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P Pa an na am ma a: : L La an nd d o of f A Ad dv ve en nt tu ur re e

Unit Author
First and Last Name Elidia D. Guerra A.
School name Colegio San Flix
School location San Felix district, Chiriqui province
Additional information of the
school
San Flix High School was founded in 1932. This is a complete
high school. Nowadays, it counts with an increasing population
of approximately 1200 students from pre kinder to 12
th
grade.
It also counts with a computer lab for elementary school
students and different labs (science, chemistry, computer,
etc) for middle and high school students.

Unit Description
Unit Plan Title

Panama: Land of Adventure

Unit Summary

Panama is a country gifted with many tourist attractions. It is a land blessed with two oceans and a
wonderful canal. A little paradise with beautiful beaches, mountains, rivers, rainforests, a great variety
of wildlife, a rich cultural heritage, and a capital city that has the most impressive buildings in Latin
America. In this project, students will work individually and collaboratively in different classroom
activities that integrate technological resources to create different products that describe, promote and
help preserve tourist sites in Panama.

In the first session, students will a motivational video and then they will participate in a class
discussion to explore the question, Can your actions change the world around you? At the end of
the discussion, they will complete a formative self-assessment. Then students will learn about Tourist
places in Panama by watching different videos in order to examine the question, What places do you
like to visit in your country during vacation time and why? Students will write their answers on a
collaborative Padlet to share them with other classmates. To work in Padlet, students will be given a
checklist. At the end of the activity, their work will be evaluated by the teacher using a scoring sheet.

During the second session, students will complete a KWL chart to answer the question Why is Panama
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attractive for visitors? Then, they will watch a Prezi presentation about different attractions, natural
resources and historic places in Panama. After the presentation, students will answer to some questions
to reflect on the topic. Then, they will work in teams of 5 students to share ideas and create a mind
map on Spiderscribe. The roles of the students will be: writer, speaker, leader, timekeeper and
checker. They will be given a checklist to guide them during the work. Finally, their product (mind map)
and performance (presentation) will be evaluated using a rubric.

In the third session, students will participate in a classroom game called Who am I to match
descriptions with places. After that, they will gain further knowledge on the history and characteristics
of tourist sites through the analysis of information. They will examine the question, What are the
most famous tourist and historic places visited in Panama? Students will go to the computer lab
to work in teams of 5 students to read and analyze the information presented on the article Tourism in
Panama and answer a questionnaire. They will write the answers on a Word document. The teacher
will observe the work and provide feedback whenever necessary. The roles of the students will be:
reader, writer, checker, timekeeper and harmonizer. At the end, they will answer a multiple choice quiz
to check understanding of the topic discussed in this class. The questionnaire will be evaluated using a
scoring sheet and students will have the opportunity to do peer-assessment to evaluate their team
work.

During the fourth session, students will answer to some questions. They will demonstrate understanding
of the topic by working on the class project. They will search for information on internet, magazines,
books, etc, to discriminate the most relevant ideas and create an individual concept map on Cmap
Tool to answer the question, What is your favorite tourist attraction in Panama and what does it
offer to local and foreign people? After that, they will print the concept map and talk about it by
recording a brief online video message to Voicethread. Students will be given a checklist to guide them
while working on the project. The teacher will observe and provide constructive feedback to students.
The concept map and the video message on Voicethread will be evaluated using rubrics.

To reinforce knowledge, in the fifth session students will participate in a class discussion to find
answers to the question, What can I do to preserve my favorite tourist place? Then, they will
educate other students or people by leaving comments on the teachers blog built on Weebly. At the
end of the class, students will make comments about what they learnt on the topic and all their
experiences while working with their classmates.

Subject Area(s) / Correlated Subjects

English
AREA: FAMILY,SCHOOL,COMMUNITY AND COUNTRY
Tourism in Panama: historical sites, natural resources, attractions

Correlated Subjects
Social Studies: History of tourist places in Panama
Computer Science: technology

Grade Level

6th grade Elementary School



Approximate Time needed
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Sixth graders take English classes twice a week. Each class has two periods of 45 minutes. It will be
needed 2 weeks and a half 5 sessions of 90 minutes.

