a report produced with pen and
paper? Were students comfortable using a search engine? Are there advantages to both print
and electronic resources? What are the advantages and disadvantages? If we did not have the
technology of longitude and latitude, how would our lives be different? Would students like
to do another research activity? If so, what would they like to learn?
Day 11: Administer the Post-Assessment, Attachment D.
Instructional Tip:
Teacher observation of student responses to the longitude and latitude and the search
activities will be an informal assessment. The Attachments A and B are ways to formally
assess student skills in using a search engine and in locating the coordinates of a location.
80% accuracy will indicate student understanding of the concepts.
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Grade Five
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 Allow some students to complete the assignment with a partner or in a group.
 Develop a topic outline, graphic organizer, or other organizer for use during research.
 The SLMS may help with information searches.
Extensions:
 Challenge students to record audio or other media with their slide shows.
 Look at cities across North America with the same latitude and compare their climates.
 Explore Geospatial Technology used in GIS/GPS applications
 Look for applications of military and NASA technology in daily life.
 Have class participate in or create a geo-caching activity.
 Find the Web site of the local airport.
 What airlines fly from this airport?
 Do different airlines charge different prices for the same destination?
 What is the value of the free ticket?
 Compare the cost of driving to the cost of flying.
 Find information about other cities with the same latitude. Are there similarities in
weather, population, resources, culture?
 Find sites with maps showing the land formations of the chosen city. How might the
surrounding land formations have affected the growth and economics of the city?
 Students could create travel brochures on their cities instead of slide shows. This might
be a tie-in to language arts as a persuasive report. A travel brochure could also be part of
an art project, creating and decorating the foldout brochure. Students would design a
brochure for city’s chamber of commerce to promote tourism and business in their city.
Home Connections:
 Have parents help students find print resources for their city.
 Students could find out from their family if they have relatives or friends in that city, or if
anyone in their family ever traveled to that city.
 Homework is to edit the report that the student has copied to a disk for home use.
After the assignment is complete, the student has a report to share with his or her family.
The report can be a possibility for a family vacation.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
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Where Would You Go With A Free Airline Ticket?
Grade Five
not endorse any particular resource. The Web addresses listed are for a given site’s main
page; therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time; therefore, the links provided may no longer contain the specific information
related to a given lesson. Teachers are advised to preview all sites before using them with
students.
Note: Some Web sites contain material that is protected by copyright. Teachers should
ensure that any use of material from the Web does not infringe upon the content owner's
copyright.
The Instructional Management System (IMS) offers a valuable pool of standards-based
resources. Listed below are lessons that can support Technology ACS implementation.
Suggested IMS linked lesson:
 Absolute Location, Grade Five, Social Studies, Geography
For the teacher:
various printed material with information on cities in the United States
(maps with longitude and latitude, travel brochures, library books, travel
magazines, atlases with longitude and latitude, encyclopedias), CD-ROM
or other electronic resources. Video or LCD projector, color printer.
For the student:
access to various printed material with information on cities in the United
Stated, a map of the United States with longitude and latitude lines, a
computer with presentation software and Internet access, a disk to copy
work onto.
Vocabulary:
 absolute location – The location of a point on the Earth's surface which can be expressed
by a grid reference (e.g., latitude and longitude).
 coordinate – One of a set of numbers that determine the location of a point in space.
 latitude – A distance location north or south of the equator measured by a set of
imaginary lines or parallels that circle east and west around the earth.
 graphic information system (GIS) – Graphic/geographic information systems present
digitized information in a visual map format.
 global positioning system (GPS) – Global positioning systems are used to provide an
extremely accurate three-dimensional position and velocity information to users
anywhere in the world.
 location – The position of a point on the Earth's surface expressed by means of a grid
(absolute) or in relation to the position of other places (relative).
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Grade Five
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longitude – A distance location east or west of the prime meridian measured by a set of
imaginary lines or meridians that form an arc between the Earth's north and south poles.
meridian – Any line of longitude east or west of Earth's prime meridian.
relative location – The location of a place in relation to other places (e.g., northwest,
downstream).
parallels – Any line of latitude north or south of the equator.
search engine – Software that searches a website database, using key words.
URL (Uniform Resource Locator) – The address of a place on the Internet.
Library Connections:
In 2003, the State Board of Education and the Ohio Department of Education established
library guidelines that represent a standards-based education approach to school library
programs. Entitled Academic Content Standards K-12 Guidelines Library, Ohio’s library
guidelines provide a variety of content-specific, grade-level indicators describing
information literacy, literacy linked to library-based technologies, and media literacy
experiences for students. Featured on pages 204-219 are sample activities for making library
connections across academic content standards and disciplines. Also included are gradeband models for student research and specific information concerning copyright and fair use
of materials laws. K-12 teachers are encouraged to utilize the library guidelines and
collaborate with the school library media specialist whenever possible. Ohio’s library
guidelines can be found under the heading of Library at www.ode.state.oh.us, keyword
search Library.
