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Sample Lesson
Welcome to Social Studies Alive! Florida and Its People. This document contains
everything you need to teach the sample lesson “A Boat and Bus Tour of Florida.”
We invite you to use this sample lesson today to discover how TCI can bring learning
alive for your students.
Contents
Overview: Sample Lesson 5: A Boat and Bus Tour of Florida
2
Student Text
8
Procedures
23
Interactive Student Notebook
27
Student Handouts
37
Assessment
43
Differentiating Instruction
50
Enhancing Learning
51
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Overview
Sample Lesson:
An Essential Question organizes each
lesson. By reading the Student Subscription
and participating in the classroom activity,
students gain a deeper understanding of
the content.
1 Discovering the Social Sciences
What do social scientists do?
In a Response Group activity, students
learn why the study of social sciences
is important to understanding
human behavior.
Social Studies Alive! Florida and Its People
focuses on the history, geography, economy,
and government of Florida. Students
become social scientists and take a boat
tour of Florida—learning about Florida’s
unique history and diverse economy.
As students examine Florida from past to
present, they become informed Florida
citizens and understand the great
achievements and contributions
of Floridians.
2 Exploring Regions of the United States
How do geographers study the regions of the
United States?
In a Social Studies Skill Builder, students
apply basic map skills to learn about the
regions of the United States.
3 The Effects of Geography on Life in
the Southeast
How has geography helped shape daily life in
the Southeast?
In a Social Studies Skill Builder, students
learn how geography affects life in the
Southeast region.
4 Florida’s Geography
What geographic features make Florida a
special place?
In a Social Studies Skill Builder, students
label important physical and cultural
features on a map of Florida.
5 A Boat and Bus Tour of Florida
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What factors have shaped the history, culture, and
economy of Florida?
In a Writing for Understanding activity,
students tour Florida by boat and bus.
6 Florida’s History: Native People to 1850
How were Native American tribes in Florida
affected by European colonization?
In a Response Group activity, students
learn about the Native American tribes
in Florida and how European exploration
affected those groups.
7 Florida’s History: Civil War to Today
What historical events have played an important
role in Florida’s history?
In this Visual Discovery activity, students
learn about important events in Florida’s
history and discuss their significance to
life in Florida today.
8 The People of Florida
How have different groups contributed to the
state of Florida?
In a Social Studies Skill Builder,
students learn how five groups—
Native Americans, Latinos, European
Americans, African Americans, and
Asian Americans—came to this country
and contributed to its growth and
development.
9 Florida’s Diverse Economy
What do you need to know to understand
Florida’s economy?
In a Problem Solving Groupwork activity,
students learn how to understand
Florida’s economy.
10 Governing Florida
How does Florida’s government work?
In a Writing for Understanding activity,
students learn about Florida’s
government.
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
5 A Boat and Bus Tour of Florida
Students will learn about Florida’s history, culture, and economy by taking a boat and
bus tour of the state. In a Writing for Understanding activity, students listen to a tour
guide and view images and videos about eight sites in Florida. At four of the sites,
students engage in interactive experiences and learn key concepts and facts about
the state. Finally, students write a letter about their excursion through Florida.
Below are a sampling of slides from the Classroom Presentation.
Key Social Studies Terms
Tour Sites
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Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Sample Lesson 5: A Boat and Bus Tour of Florida
Little Havana, Miami
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Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Everglades National Park
A citrus grove in central Florida
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Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Castillo de San Marcos, St. Augustine
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Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Student Text
A Boat and Bus Tour of Florida
What factors have shaped the history, culture,
and economy of Florida?
5.1 Introduction
Hello, I’m Mr. Garcia. You can probably tell from my uniform
that I’m a park ranger. As part of my job, I get to take groups like
yours on tours.
Usually I lead short walking tours. This trip is special. Over the
next few days, we will use a bus and a boat to tour Florida. Our
tour will start in Everglades National Park, located at the southern
tip of the Florida peninsula. Then we will sail on a fishing trawler
along Florida’s east coast. From there, we’ll take a big bus and drive
across Florida to Tallahassee.
Florida
Then we’ll head southeast from
Tallahassee to central Florida.
As we travel, keep your eyes,
ears, and minds wide open.
Notice the land and how it is
used in different ways. Look
for information about the
history, culture, and economy
of Florida.
The captain says he’s ready.
So put on your life jackets, and
let’s go.
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5
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Student Text
swamp a low area of
land that is covered by
water at least part of
the year
savanna a flat grassland
hurricane a storm,
with heavy rains and
high winds, that develops
over the ocean and often
moves toward land
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5.2 Everglades National Park, Florida
You are looking at Everglades National Park in Florida. The
Everglades is a vast area of swamp, savanna, and forest at
the southern tip of Florida. A swamp is an area of low land
that is covered by water. A savanna is a flat grassland.
My first job as a ranger was in Everglades National Park.
I had studied geography in college and wanted to work in a
real live swamp. But I had no idea just how alive it would be!
More than 300 kinds of birds live in the Everglades. I get
up early many mornings to record their calls on my pocket
tape recorder.
I like to record the sounds that the animals make, too.
Alligators, crocodiles, turtles, and snakes live in the park. So
do deer, bears, panthers, bobcats, otters, and other animals.
The park looks peaceful now. But I was here in 1992
when Hurricane Andrew hit southern Florida. A hurricane is a dangerous storm with heavy rains and high winds
that develops over the ocean and often moves toward land.
Andrew’s winds damaged some of the park’s visitor center.
I recorded the sound of that storm at its worst. Whenever I
listen to that tape, the roar of the winds gives me chills.
Our fishing trawler will head north now, as we leave
the Everglades and travel up the east coast of Florida
toward Miami.
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Many waterways flow
through the flat land of the
Everglades.
metropolitan area We have reached Miami. To be exact, we have reached
the Miami-Fort Lauderdale metropolitan area. A
metropolitan area is made up of a large city and the
smaller cities and towns that surround it. The Miami-Fort
Lauderdale metropolitan area is one of the largest in the
Southeast. Miami is the largest city in this urban area. You
can see the skyline of Miami as our boat sails along the
coastline.
Florida has a population made up of people from
different ethnic groups. The Spanish were the first
Europeans to settle in Florida. They came in the 1500s.
Florida has had a rich Hispanic heritage ever since.
