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Let's Go To Mexico (Grades 5-6)
Master Teacher
Vickie Adams
Time Allotment
Three 45-minute class periods
Overview
Mexico is the third largest country in Latin America and the 11th largest country in the world. Mexico is bordered on the north by a 2,000-mile stretch of the United States; Guatemala and Belize are found on the southeast; the Gulf of Mexico and the Caribbean Sea are on the east; the Pacific Ocean is on the south and west. The climate varies greatly because there is a great distance from north to south.
Mexico's land is composed of mountains, deserts, and tropical zones. Mexican culture and traditions are an integral part of everyday life in Mexico. This lesson will explore some of the customs and traditions of the United States' southern neighbor.
Subject Matter
Language Arts, Mathematics, and History
Learning Objectives
Students will be able to:
- use the Internet to conduct research
- research Mexican culture and traditions
- compare and contrast Mexican and U.S. food and clothing
- convert United States currency to Mexican pesos
- create a travel brochure about Mexico
- present oral reports gathered from research
South Carolina Standards
Visit the South Carolina Department of Education for the South Carolina Standards.
Language Arts—Grade 5
I. F. Reading/Literature
The student will understand text in terms of
its historical, cultural context and relate to other content areas.
III. Speaking
IV. Writing
V. A. Research
VI. Computer/Technology Standards
Mathematics—Grade 5
I. E. Connect number and numeration systems with other aspects of mathematics and with other disciplines and relate these and understanding of numeration systems to their world.
Social Studies—Grade 5
III. People, Places, and Environments:
Geography
Language Arts—Grade 6
Strand III. Speaking
IV. Writing
Social Studies—Grade 6
IV. Production, Distribution, and Consumption: Economics
Media Components
Video
Mexico/South America Today, Lesson 1: Mexico: The Nation and Lesson 2: Mexico: The Heritage.
Web Sites
Maya Adventure. The Science Museum of Minnesota presents "Maya Adventure," which highlights science activities and information related to ancient and modern Maya culture. Click the "Start Your Adventure" button to begin the tour.
Official and Religious Mexican Holidays describes the official Mexican holidays.
Destination Mexico is a vast Web site filled with pictures and information about Mexico.
Materials
Per student:
- Activity Sheet 1: Spending Pesos in Mexico
- Activity Sheet 2: Mexico Travel Brochure Student Checklist
- Activity Sheet 3: Mexico Travel Brochure Rubric
Prep for Teachers
- Prior to introducing this lesson, bookmark all of the Web sites used in the lesson.
- Copy the three Activity Sheets for each student.
Introductory Activity: Setting the Stage
Step 1
Establish a personal connection to travel and the importance of customs and traditions. Ask if any student has traveled to a foreign country. Discuss any trips or vacations that students reveal. Tell them about any trips that you have taken to another country, the differences in culture, the monetary system, or any other information to help make a personal connection.
Step 2
Ask specifically: Have any of you visited Mexico? If there are Mexican students in your class, ask for input from them. I have found that these students really enjoy this Mexican unit and will volunteer to bring items from home to share with the class.
Learning Activities
Step 1
Explain that we will now examine some of the customs and traditions of Mexico while viewing a video. Insert Mexico/South America Today, Lesson 1, Mexico: The Nation into your VCR.
Focus for Media Interaction: Ask students to pay careful attention to what the narrator says about the climate in Mexico.
START at the beginning of the tape and STOP the video after the narrator says, "To say that Mexico City is the capital of the country is somewhat of an understatement." The screen will be filled with a van on a crowded street of people with umbrellas.
Check for comprehension, and ask your students what kind of clothing a person visiting Mexico might wear if visiting in December. What about in July? (The weather in Mexico City is spring-like throughout the year.)
Step 2
Focus for Media Interaction: Tell students to pay attention as areas of interest are shown and transportation is discussed.
CONTINUE playing the video and STOP the video when the narrator says, "but the city's population is about twenty million and growing rapidly," and the screen is filled with buildings.
Ask your students to discuss with a partner two places of interest and the transportation system. (Paseo de la Reforma, Tenochtitlan, zocalo, and ruins of the Aztec Empire; subway)
Ask: "Why has the government built the subway system?" (overcrowding and tourism)
Step 3
Focus for Media Interaction: Remind students to listen as the educational system and the economy are discussed.
CONTINUE playing the video and STOP the video when the narrator says, "This is where life goes on in most small towns." The screen will again be filled with a young girl standing at a popcorn vendor's stand on the street at night with Mexican music playing in the background.
Discuss the school system and the Mexican economy including imports and exports.
Step 4
Focus for Media Interaction: Tell students to pay attention as Mexican traditions, the importance of tourism, food, famous cities, and a 2000-year-old tree are discussed.
