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Transportation Etiquette Role Play

Grade 5Religious Studies2 days

The 'Transportation Etiquette Role Play' project for 5th-grade religious studies explores Islamic principles through role-play to improve students' understanding and integration of transportation etiquette in daily life. Using various activities such as mock trials, group discussions, and role-play performances, students learn about and practice Islamic values related to transportation. They reflect on these experiences in journals, analyze real-world challenges, and propose solutions, all while developing collaborative and communication skills according to standardized educational objectives.

Islamic EtiquetteRole PlayTransportationIslamic ValuesCollaborative LearningSocial Responsibility

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we effectively demonstrate and integrate the principles of transportation etiquette in Islam through role-play to enhance our daily travel experiences and reflect on broader social responsibilities?

Essential Questions

Supporting questions that break down major concepts.

What are the key principles of transportation etiquette in Islam?
How can we incorporate Islamic values into our daily travel routines?
What are the common challenges people face when adhering to transportation etiquette in modern society?
In what ways can observing transportation etiquette improve our interactions with others?
How does transportation etiquette reflect broader social and moral responsibilities in Islam?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to explain key principles of transportation etiquette in Islam.
Students will demonstrate proper transportation etiquette through role-play scenarios.
Students will analyze and infer the benefits of adhering to transportation etiquette in social interactions.
Students will reflect on the integration of Islamic values in daily travel routines.
Students will discuss challenges in adhering to transportation etiquette and propose practical solutions.

Islamic Religious Studies Standards

RS.ISLAM.1.1

Primary

Understand and explain the principles of Islamic etiquette in everyday activities.Reason: The project focuses on understanding and explaining the etiquette in transportation as part of everyday activities, directly aligning with this standard.

RS.ISLAM.1.2

Primary

Infer the benefits of observing Islamic practices in daily life.Reason: Students assess the benefits of observing transportation etiquette, which aligns with understanding the importance of Islamic practices.

Common Core Standards

CCSS.ELA-LITERACY.SL.5.1

Secondary

Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.Reason: The role-play and discussions involved in the project require students to engage effectively in collaborative discussions.

CCSS.ELA-LITERACY.SL.5.4

Secondary

Report on a topic or text, or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes.Reason: Students will report and present their role-plays, requiring logical sequencing and use of details to support their demonstrations.

Entry Events

Events that will be used to introduce the project to students

Intriguing Transport Etiquette Trial

Students are invited to participate as jurors in a mock trial where 'incorrect transportation etiquette' is on trial. This event encourages them to engage with the topic actively and consider various perspectives, as they deliberate over cases and create their verdicts based on principles they've learned.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Etiquette Explorer Workshop

In this foundational activity, students will explore and define key Islamic transportation etiquette principles through group discussions and visual aids.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Begin with a class discussion on what the term 'etiquette' means, particularly in the context of transportation.

2. Divide the class into small groups to brainstorm Islamic principles relevant to transportation etiquette.

3. Facilitate the sharing of group findings and create a class list of key principles.

4. Ask each group to create visual posters illustrating these principles with examples.

Final Product

What students will submit as the final product of the activityA class set of posters that visually explain the key principles of Islamic transportation etiquette.

Alignment

How this activity aligns with the learning objectives & standardsAligns with RS.ISLAM.1.1 (Understanding principles of Islamic etiquette).

Activity 2

Role-Play Ready

Building on their understanding of Islamic transportation etiquette, students prepare scripts and scenarios for their role-play exercises.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Assign each group a specific etiquette principle to focus their role-play on.

2. Have each group create a script and determine roles for their scenario.

3. Rehearse the role-play, emphasizing clarity and proper etiquette demonstration.

Final Product

What students will submit as the final product of the activityA detailed script and practiced scenario demonstrating a specific aspect of transportation etiquette.

Alignment

How this activity aligns with the learning objectives & standardsAligns with RS.ISLAM.1.1 (Explaining etiquette) and CCSS.ELA-LITERACY.SL.5.1 (Collaborative discussions).

Activity 3

Reflection Journals

To conclude, students reflect on their learning journey and the importance of transportation etiquette through journal entries.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Ask students to write about their experiences in the project and what they've learned about transportation etiquette.

2. Prompt them to reflect on the benefits of following these etiquettes in daily life and broader social contexts.

3. Encourage students to propose solutions to common challenges mentioned during the project.

Final Product

What students will submit as the final product of the activityIndividual reflection journals capturing student insights, learnings, and proposed solutions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with RS.ISLAM.1.2 (Benefits inference) and CCSS.ELA-LITERACY.SL.5.1 (Expressing ideas clearly in discussions).

Activity 4

Role-Play Performance

Students perform their transportation etiquette scenarios, demonstrating their understanding and ability to apply principles appropriately.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Groups perform their role-play scenarios in front of the class, ensuring clear articulation and engagement.