Immigrants came from Spain and Spanish-speaking
countries in Central America and the Caribbean, including
Cuba. Immigrants came for many reasons. One reason
people came from Cuba was to live under a democratic
government. Because Florida is the state closest to Cuba,
many Cubans settled in Florida.
a major population center
Murals in Little Havana often
show patriotic images and
heroes from U.S. history and
Hispanic culture. Can you
find George Washington and
the Statue of Liberty in this
mural? On the right are famous
performers. You can see
Celia Cruz, a Cuban American
singer. Next to her is Tito
Puente, a Latin jazz musician.
Next is Selena, a famous
Mexican American performer.
The American and Cuban flags
are also shown in this mural.
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made up of a large city
and the smaller cities and
towns that surround it
ethnic group a group
of people in a country
who share a unique
culture and identity
immigrant someone
who comes from another
place to live in a country
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5.3 Florida’s Hispanic Heritage in Miami
Players meet at Maximo
Gomez Park almost every
day. The park is better
known as Domino Park.
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Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Dominoes is a popular game
for many Cuban Americans.
Nearly 70 percent of our nation’s Cuban Americans live
in Florida. This makes Cuban Americans Florida’s largest
Hispanic group. Florida’s population also includes Hispanic
Americans from Puerto Rico, Mexico, and countries in
Central America.
The main street in Little Havana is called Calle Ocho
(CAI-yay OH-cho). It means Eighth Street. Spreading out
from Calle Ocho are the houses, apartments, and parks
where the people of Little Havana live and meet. Maximo
Gomez Park is a major meeting place in Little Havana. It
is better known by its nickname, Domino Park. Almost
every day people go there to play dominoes, a game that is
popular in Cuba.
A special time to visit Little Havana is in March. That’s
when the Calle Ocho Festival is held. For one week,
more than a million visitors crowd into Little Havana
for a celebration of Hispanic culture. Key events include
a domino tournament, a road race, and gigantic street
festival about 25 blocks long. The festival has food, music,
and dancing—lots of dancing. One year, Calle Ocho set a
who enjoy a celebration of
Hispanic culture.
record for the world’s longest conga line. It had more than
100,000 people!
Little Havana is more than just a place where tourists
can go to see Cuban traditions. It is a place where people
live and work. Little Havana is not the only Hispanic
community in Florida. The city of Hialeah is another major
Hispanic community. It’s also important to know that
about 20 percent of Florida’s population is Hispanic and
lives throughout the state.
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Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Little Havana is a crowded
place every March. The Calle
Ocho festival brings visitors
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5.4 Kennedy Space Center at Cape Canaveral
Florida is in a part of the United States called the Sunbelt.
The Sunbelt stretches across the country from Florida to
California. States in the Sunbelt have a mild climate all year
long. A mild climate means that it is usually warm and
sunny there.
Florida’s sunny climate makes it a popular place to
visit. People from all over the world travel to Florida for
vacations. People who travel for fun are called
tourists.
Many tourists visit Florida every year. Some
come to enjoy the sunshine and the beaches.
Places such as Disney World attract 40 million
visitors every year.
I like to visit the John F. Kennedy Space
Center at Cape Canaveral. In 1961, the people
at the space center launched Alan Shepard into
space in a rocket-propelled ship. He was the
first American to travel in space.
The Kennedy Space Center is home to our
nation’s space shuttles. The space shuttle was
the world’s first reusable spacecraft. The space
shuttle program began when the first shuttle
lifted off in 1981. The program ended in 2011.
A total of 135 space shuttle flights took place
in that period. Hundreds of thousands people
came to see each space shuttle mission blast
off.
The Kennedy Space Center is good for
Florida’s economy. It brought many jobs to
Florida. The space center became a major tourist attraction
as well. Even though the space shuttle program has ended,
Kennedy Space Center will continue to be an important
part of Florida’s economy.
I saw a space shuttle launch and recorded the sound on
my recorder. The blast from the rockets was so loud that
the ground shook under my feet.
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The space shuttle Atlantis
lifted off on its final mission
in July 2011. Space shuttles
were launched from the
Kennedy Space Center in
Cape Canaveral, Florida.
The nation’s space shuttle
program lasted for 30 years.
We have traveled north along Florida’s east coast. We are
now in St. Augustine. St. Augustine is one of the oldest
cities in our nation. In fact, St. Augustine is the oldest
permanent European settlement in the United States.
In the early 1500s, Spain began sending soldiers called
conquistadors to the Americas. Their mission was to
claim land for Spain. In 1513, a Spanish conquistador
named Juan Ponce de León (wahn PAHN-suh day leeOHN) landed on the Florida peninsula. He claimed the
land for Spain. He also gave Florida its name. In Spanish,
it means “flowery.”
The Spanish founded
St. Augustine in 1565.
They built a wooden
fort to protect the city.
In fact, they built nine.
The wooden forts didn’t
last long. In 1672, the
Spanish started to build
a new fort. They built
it out of stone blocks. It
is called the Castillo de
San Marcos (kas-TEEyoh DAY san-MARkohs).
The Spanish put
Cubans, Indians, and
free African Americans to work building the fort. They
used a kind of stone called coquina (koh-KEE-nuh). This
stone formed over thousands of years from the shells of the
tiny coquina clam. The Spanish built the fort with walls 12
feet thick. They completed the fort in 1695.
The stone made from seashells turned out to be a strong
building material. The new fort stood up to attacks and
hurricanes. The fort is still standing today. It is the oldest
European fort built of stone blocks in the United States.
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conquistador a
Spanish soldier-explorer
Florida’s Spanish history can
be seen in the thick walls of
the Castillo de San Marcos.
Today the fort is a national
monument.
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5.5 St. Augustine
Fort Mose is the site of
the nation’s first free black
Our next stop is located in St. Augustine. We have traveled
to the site of another historic fort. We are at Fort Mose
(moh-say) Historic State Park. This is the site of the first
free community of ex-slaves in what is now the United
States.
The story of Fort Mose goes back hundreds of years,
before our nation’s founding. In the 1500s and 1600s,
European countries were competing to claim land in
North America. By the late 1600s, England, France, the
Netherlands, and Spain had claimed vast areas of land.
Each country formed settlements and colonies.
For example, Spain claimed Florida and founded St.
Augustine in 1565. England set up colonies along the east
coast of what is now the United States. People came from
England and other places in Europe to live in the colonies.
People from Africa came, too. Europeans took them by
force from Africa and brought them to the colonies to work
as slaves.
The English colonies made money for England by
supplying goods England could sell to other nations.
settlement. It is located in
St. Augustine, Florida.