Library
Information Literacy
Benchmark E
Apply a research process to decide what information is needed, find sources, use information
and check sources.
Indicator 3
Develop a search strategy that uses appropriate and available resources including narrowing
or broadening the search topic/question.
Indicator 8
Communicate findings orally, visually or in writing and draw conclusions about findings.
Benchmark D
Describe types of information including facts, opinions, primary/secondary sources; and
formats of information including number, text, sound, visual, multimedia; and use
information for a purpose.
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Indicator 6
Locate information in reference sources, including:
a. Subject-specific dictionaries and encyclopedias (e.g., animals, authors, presidents,
science, space)
b. Atlas/globe
c. Almanac
d. Thesaurus
Technology Literacy
Benchmark B
Use the Internet to find, use and evaluate information.
Indicator 1
Explain the elements and meaning of a Web site URL (e.g., name of the site, domain and
extensions for specific pages).
Specific examples of how library resources can be used to support this lesson are listed
below:
 Local public and school libraries may be used by students when locating resources of
information to take to school.
 Use INFOhio, the information network for Ohio schools. Ask the SLMS for assistance in
teaching students to use this resource.
 The SLMS can also instruct students in atlas skills.
 The SLMS can act as intervention specialist for struggling and gifted students.
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-based Strategies for
Increasing Student Achievement. Alexandria, VA: Association for Supervision and
Curriculum Development, 2001.
1. Identifying similarities and differences enhances students’ understanding of and
ability to use knowledge. This process includes comparing, classifying, creating
metaphors and creating analogies and may involve the following:
 Presenting students with explicit guidance in identifying similarities and
differences
 Asking students to independently identify similarities and differences
 Representing similarities and differences in graphic or symbolic form
2. Setting objectives and providing feedback establishes a direction for learning and a
way to monitor progress. This provides focus on learning targets and specific
information to allow the student to make needed adjustments during the learning
process, resulting in increased student learning.
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Technology for All Americans Project, Measuring Progress: A Guide to Assessing Students
for Technological Literacy, Reston, VA: International Technology Education Association,
2004.
Standards-based student assessment supports the systematic, multi-step process of
collecting evidence on student learning, understanding and abilities and using that
information to inform instruction and provide feedback to the learner, thereby enhancing
learning. Students should be assessed often using a variety of tools and methods. The
design of student assessments should follow set principles, such as utilizing authentic
assessment that provides students the opportunity to demonstrate their knowledge and
abilities in real-world situations. Note: the complete publication and other resource
materials are available online at the Ohio page of the ITEA Center to Advance the
Teaching of Technology and Science [CATTS] web link:
http://www.iteaconnect.org/EbD/CATTSresources/CATTSresourcesOH01.htm
Interdisciplinary Connections:
Social Studies
Geography
Benchmark A: Use map elements or coordinates to locate physical and human features of
North America.
Indicator 1:
Use coordinates of latitude and longitude to determine the absolute location of points in
North America.
Attachments:
Attachment A, Search Engine Scavenger Hunt
Attachment B, Where in the World Is. . . .
Attachment C, Evaluation
Attachment D, Post-Assessment
Attachment E, Story Board
Attachment F, Presentation Scoring Rubric
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Attachment A
Search Engine Scavenger Hunt
Flag of the United States of America
Search Words: ______________________________________________________
URL:
Airline Flight Schedules
Search Words: ______________________________________________________
URL:
Washington Monument
Search Words: ______________________________________________________
URL:
Picture of a glacier
Search Words: ______________________________________________________
URL:
San Francisco Bay Bridge
Search Words: ______________________________________________________
URL:
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Map of Washington, D.C.
Search Words: ______________________________________________________
URL:
Travel Guide Books
Search Words: ______________________________________________________
URL:
Picture of Statue of Liberty
Search Words: ______________________________________________________
URL:
Bald eagle
Search Words: ______________________________________________________
URL:
Buckeye tree
Search Words: ______________________________________________________
URL:
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Attachment B
Where in the world is…
Directions: Give the longitude and latitude for the cities in numbers 1 - 5.
Find the names of the cities for number 6 – 9.
