If initial data is presented to the students, the lesson may take about 45 minutes. If the students collect the data themselves using the Internet or print resources, the actual time will vary according to the ability of your students to find the relevant information.
Web resources students might find useful in this lesson are:
To begin this class, ask students to locate the state capitol on a map. The Web site http://50states.com is an excellent site for state maps. Students might investigate this and other Web sites that describe the state capitol and review resources provided by the teacher or those
from texts. Ask the students to imagine that they will visit the capitol as a class and that they will need to figure not only the distance and visitation schedule but also the cost of the trip. Ask them to estimate how long the trip will take and how much it will cost. Record these estimates for comparison later in the unit.
Assign students to small groups. These could be the groups they have worked in previously, or new group assignments. Have available some reference resources students might use to plan the trip such as maps, brochures, menus, hotel rates or newspapers. Explain that each group should plan a trip to the capitol then prepare a schedule for a day’s visit. Record this information on a poster to share with the class using the sample Cost of a Trip to the State Capitol Activity Sheet.
Review the concept of time duration to prepare the students for group work and to check for individual student’s understanding. You may wish to supply a variety of computation materials and the children select the ones most helpful to them. Some children will need to be reminded that when they regroup in a time duration calculation, they will be regrouping 1 hour to 60 minutes, not 1 ten to ten ones. You may wish to do a few sample calculations as a class before the groups begin their own work.
As students work, circulate among them asking guiding questions and providing assistance as needed. This is a prime time to assess student progress by observing and asking questions. It may be appropriate to conduct “mini lessons” on topics such as problem-solving strategies, Internet usage, and group dynamics. Documenting the mini lessons will help you remember which students needed additional experiences in these areas.
As each group finishes its task, display their poster. When all groups have finished, discuss with students the ways they collected the data they needed and how they determined distances, costs, and elapsed times. Ask them to compare their schedules and costs with the estimates they made at the start of the lesson. Then ask students to explain ways they used to reduce the cost of the trip and how they arrived at their schedules.