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15
5.6 Fort Mose Historic State Park in St. Augustine
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A boardwalk stretches over
the site of Fort Mose. Visitors
can follow the footsteps of
the freed slaves who there
during the 1700s.
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Colonists relied on enslaved Africans to provide the labor
to raise crops like rice, cotton, and tobacco. The sale of
these and other products helped bring wealth to England.
In 1693, the king of Spain wanted to weaken England’s
power in North America. He said that slaves who escaped
from the English colonies would be free in Florida. To be
freed from slavery, they had to do three things. They had to
swear their loyalty to the Spanish king. They had to serve
in the Spanish army. They also had to accept the Catholic
religion.
In 1738, about 100 African Americans, mostly former
slaves, were living in St. Augustine. The Spanish governor
of Florida decided to form a settlement for them. The
settlement was named Fort Mose
after a local Indian name. The
settlement included a fort and houses.
The Fort Mose settlers raised crops.
Some worked as carpenters and
blacksmiths. The settlers formed
their own military unit.
Fort Mose lasted for 25 years.
In 1763, Britain gained control of
Florida. Most of the settlers in St.
Augustine, including those of Fort
Mose, went to Cuba. Today Fort
Mose is an historic state park. There
are no remains left of the settlement.
But visitors can see the land where the first free black
settlement in what is now the United States once stood.
It is time to leave the fishing trawler now. We will get
on a bus for the next part of our journey.
settlement built to teach
Christianity in what is
now the United States
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5.7 A Spanish Mission in Tallahassee
We have traveled to the northern part of Florida. We have
reached our next stop—Tallahassee. Tallahassee is the capital
of Florida. Here is where the governor lives and works. State
senators and representatives meet at the Capitol Complex to
pass laws.
But we haven’t come to Tallahassee to learn about state
government. We have come to learn about life in a Spanish
mission. The Spanish built missions in Florida during the
1500s and 1600s. Their purpose was to convert American
Indians to the Roman Catholic religion.
One of the missions in the Tallahassee area was Mission
San Luis (sahn loo-EESS). Today it is known as San Luis
de Talimali (TAL-ee-MAL-ee) or San Luis de Apalachee
(ah-puh-lah-chee). Mission San Luis was built during
the 1600s. It had a church and a village. Spanish soldiers
protected its fort. Today people can visit a re-creation of the
mission. They can learn about daily life on a Florida mission
during the 1600s.
About 1,400 Apalachee Indians and Spanish lived at the
mission between 1656 and 1704. The Apalachee Indians of
northwest Florida were among the first American Indians
the European explorers met. The Apalachees were farmers.
Their main crops were corn, beans, and squash. They also
fished and hunted.
The Catholic Church affected many aspects of daily life
in Mission San Luis. The Spanish and Apalachees attended
church services together. Children were baptized at the
church. The church was the site for weddings and funerals.
Although the Apalachees at the mission became
Christians, they kept their own traditions. The Apalachees
met at a council house. They had their own leaders. They
took part in Apalachee dances and ceremonies. They also
played a game with a small ball. The game had a religious
meaning. The Apalachees believed it would bring rain for
the crops.
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mission a Spanish
18
Today, you can see what
life was like on a Spanish
mission at Mission San Luis
in Tallahassee, Florida.
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Life at the mission also was a blend of Indian and Spanish
cultures. Some Indian women married Spanish soldiers. The
Indians learned how to raise plants brought by the Spanish.
These included wheat, peaches, and chickens.
In the early 1700s, the British attacked and destroyed
the missions in Spanish Florida. Before the British reached
San Luis, however, the Spanish and Apalachees burned the
mission. Then they left. Some Apalachees moved north into
British territory. Others moved with the Spanish to the
St. Augustine area. Still others moved west to what is now
Alabama.
It’s time for us to move, too. We will get back on the bus to
reach our next stop.
an orange, grapefruit, or
lemon that comes from a
tree or shrub that grows
in warm regions
Florida has more than 74
million citrus trees. These
are orange trees in central
Florida.
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5.8 A Citrus Grove in Central Florida
Welcome to Polk County. We are in central Florida near
the city of Lakeland, the largest city in Polk County. Polk
County is one of Florida’s most productive farming counties.
Citrus is the county’s major crop. Did you have a glass of
orange juice this morning? If you did, you drank juice from a
citrus tree. This group of plants includes oranges, grapefruit,
and lemons.
Florida is a leading citrus-producing state. Its sandy soil
and warm climate are good for growing citrus trees. Most of
the crop is grown in central and southern Florida.
About 75,000 people work in Florida’s citrus industry.
Some people pick the fruit when it is ripe. Other workers pack
the fruit. Others work to process the fruit into products like
orange juice.
The citrus industry is important to Florida’s economy.
It brings the state nearly $9 billion each year. Florida grows
more oranges than any other region of the world, except for
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
citrus a fruit such as
5.9 Walt Disney World Florida is a leading state for tourism. Tourism is the
businesses of providing services to people who are traveling
for fun. Florida’s warm, sunny climate makes it a good
choice for a vacation. About 80 million people visit Florida
each year!
Tourism has a big impact on Florida’s economy. Tourists
spend money on hotels, vacation homes, and theme parks.
In fact, they spend about $60 billion each year. Most of that
money goes to business owners. Some goes to the state in the
form of taxes that business owners pay to the government.
Tax money from tourism helps state government pay for
things like roads and schools.
The tourism industry also provides jobs. Nearly a million
Florida residents have jobs in the tourism industry.
The last stop on our tour is very important to the tourism
industry in Florida. It’s also one of my favorite places to
have fun. We have reached Walt Disney World Resort near
Orlando, Florida. Walt Disney World has theme parks based
on stories and characters created by the Disney Company.
A man named Walt Disney founded the Disney
Company. He lived from 1901 to 1966. Walt Disney was
an entrepreneur who made films and television shows. An
entrepreneur is someone who starts a business—and takes
responsibility for the failure or success of the business.
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Workers pack Florida citrus
into boxes. These oranges
will soon be ready to buy at a
grocery store.
tourism the practice of
traveling for pleasure or
the business of providing
services, such as hotels
and entertainment, to
people who are traveling
for fun
tax the money that
people and businesses
pay to the government to
support its functions
entrepreneur a person
who starts, organizes,
and manages a business
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the country of Brazil. The next time
you drink of glass of orange juice,
chances are good that it came from
Florida oranges. In most years, more
than 80 percent of the orange juice
made in the United States comes from
oranges grown in Florida.