1. Columbus, Ohio
_________________________________________
2. Chicago, Illinois
_________________________________________
3. Topeka, Kansas
_________________________________________
4. Portland, Maine
_________________________________________
5. Las Vegas, Nevada
_________________________________________
6. 470 39' N, 1220 18' W
_________________________________________
7. 400 47' N, 730 58' W
_________________________________________
8. 410 36' N, 830 48' W
_________________________________________
9. 290 59' N, 950 22' W
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Answers:
1. Columbus, Ohio 390 57' N, 830 00' W
2. Chicago, Illinois 410 53' N, 870 38' W
3. Topeka, Kansas 390 04' N, 950 38' W
4. Portland, Maine 430 39' N, 700 19' W
5. Las Vegas, Nevada 360 05' N, 1150 10' W
6. Seattle, Washington 470 39' N, 1220 18' W
7. New York, New York 400 47' N, 730 58' W
8. Toledo, Ohio 410 36' N, 830 48' W
9. Houston, Texas 290 59', 950 22'
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Attachment C
EVALUATION
To evaluate student success, check the appropriate column beside each skill as you walk
around the room observing and questioning the students as they work.
Indicator
Very
Successful
Successful
Success with
Help
Unsuccessful
Can access
online library.
Can use
information to
create a slide
presentation.
Can perform
successful
searches.
Can use and find
specific locations
using Web-based
resources.
Can explain the
elements and
meaning of a
Web URL.
Can read list of
search results
and select most
relevant sites.
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Where Would You Go With A Free Airline Ticket?
Grade Five
Attachment D
POST ASSESSMENT
NAME ______________________________
1. Go to the computer. Use a search engine to find a picture of a commercial
airliner. What is the URL? Write it below. Underline the domain name;
circle the specific page indicator.
2. What information in the search results made you feel this site had a picture
of a commercial airliner?
3. Print the picture of the airplane, put your name at the top of the page and
staple it to this page.
4. If the computer and the Internet search engines were not available, how
would your research for your city have been different? What references
would you use?
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Where Would You Go With A Free Airline Ticket?
Grade Five
5. Does the computer make your search faster or slower? Harder or easier?
Explain.
6. Did the online library provide useful information? Why?
7. If your next assignment were to write about a city anywhere in the world,
except in the United States, how would you begin your search for
information?
8. Look at your map of the United States that has coordinates. What is the
absolute location of Washington, D.C.?
9. Give the relative location of our school.
10. Give the absolute location of our school.
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Where Would You Go With A Free Airline Ticket?
Grade Five
Attachment E
Story Board
Project Title: _______________________________________
Date: _____________________________________________
Student(s) Name: _____________________________________
Page: ______ of ______
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Where Would You Go With A Free Airline Ticket?
Grade Five
Attachment F
Presentation Scoring Rubric
Category
Inclusion of Project
Requirements
Organization
Exemplary
(4 points)
All
requirements
are met.
Information is
presented in
logical and
interesting
progression
which
audience can
follow.
Proficient
(3 points)
Most
requirements
are met.
Partially
Proficient
(2 points)
Few
requirements
are met.
Incomplete
(1 point)
Minimal
requirements are
met.
Information is
presented in
logical
progression
which audience
can follow.
Information is
presented in
non-logical
progression
which audience
has difficulty
following.
Information is
presented in nonlogical progression
which audience
cannot follow.
Citing Resources
(citations)
All sources are
properly cited.
Most sources
are properly
cited.
Few sources
are properly
cited.
No sources are
properly cited.
Text Elements
(fonts)
The fonts are
easy to read
and point size
varies
appropriately
for headings
and text. The
use of text
elements
(italics, bold,
alignment,
etc.) enhances
readability.
Text follows
correct
grammar and
usage
conventions.
Sometimes the
fonts are easy to
read but in a
few places the
use of text
elements
(italics, bold,
alignment, etc.)
does not
enhance
readability. Text
contains
occasional
mistakes in
grammar and
usage.
Overall
readability is
difficult with
too many
different fonts
and text
elements. Text
contains
frequent errors
in grammar and
usage.
The font is
extremely difficult
to read. Text
meaning is unclear
due to excessive
errors in grammar
and usage.
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Where Would You Go With A Free Airline Ticket?
Grade Five
Oral Presentation
Skills
Appearance
Student
displays a
strong interest,
speaks clearly
and uses
proper voice
projection and
appropriate
language.
Student most of
the time
displays a
strong interest,
speaks clearly,
and uses proper
voice projection
and appropriate
language.
Student most of
the time appears
Student
confident,
appears
knowledgeable
confident,
and maintains
knowledgeable
some eye
and maintains
contact but
eye contact.
frequently uses
notes.
Student
sometimes
displays a
strong interest,
speaks clearly,
and uses proper
voice
projection and
appropriate
language.
Student
sometimes
appears
confident,
knowledgeable,
and
occasionally
uses eye
contact while
reading notes.
Student has
difficulty displaying
a strong interest,
speaking clearly or
using proper voice
projection or
appropriate
language.
Student lacks
confidence or
knowledge and
reads all of the
report with no eye
contact.
23