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Texas Getaway

Grade 5, Social Studies

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Description of Unit

For this project, fifth-grade students will budget and plan for a family getaway in the state of Texas. Summer travel includes one of the following theme parks located in Texas—SeaWorld, Six Flags Fiesta Texas, Six Flags over Texas, Schlitterbahn (Galveston, New Braunfels, South Padre Island, or Corpus Christi)—and a visit to one of the specified Texas historic sites. Students must research the significance of the historic site and calculate the duration and cost of the trip. They will include food, gas, lodging, and admittance costs with the goal of remaining under budget.

Students will create a presentation to share their plans for the trip (including historic information) to the class.

This guide links the Texas Getaway unit to the Texas Essential Knowledge and Skills (TEKS) for fifth graders. Texas Getaway is an interdisciplinary social studies and mathematics unit that allows students to explore and gain knowledge about budgeting and planning for a trip and researching what makes something a landmark. The unit also has interdisciplinary connections to social studies by having students research what makes something a landmark. Students will choose a Texas historic site to visit on their trip. They will compare the Texas site to a national historic site and determine whether both sites should be classified as landmarks. The following document includes the applicable TEKS and the details of the Texas Getaway unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Read the book Roller Coaster by Marla Frazee. Begin a class discussion about summer vacation and amusement parks:
    • Where are some of the places your family has gone on summer vacation?
    • Have you ever ridden on a roller coaster? What was it like?
    • What historic site(s) have you visited? What did you learn while you were there?
    • What would it be like to take a road trip with your family?
    • What kind of planning do you think is involved in taking a family vacation?
  2. Students will research what constitutes a landmark. They should use the following questions to guide their research:
    • What makes something a landmark?
    • How does a society choose what to honor or remember as a landmark?
    • How will future generations view landmarks?
    • How will the feelings or values of future societies compare to the generation that originally established the landmark?
    • How do landmarks differ among contemporary societies?
    • How do landmarks differ over time?
  3. Students will research what constitutes a historic site. They should use the following questions to guide their research:
    • What makes something a historic site?
    • How does a society choose what to honor or remember as a historic site? 
    • How will future generations view historic sites? 
    • How will the feelings or values of future societies compare to the generation that originally established the historic site? 
    • How do historic sites differ among contemporary societies? 
    • How do historic sites differ over time?

    Students will differentiate between landmarks and historic sites.
  4. To demonstrate a different application of calculating elapsed time, students will complete an activity called “Are We There Yet?” Students will require modeling to show them how to use a mapping website that calculates the mileage and estimated duration of a trip. Prior to this activity, the teacher should choose a destination within a few hours’ drive of the campus for an example problem.

    Provide each student with a copy of “Are We There Yet?” (Lesson Activity 1). Begin the activity with the question, “If school begins at 8:30 a.m. and ends at 3:30 p.m., how long are we in school?” Solicit answers and have students explain why the correct answer is “seven hours.” Be sure to have several students explain how they arrived at the answer since there are multiple ways to solve a problem like this. If more practice problems are needed, have a few more examples prepared. As a class, complete the example and the first few problems on the activity sheet. Depending on your location in the state, be sure to solve as a class at least one very distant location. Use the mapping program to demonstrate how to complete the activity. Instruct students to select the route with the shortest estimated time for consistency. Estimated time can vary depending on traffic conditions, so allow for slight deviations in student responses. Students will complete the remaining problems on their own or with a partner. If desired, students can choose a location in Texas to develop their own problem for the blank row. Review for correct answers (you will need to create a key based on your school address) and check that students were able to determine the correct starting and ending times based upon elapsed time. Students will explain how they determined the time and model the strategy they used.

    Questions to ask during discussion include the following:
    • When given the start and elapsed times, what operation did you perform to find the end time?
    • When given the end and elapsed times, what operation did you perform to find the start time?
    • How did you determine elapsed time if you had the start and end times?
  5. Students should be familiar with dividing whole numbers that result in a decimal quotient. During this project, students will be asked to round their quotients to the nearest whole number. Distribute the “Rounding Quotients” (Lesson Activity 2) handout. In this activity, students will rewrite the division problems correctly in the long division format and solve. The left column of problems will allow students to practice their division skills with decimal quotients to the tenths place. The right column of problems has instructions to round the quotient to the nearest whole number. Students will complete the right column first.

    Ask students to explain general rounding guidelines. When rounding to the nearest whole number, students should consider the number in the tenths place (i.e., place value to the right of the decimal point) and decide if the number in the ones place should be increased by one or remain the same. A digit with a value of five or greater in the tenths place means add one more to the ones place—otherwise, do nothing. Students should return to the left column and round their quotients to the nearest whole number for practice.

    Next, students will complete Problem 5 as a whole group. This problem stops at the hundredths place—84.75. Ask a few questions at this point:
    • When rounding to the nearest whole number, where do you need to look when considering whether the 4 in 84.75 remains the same or increases by one? (Tenths place)
    • Does the 5 in the hundredths place of 84.75 hold any importance to us when we are rounding to the nearest whole number? (No)
    • When completing a division problem where we are rounding the quotient to the nearest whole number, which place value do we need to divide to? (Tenths place because any number to the right of the tenths place does not matter when we are rounding.)