All this talking has made me thirty
for a cold glass of orange juice! Let’s
get back on the bus for our last stop.
and Mickey Mouse at Walt
Disney World honors the man
who created one of the most
famous cartoon characters in
the world.
Disney and his company became a success. Disney became
famous for creating some of the best-known cartoon
characters of all time—Mickey Mouse and Donald Duck.
Entrepreneurs sometimes start more than one business.
That’s what Walt Disney did. In 1955, Disney opened
Disneyland, an amusement park near Los Angeles,
California. Disney decided to build a larger amusement
park in Florida. Walt Disney World opened in 1971. It
was a success right away. The Magic Kingdom was its first
theme park. More than 16 million people visit Magic
Kingdom each year. That makes it one of the most popular
theme parks in the world.
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A statue of Walt Disney
Do you remember what I said to you when we began
our journey? I asked you to keep your eyes, ears, and
minds wide open. Now I’ll tell you why.
I wanted you to use your eyes to see the different
ways in which the land is used in Florida. In
Everglades National Park, for example, you saw land
that people are working to preserve. In Polk County,
you saw land that is used to grow citrus crops.
I also asked you to look for information about the
history, culture, and economy of Florida. Some of the
places we toured relate to the history of Florida. Some
places, like Little Havana, are cultural. The citrus
grove and Walt Disney World are examples of place
that help Florida’s economy.
I wanted you to use your ears to hear some of the
sounds of Florida. As a park ranger, I enjoy the sounds
of nature—even the roar of a hurricane. And Florida
has long been a place where people can hear powerful
rockets lifting off from Kennedy Space Center at Cape
Canaveral.
There are lots of places in Florida that show how
history, culture, and economy have shaped the state.
We had time to visit only eight. The longer you live
in Florida, the more you will see and learn about the
special state we call home.
22
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Summary Overview and Objectives
Overview
Students will learn about Florida’s history, culture, and economy by taking a boat and bus tour
of the state. In a Writing for Understanding activity, students listen to a tour guide and view
images and videos about eight sites in Florida. At four of the sites, students engage in
interactive experiences and learn key concepts and facts about the state. Finally, students
write a letter about their excursion through Florida.
Objectives
Social Studies
• Apply map skills to locate and label eight important places in Florida.
• Use a map of the region to trace the route of a tour through Florida.
• Identify the significance of St. Augustine as the oldest permanent European settlement in the
United States.
• Describe the contributions of significant individuals to Florida.
• Describe the effect of the United States space program on Florida’s economy and growth.
• Explain how tourism affects Florida’s economy and growth.
• Explain Florida’s role in the national and international economy and conditions that attract
businesses to the state.
Language Arts
• Gather information from an audio tour. (listening)
• Synthesize information into letter form. (writing)
Social Studies Vocabulary
swamp, savanna, hurricane, metropolitan area, ethnic group, immigrant, conquistador, mission,
citrus, tourism, taxes, entrepreneur
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Procedures
Suggested time: 15 minutes
Connecting to Prior Knowledge: Introduce students to the state of Florida.
• Tell students that they will be learning about their state, Florida. To help students see where
Florida is in the country, a map is projected on screen and the state of Florida is circled in red.
• Have students look at the graphic organizer projected on the screen of the tour they are about
to take. Ask these questions: What do you see? Tell them the dots on the map show the locations of places on the tour they are about to take. Ask them which places on the tour are they
most excited about visiting?
• Ask students to examine the Florida images and then respond to the question about which
place they would most like to visit in their Interactive Student Notebook. Discuss students’
responses.
• Tell students that in this lesson, they will meet Mr. Garcia, who will take them on a boat and
bus tour of Florida.
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Preview
Suggested time: 180 minutes: Phase 1; 45 minutes: Phase 2
Phase 1: Gathering Information
1 Prepare for Phase 1 of the activity. Before class, assign students to mixed-ability groups of three and
arrange your classroom according to the diagram. Print out one copy of Student Handout: Role Cards
for Citrus Act-It-Out and cut out the cards. You will give a role card to each group in the Citrus Act-It-Out
part of the activity.
2 Introduce the activity. When students enter the classroom, welcome them to the state of Florida.
Explain that shortly they will be taking a tour with their guide, Mr. Garcia. Ask them to “Step aboard our
boat,” and take their seats. Tell students that on this tour of Florida, they will see and learn about eight
sites. They will stop at four sites to learn more about the history, culture, and economy of Florida.
3 For each site on the tour, students will watch and listen to an audio slideshow. These slideshows
include images, videos, and narration of the Student Text. The tour begins with Everglades National
Park and ends with Walt Disney World. The text of each audio slideshow corresponds to a section of the
Student Text. If you don’t have individual computer devices, you should assign the Student Text reading
as homework. We also recommend that you assign the Reading Challenge and have each student
complete the Reading Challenge prior to starting the activity in class. Have students turn to their
Reading Notes in their Interactive Student Notebooks and follow the directions. (Note: Throughout the
activity, pause the audio slideshows as often as necessary to ensure student success.)
4 After students visit each site, give them time to work on their Reading Notes. Monitor students’ progress.
5 Students will stop four times to interact with sites and learn about Everglades National Park;
Little Havana, Miami; Castillo de San Marcos, St. Augustine; and a citrus grove in central Florida.
• For Tour Site 1, play the audio slideshow for Everglades National Park. Make sure students are opened
to the Reading Notes for this site in their Interactive Student Notebook. As students watch the audio
slideshow, they will answer the following questions: What was your favorite part of the park? What
surprised you most about the park? What information about the park would you most want to share with
a friend? The students will use these notes to write a postcard to a about Everglades National Park.
• For Tour Site 2, play the audio slideshow for Little Havana, Miami. Make sure students are opened to
the Reading Notes for this site in their Interactive Student Notebook. Murals in Little Havana are part of
the tour. Students will learn more about murals and then create their own mural in their Interactive
Student Notebook.
• For Tour Site 4, play the audio slideshow for Castillo de San Marcos fort in St. Augustine. At the tour
site, you will do a visual discovery activity using a map entitled, “Why Spain Built the Castillo de San
Marcos.” Discuss with your students the following questions: Whose land claims bordered Florida?
Why was a fort at St. Augustine important to the Spanish? Students will also examine a cross-section
of the fort and discover how the fort was designed to fight off an attack.