Unit Foundation
Contents

Concepts

Procedure/ Language Skills

Attitude

FAMILY, SCHOOL,
COMMUNITY AND COUNTRY
Tourism in Panama
Historical sites
The Panama Canal
Old Panama
Casco Viejo
others
Natural Resources
o Sarigua
o Baru Volcano
o National parks
o Others
Attractions
o Fairs
o Shopping centers
o National celebrations


-Participates in a class discussion
at the beginning and at the end
of the project to exchange ideas
-Writes comments on Padlet
-Analyzes information in
collaboration with other
classmates in order to answer a
questionnaire
-Picks out details and main ideas
about tourist sites,
attractions, and
historical sites from varied
sources
-Creates a concept map on Cmap
Tool
-Records a video message on
Voicethread to talk about a
favorite tourist site
-educates other people on how to
preserve tourist sites


-Developing interest in visiting
and preserving Panamas tourist
sites.
-Promoting the safe and
responsible use of historical
sites, natural resources and
attractions in Panama.
-Practicing organizational skills
in academic and leisure time
activities.


Learning Objectives
Recognizes oral and written language related to tourism by listening to peers, teachers, audio
sources and reading texts in order to communicate ideas in the target language.
Describes a favorite tourist site by creating a concept map and recording a video message.
Value the importance of promoting and preserving tourist sites in Panama by sharing ideas on a blog
to educate other people about this topic.

Competences

Basic Skills:
-Communicative
-Knowledge and interaction with the Physical world
-Data processing and digital competence
-Social and civic
-Learning to learn
-Autonomy and personal initiative

XXI Century Skills:
-Use of ICT
-Critical thinking
-Problem solving
-capacity for abstraction, analysis and synthesis
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-ability to work independently and creatively
-ability to pose and solve problems

Achievement Indicators
The student:
-participates in a class discussion at the beginning and at the end of the project to exchange ideas
-writes comments on a Padlet
-analyzes information in collaboration with other classmates in order to answer a questionnaire
-successfully picks out details and main ideas about tourist sites, attractions, and historical sites from
varied sources
-creates a concept map on Cmap Tool
-records a video message on Voicethread to talk about a favorite tourist site
-educates other people on how to preserve tourist sites by leaving messages on a blog about the topic.

Unit Plan Framing Questions
Essential Question Can your actions change the world around you?
Unit Questions

-What places do you like to visit in your country during
vacation time and why?
-Why is Panama attractive for visitors?
Content Questions

-What are the most famous tourist and historic places or
attractions visited in Panama?
-What is your favorite tourist attraction in Panama and what
does it offer to local and foreign people?
-What can you do to preserve your favorite tourist place?

Assessment Plan
Assessment Timeline
Before project work begins Students work on projects
and complete tasks
After project work is completed

-Class discussion
-Self-assessment

-KWL chart (what I already
know, what I want to know,
what I have learnt)


-Game: Who am I?




-Checklist to work on Padlet


-Reflection: Questions about
the video
-Checklist for the mind map



-Observation of students team
work to provide feedback
-Checklist / Peer-assessment



-Scoring Sheet -Padlet



-Rubric- Mind map and brief
presentation





-Scoring sheet - questionnaire
-Multiple choice quiz

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-Questions




-Class discussion



-Checklist for the final project
(concept map and video
message)
-Feedback



-Checklist


-Concept Map Rubric

-Voicethread Rubric



Reflection

Assessment Summary
Assessment

Assessment process and purpose


SESSION 1

Motivational video

Class discussion
session 1 - class
discussion - Orientation.docx


At the beginning of the class, students will watch a
motivational video and then they will participate in a
brief class discussion to explore the question, Can
your actions change the world around you? This
will help determine students background knowledge
and experiences. Also, other questions will be asked
during the discussion to encourage students to
present more ideas and defend their points of view.

Checklist / self-assessment
session 1 - class
discussion - Self assessment.docx


At the end of the discussion, they will complete a
formative self-assessment to determine their level of
participation and to identify if they need
improvement.