    Write the following numbers on the board and ask students to round them to the nearest whole number
    • 56.652 (57)
    • 28.4658 (28)
    • 33.77777 (34)

    Beginning with Problem 6, the division does not stop at the tenths place, but students need only divide to the tenths place to get the answer. Work on Problem 6 as a whole group, making sure to model the division process but stopping the process once the tenths place is known. Then round the quotient. Have students complete the last two problems on their own and check their answers. Answer any questions about the process.
  6. To demonstrate how mathematics is used in determining costs and budgeting, students will solve multi-step problems on the “Family Travel Word Problems” sheet (Lesson Activity 3) to become familiar with the type of problems they will face in this project. Ask multiple students to share their answers, and have them explain how they arrived at their answers to illustrate the multiple ways to problem solving.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Students will select a Texas theme park to visit—SeaWorld, Six Flags Fiesta Texas, Six Flags over Texas, Schlitterbahn (Galveston, New Braunfels, South Padre Island, or Corpus Christi). Utilizing the theme park’s website, students will gather information about park admission, meal plans, parking costs, and park hours.
  2. Asking guiding questions. Students will select one of the Texas historic sites from the “Texas Historic Sites and Their Related National Site” handout (Attachment 1). They will research information about the Texas site along with its paired national site. Students will develop three to five questions to guide their research. Examples include the following:
    • What was the original event that made this historic place important?
    • What was the time period when this event took place? What is the historical context of this time?
    • What was the purpose of the historic place in this event? Who was involved?
    • What impact has this place had on Texas/U.S. history?
    • How do people view this landmark today?
    • How have these locations changed over time?
    • What dilemmas or controversies surround these locations?
    • If your projected expenses are higher/lower than your budget amount, what options do you have to adjust your costs?
    • What are two unexpected events that could happen on your trip that could affect accommodations and transportation?
  3. Creating a research proposal. Each student will design a Texas Getaway for their family that will include a trip to a specific historic site and to one of the major theme or waterparks in Texas. Each trip has a maximum budget of $800 for a family with one child. The budget will increase by $100 for each additional child. The student will include the following information:
    • Mileage
    • Gas expenses
    • Meal expenses
    • Lodging expenses
    • Theme park expenses (e.g., admittance fees, parking, meal plans)
    • Costs associated with the historical site (e.g., admittance fees, tours, parking)

    Each student will plan an itinerary (i.e., travel schedule) for the trip that includes the following:
    • Travel time
    • Meal time
    • Site or theme park visit time
    • Sleep time
  4. Conducting research. Students will gather information needed for their Texas Getaway and will record information using research notes, the “Trip Expense Planning” packet, the “Travel Itinerary” sheet, and the “Daily Trip” Expenses sheet.

B. The product

Each student will create a digital presentation that includes the following information:

  1. Written justification for classifying the historical site he or she researched and planned to visit as a landmark.
  2. A comparison of the significance of his or her Texas and national historical sites. Pictures will be included.
  3. Information relevant to the Texas Getaway, such as number of days for the trip, shortened schedule information, and expense amounts for gas, meals, lodging, etc.
  4. Information about the selected theme park (e.g., recent picture, significant attractions located at the park, admittance and parking fees).
  5. Students will be allowed to choose one of the following options:
    • Create a travel blog with insights into the budgeting process (e.g., identifying the most difficult parts of planning the trip for your family).
    • Go to a theme park out of state. Write a letter to a travel agent requesting the information you need in order to adjust your costs.

C. Communication

The student will present his or her Texas Getaway presentation to the class.

D. A completed project consists of:

  1. Research notes
  2. The “Trip Expense Planning” packet
  3. The “Travel Itinerary” sheet
  4. The “Daily Trip Expenses” sheet
  5. A travel blog or letter to a travel agent
  6. Other relevant project support, such as digital resources or products
  7. A “Sources” page

This unit may address the following TEKS.

111.7, Mathematics, Grade 5

111.7(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.7(b)(2)
Number and operations. The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value.
111.7(b)(3)
Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy.
111.7(b)(10)
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

113.16, Social Studies, Grade 5

113.16(b)(17)
Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity.
113.16(b)(24)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.16(b)(25)
Social studies skills. The student communicates in written, oral, and visual forms.

128.7., Spanish Language Arts and Reading, Grade 5, Adopted 2017

128.7(b)(13)(G)
develop a bibliography
128.7(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.7(b)(13)(E)
demonstrate understanding of information gathered;
128.7(b)(13)(D)
understand credibility of primary and secondary sources;
128.7(b)(13)(A)
generate and clarify questions on a topic for formal and informal inquiry;
128.7(b)(13)(B)
develop and follow a research plan with adult assistance;
128.7(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.7(b)(1)(C)
give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively

110.7., English Language Arts and Reading, Grade 5, Adopted 2017

110.7(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.7(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

This unit may address the following Texas College and Career Readiness Standards.

Social Studies:

SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.8
 Present final product.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.V.C
Design and produce an effective product.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.

Mathematics:

M.I.A.2
Perform computations with rational and irrational numbers.
M.VII.A.1
Analyze given information.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.3
Determine a solution.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
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