25
(continued)
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Writing for Understanding
an Act-It-Out on how an orange becomes juice. First divide your class into 6 groups. Assign each group a
role card from Student Handout: Role Cards for Citrus Act-It-Out. The roles for the Act-It-Out are: Orange
Tree, Orange, Grove Worker, Processing Plant, Orange Juice, and Grocery Store. Assign one member of
each group to play the part of the actor for the role. Have each group: 1) read the information about the
role; 2) plan what the actor in the group will say; and 3) practice what the actor will do. Then, the actor
from each group will go up to the front of the class in the order projected on the screen. Each actor will
play his or her role assigned role and also perform any movements for the part.
6 After the tour, give students time to complete the Reading Notes. Then have them check their
Reading Notes against the map for Florida projected on the screen.
Phase 2: Synthesizing Information
7 Tell students that they will now write a letter describing their tour of Florida. With students, read
the directions for writing a letter, clarifying the requirements as needed. Then have students
write their letters.
8 Debrief the activity. Have several students read their completed letters aloud.
Processing
Suggested time: The letter-writing assignment
serves as the Processing activity for this lesson.
The letter-writing assignment serves as the Processing activity for this lesson.
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Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
• For Tour Site 7, play the audio slideshow for a citrus grove in Polk County. At the tour site, students will do
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Interactive Student Notebook
P R E V I E W
Look carefully at the pictures of Florida that your teacher has projected. Also look at the
map in Section 1 of the Student Text to see the places where the tour will stop. If you
could take a trip to any one place in Florida, which one would you most want to visit?
Why? Write your answer below.
My Florida Trip
© Teachers’ Curriculum Institute
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A Boat and Bus Tour of the Southeast
1
N O T E S
Your class is taking a tour of Florida. The tour will take you to eight locations. As you
move from site to site, draw a line on the map to show your route. After visiting each
site, draw a symbol or an image at each location to show what you learned there.
Fort Mose Historic
State Park,
St. Augustine
San Luis de Talimali , Tallahassee
Castillo de
San Marcos,
St. Augustine
Kennedy
Space
Center,
Cape
Canaveral
Walt
Disney
World
Polk County
Citrus Grove
Little Havana,
Miami
Everglades
National Park
© Teachers’ Curriculum Institute
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A Boat and Bus Tour of the Southeast
2
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
R E A D I N G
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
R E A D I N G
N O T E S
As you listen to and watch the audio slideshow, answer these questions.
Everglades National Park
1. What was your favorite part of the park?
2. What surprised you most about the park?
3. What information about the park would you most want to share with a friend?
© Teachers’ Curriculum Institute
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A Boat and Bus Tour of the Southeast
3
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
R E A D I N G
N O T E S
Create a mural about a hero in your life. It could be a family member, a friend, or
someone famous.
Your mural should include these elements:
• the name of your hero
• a bold, eye-catching illustration that shows your hero
• a sentence that clearly tells why the person is your hero
Use bright colors for your mural, like the ones in Little Havana. Suppose that the mural
will be placed on the side of your house or in the neighborhood where you live.
Use the space below to create your mural.
© Teachers’ Curriculum Institute
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A Boat and Bus Tour of the Southeast
4
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
P R O C E S S I N G
Suppose you are a tourist who has just taken a tour of Florida. You will now write a
letter to send home, describing what you learned about the state. Use your Reading
Notes to help you. Your letter should include the following:
• the date.
• a proper greeting, such as Dear Allison.
• an introductory paragraph that gives a general description of Florida.
• descriptions of at least three places you visited. Use plenty of details. Be sure to say:
What was most interesting or memorable to you.
What adjectives (descriptive words) best describe what you saw.
What you now know that you didn’t before.
• at least seven of these words: park, ethnic group, Hispanic, neighborhood, blastoff,
Spanish, settlement, history, economy, tourism
• at least one simple drawing of a site you visited.
• a closing, such as Your friend, Robert.
Write a draft of your letter. Then reread it. Make any necessary corrections. Neatly
write your final draft in ink or write it using a computer.
© Teachers’ Curriculum Institute
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A Boat and Bus Tour of the Southeast
5
V I S T A Z O
P R E V I O
Mira atentamente las ilustraciones de Florida que tu maestro ha proyectado. Mira
también el mapa en la Sección uno del libro de texto para ver los lugares donde el
autobús hará paradas. Si pudieras visitar un solo lugar en Florida, ¿a cuál te gustaría ir?
¿Por qué? Escribe tu respuesta abajo.
Mi viaje a Florida
© Teachers’ Curriculum Institute
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Un viaje por el Sureste en Barco y Autobús 1
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Spanish Interactive Student Notebook
D E
L A
L E C T U R A
Tu clase va a hacer un viaje por Florida. El viaje te llevará a ocho lugares. A medida que pasas
de un sitio a otro, traza una línea en el mapa para indicar tu ruta. Después de visitar cada sitio,
dibuja un símbolo o una imagen en cada lugar para mostrar lo que aprendiste allí.
Fort Mose Historic
State Park,
St. Augustine
San Luis de Talimali , Tallahassee
Castillo de
San Marcos,
St. Augustine
Kennedy
Space
Center,
Cape
Canaveral
Walt
Disney
World
Polk County
Citrus Grove
Little Havana,
Miami
Everglades
National Park
© Teachers’ Curriculum Institute
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Un viaje por el Sureste en Barco y Autobús 2
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
N O T A S
D E
L A
L E C T U R A
Mientras ves y escuchas las transparencias, contesta las preguntas.
El Parque Nacional Everglades
1. ¿Cuál fue la parte del parque que más te gustó?
2. ¿Qué fue lo que más te sorprendió del parque?
3. ¿Cuál es la información sobre el parque que más quisieras compartir con un amigo o amiga?
© Teachers’ Curriculum Institute
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Un viaje por el Sureste en Barco y Autobús 3
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
N O T A S
D E
L A
L E C T U R A
Haz un mural sobre un héroe en tu vida. Puede ser un familiar, un amigo o alguien famoso.
Tu mural debe incluir estos elementos:
• el nombre de tu héroe
• una ilustración viva y llamativa que muestre a tu héroe
• una oración que diga claramente por qué la persona es tu héroe
Usa colores fuertes para tu mural, como los que tienen los murales en la Pequeña Habana.
Imagina que el mural se va a colocar en un muro exterior de tu casa o en el barrio donde vives.