PLAY the video until the end (about four minutes). Discuss the importance of traditions, tourism, the famous city of Acapulco, and importance of the legendary 2000-year-old Tree of Tule.
Step 5
Focus for Media Interaction: Tell students to listen for descriptions of Mexican food and clothing. Discuss food, clothing and the importance of Mexican heritage.
Insert the next ITV lesson Mexico: The Heritage into the VCR. FAST FORWARD the video until the screen is filled with a horse adorned with colorful feathers on its head pulling a man in carriage down a street. The narrator is saying, "Mexico is a fusion of these ancient, colonial, and revolutionary spirits. The differences of the inheritances of the past can be seen coming together to form the modern Mexican society." PLAY the video to the end of the tape.
(Note to Teachers: Due to time constraints, the first part of this video has been excluded. It, however, is very informative and does an excellent job of portraying Mexican life, culture, history, education. It could be used in other projects or shared with the class if time allows.)
Step 6
Math Activity
- Give each student a copy of "Spending Pesos in Mexico." (Activity Sheet 1) Tell students that the currency in Mexico is the peso.
- Demonstrate the conversation process by multiplying 6.5 pesos by $1.00. Ask if anyone has questions about the conversion process.
- The students will practice converting U.S. currency to Mexican pesos. They may work with a partner to complete the activity. An answer key (Activity Sheet 1A) is included with this lesson plan.
- Check students' work by allowing them to go to the board or overhead to demonstrate the conversion process using multiplication skills.
This is a good place to end the class on day one.
Learning Activities (Day 2)
Step 1
Review the previous day's lesson on Mexican customs and traditions in a class discussion.
Step 2
Log on to the Web site Maya Adventure.
Focus for Media Interaction: As you begin the virtual tour of Mexico, discuss the pictures of the famous places in Mexico and facts about the Mayan culture.
Step 3
Log on to Official and Religious Mexican Holidays Web site. Focus for Media Interaction: Tell students to record the names of the Mexican celebrations as they appear.
Step 4
Explain that each student will use this Web site and other sites that have been book marked to complete further research and then create a travel brochure (Activity Sheet 2). Work with the students to find other Web sites or allow them to go to the library to do research.
Step 5
Give each student a checklist to complete the brochure and a rubric (Activity Sheet 3) to ensure that they know the expectations for the project.
Culminating Activity
Say to your students: You may go to the computer or the library to take a tour of Mexico's tradition and culture. Travel to Mexico's busy capital, Mexico City, or visit the seaside in the beautiful city of Acapulco. Visit Puerto Vallarta and Guadalajara. You will be captivated by the antiquity, land, and people of our southern neighbors. You will be visiting a land of sunshine and sombreros—Mexico.
Research the climate, famous celebrations and holidays, traditions of the Mexican people, places to eat, and various kinds of food. Find out how you would travel to get there and how you would travel while you are there. When you have completed your research, create a travel brochure for a vacation in Mexico. Include how much money you think you would need during your visit. The type of clothing to wear. The weather to expect. A description of the celebrations and food. Whether you need a passport and how do you get one?
Tell students they will be expected to present their travel brochures orally in class. They can use the book marked sites found under Media Components or the Web sites you have helped them find in addition or visit the library.
Assessment
A rubric for the brochure is included with this lesson plan (Activity Sheet 3).
This is a good place to end day two.
Assessment (Day 3)
Continuing the assessment process, students will present brochures orally and will be graded on content and presentation using the rubric that you have given them.
On the day of the presentations, serve the students tortillas, salsa, and drinks. Play Mexican music and decorate the room with Mexican art (created by the students) and a map representing the places they have "visited virtually." Invite guests to "hear" the student presentations, including parents, the principal, assistant principal, and the guidance counselor. Teach students some greetings in Spanish so they can greet their guests in Spanish as they enter the fiesta celebration of learning. Have guests sit at a special table decorated for the occasion and serve them food and drink.
You can even videotape the students as they give their presentations. (Remember: Written permission from a parent/guardian must be secured if students are videotaped.)
Cross-Curricular Extensions
Language Arts: Have students read one or more of the books listed under Additional Resources and then write and present a book report.
Drama: Let students role-play a Mexican celebration.
Visual Art: Let students make Mexican-style clothing using paper bags.
Community Connections
- Visit a Mexican restaurant and try different foods.
- Visit the grocery store and list at least 10 Mexican foods for sale.
- Interview community members from Mexico.
Additional Resources
Books
Carlos, Light the Farolito by Jean Ciavonne, illustrated by Donna Clair, Clarion Books, New York, 1995. The story is about a young Mexican boy and his family's celebration of Las Posadas.
The Pinata Maker: El Pinatero written by George Ancona, Harcourt Brace & Company, 1994.
Postcards From Mexico written by Helen Arnold, Raintree Steck-Vaughn Publishers, 1996.
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