2. Facilitate a class discussion after each performance to reflect on the etiquette displayed.

3. Encourage positive peer feedback based on clarity, respect, and adherence to etiquette principles.

Final Product

What students will submit as the final product of the activityLive class performances of role-play scenarios, assessed through peer and teacher feedback.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.5.4 (Reporting and sequencing ideas) and RS.ISLAM.1.2 (Benefits of observing practices).

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Transportation Etiquette Role-Play Assessment

Category 1

Understanding of Islamic Etiquette

Evaluates student's comprehension and explanation of Islamic transportation etiquette principles.

Criterion 1

Clarity of Principles

Assesses how clearly students explain the key Islamic transportation etiquette principles.

Exemplary

4 Points

Provides a detailed and nuanced explanation of Islamic transportation etiquette, demonstrating a sophisticated understanding and clear articulation of all key principles.

Proficient

3 Points

Offers a thorough and mostly clear explanation of Islamic transportation etiquette, covering most key principles adequately.

Developing

2 Points

Shows a basic understanding with partial or inconsistent clarity when explaining Islamic transportation etiquette principles.

Beginning

1 Points

Provides a limited and unclear explanation of Islamic transportation etiquette, struggling to articulate key principles.

Criterion 2

Incorporation of Islamic Values

Evaluates the integration of Islamic values into role-play scenarios.

Exemplary

4 Points

Demonstrates an advanced integration of Islamic values into role-play scenarios, showing a deep understanding of their importance.

Proficient

3 Points

Effectively integrates Islamic values into role-play scenarios, showing a solid understanding of their role.

Developing

2 Points

Attempts to incorporate Islamic values into role-play scenarios but with partial success and understanding.

Beginning

1 Points

Struggles to incorporate Islamic values into scenarios, showing minimal understanding of their importance.

Category 2

Role-Play Performance

Assesses students' ability to demonstrate etiquette through role-play, including clarity of presentation and engagement.

Criterion 1

Presentation Clarity

Measures clarity and engagement in presenting role-play scenarios.

Exemplary

4 Points

Presents role-play with exceptional clarity and engagement, using compelling language and interaction.

Proficient

3 Points

Presents role-play with good clarity and engagement, clearly articulating points.

Developing

2 Points

Presents role-play with limited clarity and engagement, often lacking clear articulation.

Beginning

1 Points

Struggles to present role-play clearly or engagingly, often incoherent or disengaged.

Criterion 2

Adherence to Etiquette Principles

Evaluates how well etiquette principles are demonstrated during role-play.

Exemplary

4 Points

Demonstrates etiquette principles flawlessly throughout the role-play, exemplifying integrity and respect.

Proficient

3 Points

Demonstrates etiquette principles effectively, with minor lapses.

Developing

2 Points

Attempts to demonstrate etiquette principles with noticeable inconsistencies.

Beginning

1 Points

Barely demonstrates etiquette principles, with significant misunderstandings or omissions.

Category 3

Reflective Analysis

Evaluates students’ reflection on learning outcomes, including analysis and solution propositions.

Criterion 1

Depth of Reflection

Measures the depth of reflection in journal entries regarding learning and practical applications.

Exemplary

4 Points

Provides an insightful and thorough reflection with clear applications of learning to real-life scenarios.

Proficient

3 Points

Offers a clear and meaningful reflection with some application of learning documented.

Developing

2 Points

Attempts to reflect meaningfully, with limited depth or real-world application.

Beginning

1 Points

Provides a shallow reflection with minimal connection to learning or application.

Criterion 2

Proposal of Solutions

Assesses the ability to propose viable solutions to challenges in maintaining transportation etiquette.

Exemplary

4 Points

Proposes creative, feasible solutions to etiquette challenges, showing originality and critical thinking.

Proficient

3 Points

Proposes feasible solutions to etiquette challenges, demonstrating logical thinking.

Developing

2 Points

Proposes basic solutions with limited feasibility or depth in addressing etiquette challenges.

Beginning

1 Points

Struggles to propose viable solutions, showing minimal understanding or creative thinking.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Think about the role play about transportation manners. What was hardest and what was easiest for you?

Text

Required

Question 2

How sure are you about using transportation manners in Islam when you travel? (1 means not sure at all, and 5 means very sure)

Scale

Required

Question 3

Why do you think following transportation manners can help us get along with others?

Text

Required

Question 4

Which transportation manner from Islam do you think is most useful today? Why?

Text

Required

Question 5

Which part of the project did you like the most (talking, making posters, preparing role-play, acting)? Why did you like it?

Multiple choice

Required

Options

Talking

Making Posters

Preparing for Role-Play

Acting