Usa el siguiente espacio para hacer tu mural.
© Teachers’ Curriculum Institute
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Un viaje por el Sureste en Barco y Autobús 4
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
N O T A S
Imagina que eres un turista que acaba de hacer un viaje por Florida. Ahora vas a
escribir una carta a tu casa, en la cual describes lo que aprendiste sobre el estado. Usa
tus Notas de la Lectura como ayuda. Tu carta debe incluir lo siguiente:
• la fecha.
• un saludo apropiado, como Querida Allison.
• un párrafo de introducción que dé una descripción general de Florida.
• descripciones de por lo menos tres lugares que visitaste. usa varios detalles. no olvides
decir:
qué fue lo más interesante o memorable para ti.
qué adjetivos (palabras descriptivas) describen mejor lo que viste.
qué sabes ahora que no sabías antes.
• por lo menos siete de estas palabras: parque, grupo étnico, hispano, vecindario,
despegue, español, asentamiento, historia, economía, turismo
• por lo menos un dibujo sencillo de un sitio que visitaste.
• una despedida, como Tu amigo, Roberto.
Escribe un borrador de tu carte. Luego vuelve a leerlo. Haz las correcciones necesarias.
Escribe tu borrador final muy limpio con tinta o en la computadora.
© Teachers’ Curriculum Institute
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Un viaje por el Sureste en Barco y Autobús 5
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
P R O C E S A R
S t u d e n t
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Student Handouts
H a n d o u t
Role Cards
Role Card for Group 1: Orange Tree
Step 1: Read the background for your role.
• I have been in Florida for hundreds of years.
• Explorers from Europe first brought citrus (that’s the kind of plant I am) to Florida.
• I love growing in Florida. Its weather is perfect for me. It has warm, sunny days,
enough rain, and sandy soil.
• At harvest time, my tree alone has over 1,000 oranges on it!
Step 2: Plan what your character will say. Be ready to answer these questions.
• Who are you?
• What are three facts about you?
Step 3: Practice what your character will do.
• Put your hands over your head and stand tall, just like a tree.
• Pretend that your arms are branches weighed down by oranges.
Role Card for Group 2: Orange
Step 1: Read the background for your role.
• I am an excellent source of Vitamin C.
• Some people call me the “golden apple” of Florida.
• Most of the oranges eaten in the United States are Florida oranges.
• I’m not always orange. I start out as green!
Step 2: Plan what your character will say. Be ready to answer these questions.
• Who are you?
• What are three facts about you?
Step 3: Practice what your character will do.
• Put your arms together in front in a circle. Be round!
• Act sunny and bright.
© Teachers’ Curriculum Institute
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a Boat and Bus tour of Florida
2
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
S t u d e n t
H a n d o u t
Role Card for Group 3: Grove Worker
Step 1: Read the background for your role.
• I am one of 75,000 people working in the citrus industry in Florida.
• I make sure the oranges are not infested with bugs.
• I keep the oranges warm during the winter.
• October is harvesting month. That’s when I pick the fruit and pack it up.
• Sometimes I pick more than 7,000 pounds of fruit per day!
Step 2: Plan what your character will say. Be ready to answer these questions.
• Who are you?
• How do you grow and harvest oranges?
Step 3: Practice what your character will do.
• Act like you are protecting the oranges from bugs.
• Pack the oranges and put them on a truck.
Role Card for Group 4: Processing Plant
Step 1: Read the background for your role.
• In one day alone, I can squeeze millions of pounds of oranges.
• I use these steps in making orange juice:
1. I separate the good oranges from the bad.
2. A conveyor belt carries the fruit to juicing machines. Hundreds of oranges are
squeezed every second.
3. A screen removes any seeds or extra pulp.
Step 2: Plan what your character will say. Be ready to answer these questions.
• Who are you?
• What happens at the processing plant?
Step 3: Practice what your character will do.
• Take some of the oranges and act as if you are turning them into juice.
• Pour the juice into bottles or cartons.
© Teachers’ Curriculum Institute
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a Boat and Bus tour of Florida
3
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
S t u d e n t
H a n d o u t
Role Card for Group 5: Orange Juice
Step 1: Read the background for your role.
• In most years, more than 80 percent of the orange juice made in the United States comes
from oranges grown in Florida.
• I am heated so that bacteria is killed. This keeps the orange juice fresh longer.
• Then I am chilled and put into cartons or bottles.
Step 2: Plan what your character will say. Be ready to answer these questions.
• Who are you?
• Why are you heated and then chilled?
Step 3: Practice what your character will do.
• Act like you are being heated.
• Shiver and shake to show how cold you are before you are poured into a container.
Role Card for Group 6: Grocery Store
Step 1: Read the background for your role.
• I make sure that the orange juice is carefully displayed.
• I refrigerate the juice at just the right temperature to keep it fresh.
• Stores all over the country sell juice made from Florida oranges.
Step 2: Plan what your character will say. Be ready to answer these questions.
• Who are you?
• How do you help get orange juice to people’s homes?
Step 3: Practice what your character will do.
• Act like you are carefully putting cartons of orange juice into a display case.
• Tell a customer that your juice is made from delicious Florida oranges.
© Teachers’ Curriculum Institute
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a Boat and Bus tour of Florida
4
H o j a
d e
T r a b a j o
Tarjetas de Roles
Tarjeta de Roles para el Grupo 1: Naranjo
Paso 1: Lee la información general para tu papel.
•
He estado en Florida cientos de años.
•
Los exploradores europeos fueron los primeros que trajeron cítricos (ese es el tipo de
planta que soy) a Florida.
•
Me encanta crecer en Florida. Su clima es perfecto para mí. Los días son cálidos y
soleados, con suficiente lluvia y suelo arenoso.
•
En la temporada de cosecha, ¡mi árbol tiene más de 1,000 naranjas!
Paso 2: Planea lo que dirá tu personaje. Prepárate a contestar estas preguntas.
•
¿Quién eres?
•
¿Cuáles son tres datos sobre ti?
Paso 3: Practica lo que hará tu personaje.
•
•
Extiende las manos arriba de la cabeza y párate bien alto, como un árbol de verdad.
Imagina que tus brazos están soportando el peso de las naranjas.
Tarjeta de Roles para el Grupo 1: Naranja
Paso 1: Lee la información general para tu papel.
•
•
•
•
Soy una excelente fuente de vitamina C.
Algunos me dicen la “manzana dorada” de Florida.