Video 1:
Trip advisor Panama: Land of adventure

Video 2:
Panama travel and tourism

Video 3:
Panama: tourist attractions

Video 4:
Beaches of Panama





-Padlet


Then students will learn about Tourist places in
Panama by watching different videos in order to
examine the question, What places do you like to
visit in your country during vacation time and
why? Students will write their answers on a
collaborative Padlet to share them with other
classmates.









To work in Padlet, students will be given a checklist
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-Checklist to work on Padlet
session 1 - checklist
-Padlet.docx

that will guide them step by step during the activity.

Scoring Sheet to evaluate the Padlet
session 1 - Scoring
sheet -Padlet.docx


At the end of the activity, students work will be
evaluated by the teacher using a scoring sheet.


SESSION 2

KWL chart
Session 2 -
KWL.docx

At the beginning of the class, students will complete
a KWL chart to answer the question Why is
Panama attractive for visitors?


Reflection: questions about the Prezi
presentation


Then, they will watch a Prezi presentation about
different attractions, natural resources and historic
places in Panama. After the presentation, students
will answer to some questions to reflect on the topic.

Checklist for the mind map

session 2 - checklist
-mind map spiderscribe.docx

Then, they will work in teams of 5 students to share
ideas and create a mind map on Spiderscribe. The
roles of the students will be: writer, speaker, leader,
timekeeper and checker. They will be given a
checklist to guide them during the work.

Rubric Mind map and presentation
session 2 - rubric
-mind map and presentation.docx


Finally, their product (mind map) and performance
(presentation) will be evaluated using a rubric.


SESSION 3

Game: Who am I?

At the beginning, students will participate in a
classroom game called Who am I to match
descriptions with places.

-Checklist / Peer-assessment
Session 3 - Checklist
- Peer-assessment.docx


-Observation of students team work to provide
feedback

After that, they will gain further knowledge on the
history and characteristics of tourist sites through
the analysis of information. They will examine the
question, What are the most famous tourist and
historic places visited in Panama? Students will
go to the computer lab to work in teams of 5
students to read and analyze the information
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presented on the article Tourism in Panama and
answer a questionnaire. They will write the
answers on a Word document. The teacher will
observe the work and provide feedback whenever
necessary. The roles of the students will be: reader,
writer, checker, timekeeper and harmonizer.

Students will have the opportunity to do peer-
assessment to evaluate their team work.

-Scoring sheet questionnaire
Session 3 - Scoring
Sheet.docx


The questionnaire will be evaluated using a scoring
sheet.

-Multiple choice quiz

At the end, they will answer a multiple choice quiz to
check understanding of the topic discussed in this
class.

SESSION 4

-Questions

At the beginning, students will answer to some
questions to measure knowledge from previous
classes.

--Checklist for the final project (concept map
and video message)
session 4 - checklist
-concept map and video message.docx


They will demonstrate understanding of the topic by
working on the class project. They will search for
information on internet, magazines, books, etc, to
discriminate the most relevant ideas and create an
individual concept map on Cmap Tool to answer
the question, What is your favorite tourist
attraction in Panama and what does it offer to
local and foreign people? After that, they will
print the concept map and talk about it by recording
a brief online video message to Voicethread.
Students will be given a checklist to guide them
while working on the project.

-Feedback

The teacher will observe and provide constructive
feedback to guide students during the project.

-Concept Map Rubric
session 4 - rubric
concept map.docx





The concept map and the video message on
Voicethread will be evaluated using a rubric.

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-Voicethread Rubric

session 4 - rubric
voicethread video message.docx



SESSION 5

-Class discussion

To reinforce knowledge, in the fifth session students
will participate in a class discussion to find
answers to the question, What can I do to
preserve my favorite tourist place? This activity
intends to encourage critical thinking in the
students.

-Checklist
session 5 - checklist
-comment on Weebly.docx



Students will educate other students or people by
leaving comments on the teachers blog built on
Weebly.
They will be given a checklist to guide them on how
to post their comments on Weebly.


- Reflection

Students will make comments about what they
learnt on the topic and all their learning experiences
and participation while working with their
classmates.