La mayoría de las naranjas que se comen en los Estados Unidos son de Florida.
No siempre soy de color naranja. ¡Empiezo siendo verde!
Paso 2: Planea lo que dirá tu personaje. Prepárate a contestar estas preguntas.
•
•
¿Quién eres?
¿Cuáles son tres datos sobre ti?
Paso 3: Practica lo que hará tu personaje.
•
•
Junta los brazos en frente formando un círculo.
Actúa como si estuvieras contento, lleno de luz y sol.
© Teachers’ Curriculum Institute
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Un viaje por Florida en barco y autobús 1
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Spanish Student Handouts
d e
T r a b a j o
Tarjeta de Roles para el Grupo 3: Trabajador en un Cultivo de Cítricos
Paso 1: Lee la información general para tu papel.
•
Soy una de las 75,000 personas que trabajan en la industria de cítricos en Florida.
•
•
Yo miro que las naranjas no estén infestadas de insectos.
Mantengo las naranjas calientitas en el invierno.
•
•
Octubre es el mes de la cosecha. Entonces recojo la fruta y la empaco.
¡A veces cosecho más de 7,000 libras en un día!
Paso 2: Planea lo que dirá tu personaje. Prepárate a contestar estas preguntas.
•
•
¿Quién eres?
¿Cómo cultivas y cosechas naranjas?
Paso 3: Practica lo que hará tu personaje.
•
Actúa como si estuvieras protegiendo las naranjas contra los insectos.
•
Empaca las naranjas y ponlas en un camión.
Tarjeta de Roles para el Grupo 4: Planta de Procesar
Paso 1: Lee la información general para tu papel.
•
•
En un solo día, puedo exprimir millones de libras de naranjas.
Sigo estos pasos para hacer jugo de naranja:
1. Separo las naranjas buenas de las malas.
2. Una correa transportadora lleva la fruta a las máquinas de exprimir. Cada segundo
se exprimen cientos de naranjas.
3. Las semillas y la pulpa sobrante se sacan con un tamiz.
Paso 2: Planea lo que dirá tu personaje. Prepárate a contestar estas preguntas.
•
•
¿Quién eres?
¿Qué ocurre en la planta de procesar?
Paso 3: Practica lo que hará tu personaje.
•
•
Toma unas naranjas y actúa como si estuvieras convirtiéndolas en jugo.
Vierte el jugo en botellas o cartones.
© Teachers’ Curriculum Institute
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Un viaje por Florida en barco y autobús 2
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
H o j a
d e
T r a b a j o
Tarjeta de Roles para el Grupo 5: Jugo de Naranja
Paso 1: Lee la información general para tu papel.
•
•
•
La mayoría de los años, más del 80 por ciento del jugo de naranja hecho en los Estados
Unidos viene de naranjas cultivadas en Florida.
Me calientan para matar las bacterias. Esto mantiene el jugo de naranja fresco por más
tiempo.
Luego me enfrían y me envasan en cartones o botellas.
Paso 2: Planea lo que dirá tu personaje. Prepárate a contestar estas preguntas.
•
•
¿Quién eres?
¿Por qué te calientan y te enfrían?
Paso 3: Practica lo que hará tu personaje.
•
•
Actúa como si te estuvieran calentando.
Tiembla para indicar el frío que sientes antes de que te envasen.
Tarjeta de Roles para el Grupo 6: Tienda de Comestibles
Paso 1: Lee la información general para tu papel.
•
•
•
Yo miro que el jugo de naranja esté exhibido correctamente.
Refrigero el jugo a la temperatura exacta y lo mantengo fresco.
El jugo hecho con naranjas de Florida se vende en tiendas de todo el país.
Paso 2: Planea lo que dirá tu personaje. Prepárate a contestar estas preguntas.
•
•
¿Quién eres?
¿Qué haces para que el jugo de naranja llegue a los hogares?
Paso 3: Practica lo que hará tu personaje.
•
•
Actúa como si estuvieras colocando cartones de jugo de naranja cuidadosamente en la
vitrina.
Dile a un cliente que el jugo se hizo con deliciosas naranjas de Florida.
© Teachers’ Curriculum Institute
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Un viaje por Florida en barco y autobús 3
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
H o j a
Name __________________________________________________ Date ______________________________
Assessment: A Boat and Bus Tour of Florida
Big Ideas
Circle the letter next to the best answer.
1. People visit Everglades National Park to see
A. one of the nation’s oldest cities.
B. launches of the space shuttle.
C. orange trees growing in citrus groves.
D. more than 300 kinds of birds.
2. Which place in Florida is a center of Cuban American culture?
A. Cape Canaveral
B. Little Havana
C. Walt Disney World
D. all of the above
3. How did Kennedy Space Center help Florida’s economy?
A. It taught visitors about Florida’s history.
B. It helped astronauts become entrepreneurs.
C. It brought many jobs and tourists to Florida.
D. It helped Florida grow more citrus crops.
4. The Europeans who first settled St. Augustine came from
A. Spain.
B. the Netherlands.
C. France.
D. England.
5. Why was Florida a destination for escaped slaves from the English colonies in the early to mid-1700s?
A. They wanted a milder climate.
B. They would be free in Florida.
C. They wanted to work in the citrus industry.
D. They wanted to build forts for the Spanish.
6. Which groups lived at San Luis de Talimali?
A. free African Americans and Spanish
B. Cuban Americans and Spanish
C. Apalachee Indians and English
D. Apalachee Indians and Spanish
7. Which of the following explains why Florida is a leading citrus-producing state?
A. Florida has a warm climate.
B. Florida residents like to eat citrus.
C. Florida tourists like to eat citrus.
D. Brazil is the state’s main citrus customer.
43
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Assessment
9. Which place in Florida contributes to the tourism industry?
A. Everglades National Park
B. Kennedy Space Center
C. Walt Disney World
D. all of the above
10. What feature is shared by San Luis de Talimali in Tallahassee and the Castillo de San Marcos in St. Augustine?
A. English settlement
B. Spanish settlement
C. African American settlement
D. Puerto Rican settlement
44
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
8. The business of providing services to people who are traveling for fun is called
A. immigration.
B. pollution.
C. tourism.
D. entrepreneurship.
Use the chart and your knowledge of social studies to answer the questions.
11. At which site you would most likely learn about the space shuttle program?
A. Site 1
B. Site 2
C. Site 3
D. Site 4
12. Which site would you visit to see examples of Cuban American heritage?
A. Site 2
B. Site 3
C. Site 4
D. Site 5
13. Which site would you visit to learn about African American history?
A. Site 1
B. Site 2
C. Site 3
D. Site 4
14. Which site would you visit to learn about plants and animals in Florida?
A. Site 2
B. Site 3
C. Site 4
D. Site 5
Show You Know
15. Design a billboard that encourages people to visit Florida. Your billboard should include the
following:
• At least four colorful symbols or simple drawings to represent characteristics of the region. Pick the characteristics
that would most likely encourage people to visit Florida.
• A short caption (two to five words) for each symbol or drawing that explains what the drawing or symbol means.
• A short, clever slogan that will help people remember the reasons why they should visit Florida.
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Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Social Studies Skills
Name __________________________________________________ Date ______________________________
Assessment: A Boat and Bus Tour of Florida
Big Ideas
Circle the letter next to the best answer.
1. People visit Everglades National Park to see
A. one of the nation’s oldest cities.
B. launches of the space shuttle.
C. orange trees growing in citrus groves.
D. more than 300 kinds of birds. CORRECT
2. Which place in Florida is a center of Cuban American culture?
A. Cape Canaveral
B. Little Havana CORRECT
C. Walt Disney World
D. all of the above
3. How did Kennedy Space Center help Florida’s economy?
A. It taught visitors about Florida’s history.
B. It helped astronauts become entrepreneurs.
C. It brought many jobs and tourists to Florida. CORRECT
D. It helped Florida grow more citrus crops.
4. The Europeans who first settled St. Augustine came from
A. Spain. CORRECT
B. the Netherlands.
C. France.
D. England.
5. Why was Florida a destination for escaped slaves from the English colonies in the early to mid1700s?
A. They wanted a milder climate.
B. They would be free in Florida. CORRECT
C. They wanted to work in the citrus industry.
D. They wanted to build forts for the Spanish.
6. Which groups lived at San Luis de Talimali?
A. free African Americans and Spanish
B. Cuban Americans and Spanish
C. Apalachee Indians and English
D. Apalachee Indians and Spanish CORRECT
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Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Assessment Answer Key
8. The business of providing services to people who are traveling for fun is called
A. immigration.
B. pollution.
C. tourism. CORRECT
D. entrepreneurship.
9. Which place in Florida contributes to the tourism industry?
A. Everglades National Park
B. Kennedy Space Center
C. Walt Disney World
D. all of the above CORRECT
10. What feature is shared by San Luis de Talimali in Tallahassee and the Castillo de San Marcos in St.
Augustine?
A. English settlement
B. Spanish settlement CORRECT
C. African American settlement
D. Puerto Rican settlement
47
Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
7. Which of the following explains why Florida is a leading citrus-producing state?
A. Florida has a warm climate. CORRECT
B. Florida residents like to eat citrus.
C. Florida tourists like to eat citrus.
D. Brazil is the state’s main citrus customer.
Use the chart and your knowledge of social studies to answer the questions.
Site Name
1 - Fort Mose Historic Park
2 - Kennedy Space Center
3 - Little Havana
4 - Mission San Luis
5 - Everglades National Park
11. At which site you would most likely learn about the space shuttle program?
A. Site 1
B. Site 2 CORRECT
C. Site 3
D. Site 4
12. Which site would you visit to see examples of Cuban American heritage?
A. Site 2
B. Site 3 CORRECT
C. Site 4
D. Site 5
13. Which site would you visit to learn about African American history?
A. Site 1 CORRECT
B. Site 2
C. Site 3
D. Site 4
14. Which site would you visit to learn about plants and animals in Florida?
A. Site 2
B. Site 3
C. Site 4
D. Site 5 CORRECT
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Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Social Studies Skills
15. Design a billboard that encourages people to visit Florida. Your billboard should include the
following:
• At least four colorful symbols or simple drawings to represent characteristics of the region. Pick
the characteristics that would most likely encourage people to visit Florida.
• A short caption (two to five words) for each symbol or drawing that explains what the drawing or
symbol means.
• A short, clever slogan that will help people remember the reasons why they should visit Florida.
The bulleted points can serve as a rubric for this item.
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Show You Know
English Language Learners
For the Processing activity, allow students to write their letter with the assistance of another
student. You may also want to allow students to write as much as they can in English and then
work with a partner to improve sentence structure and vocabulary.
Students with Special Needs
Rather than having students write a letter, have them draw pictures with brief captions that
address the questions that are asked. This will convey the same message but without the
structure of a letter. Students might be more comfort­able with drawing a picture and writing
only a few words than with writing a whole letter.
Enrichment
Have students choose a site in Florida that relates to the state’s history, culture, or economy.
Have them do research to find images. Then have them write a script that gives a tour of that
site. Students can present their images on poster board or create a PowerPoint presentation.
Have them read their script to present their own audio slideshow.
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Differentiating Instruction
Additional Reading Opportunities
The following fiction and nonfiction books offer opportunities to extend the content in this lesson.
The Everglades by Lisa Bullard (Minneapolis: Lerner Classroom, 2010)
This book introduces readers to the Everglades and the plant and animal life of this huge
wetland. Readers also learn why the Everglades region is important to humans and how people
protect the Everglades.
Team Moon by Catherine Thimmesh (New York: Houghton Mifflin, 2006)
This book focuses on the thousands of people at the Kennedy Space Center who helped land
Apollo 11 on the moon. Pages are filled with dramatic photographs of the moon and the space
center, along with informational text.
Ellen Ochoa: The First Hispanic Woman Astronaut by Maritza Romero (New York: Powerkids
Press, 2001)
This book focuses on the life of the first Hispanic woman to become an astronaut and includes
information about her childhood, education, and career with NASA.
Free Baseball by Sue Corbett (New York: Puffin Books, 2006)
An engaging young readers’ fiction book about 11-year-old Felix Piloto, the son of a Cuban baseball star who risked everything to send his son and wife to America. When Cuban baseball players
come to town, Felix sneaks into their locker room to ask if they knew his dad. Next thing he
knows, he’s their new batboy. Discovering the truth about his mysterious father leads Felix on
a sensitively portrayed journey of discovery. Baseball terms and Spanish words are seamlessly
woven into the text and defined in glossaries.
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Overview | Student Text | Procedures | Interactive Student Notebook | Student Handouts | Assessment | Differentiating Instruction | Enhancing Learning
Enhancing Learning