Unit Details
Prerequisite Skills
-Knowledge on how to write short sentences in simple present tense
-Basic internet use
-E-mail account
-Use of Voicethread
-Use of Cmap tool

Instructinal procedures

SESSION 1
In the first session, students will watch a motivational video and then they will participate in a class
discussion to explore the question, Can your actions change the world around you? At the end of
the discussion, they will complete a formative self-assessment. Then students will learn about Tourist
places in Panama by watching different videos in order to examine the question, What places do you
like to visit in your country during vacation time and why? Students will write their answers on a
collaborative Padlet to share them with other classmates. To work in Padlet, students will be given a
checklist. At the end of the activity, their work will be evaluated by the teacher using a scoring sheet.

SESSION 2
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During the second session, students will complete a KWL chart to answer the question Why is Panama
attractive for visitors? Then, they will watch a Prezi presentation about different attractions, natural
resources and historic places in Panama. After the presentation, students will answer to some questions
to reflect on the topic. Then, they will work in teams of 5 students to share ideas and create a mind
map on Spiderscribe. The roles of the students will be: writer, speaker, leader, timekeeper and
checker. They will be given a checklist to guide them during the work. Finally, their product (mind map)
and performance (presentation) will be evaluated using a rubric.

SESSION 3
In the third session, students will participate in a classroom game called Who am I to match
descriptions with places. After that, they will gain further knowledge on the history and characteristics
of tourist sites through the analysis of information. They will examine the question, What are the
most famous tourist and historic places visited in Panama? Students will go to the computer lab
to work in teams of 5 students to read and analyze the information presented on the article Tourism in
Panama and answer a questionnaire. They will write the answers on a Word document. The teacher
will observe the work and provide feedback whenever necessary. The roles of the students will be:
reader, writer, checker, timekeeper and harmonizer. At the end, they will answer a multiple choice quiz
to check understanding of the topic discussed in this class. The questionnaire will be evaluated using a
scoring sheet and students will have the opportunity to do peer-assessment to evaluate their team
work.

SESSION 4
During the fourth session, students will answer to some questions. They will demonstrate understanding
of the topic by working on the class project. They will search for information on internet, magazines,
books, etc, to discriminate the most relevant ideas and create an individual concept map on Cmap
Tool to answer the question, What is your favorite tourist attraction in Panama and what does it
offer to local and foreign people? After that, they will print the concept map and talk about it by
recording a brief online video message to Voicethread. Students will be given a checklist to guide them
while working on the project. The teacher will observe and provide constructive feedback to students.
The concept map and the video message on Voicethread will be evaluated using rubrics.

SESSION 5
To reinforce knowledge, in the fifth session students will participate in a class discussion to find
answers to the question, What can I do to preserve my favorite tourist place? Then, they will
educate other students or people by leaving comments on the teachers blog built on Weebly. At the
end of the class, students will make comments about what they learnt on the topic and all their
experiences while working with their classmates.


Accomodations for Differentiated Instruction
Students with
special needs

There are no students with special needs in sixth grade. However, since in this
class students are learning a second language, instructions for the different
activities will be repeated whenever necessary.

Non-native
Spanish Speaker

There are no non-native Spanish speakers in sixth grade.

Gifted Student

For gifted students (those who finish tasks faster than the rest of the group),
more advanced tasks will be assigned.

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Materials and Resources Required For Unit
Technology Hardware (click boxes of all equipment needed)

Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
VCR
Video Camera
Video Conferencing Equipment
Other
Technology Software (click boxes of all software needed)

Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Image Processing
Internet Web Browser
Multimedia

Web Page Development
Word Processing
Other Cmap tool Program
Printed Materials

Lee, V. (n.d). Tourism in Panama. Easy English 9. Susaeta Publishing.
Panama, Republic of Panama. Pp.76-79.

Supplies
---
Internet Resources

Motivational video

Trip advisor Panama: Land of adventure

Panama travel and tourism

Panama: tourist attractions

Beaches of Panama

-Padlet

Teachers Weebly page - forum

Spiderscribe

Prezi Presentation

Voicethread for students final project participation


Other Resources
---


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