1. Teacher Guide
This lesson is designed to teach kids to ask a critical thinking question that you can’t just put into a search box to solve. To do that, we encourage them with smaller questions that search can help them answer. Make sure that you read the notes for each slide: they not only give you teaching tips but also provide answers and hints so you can help the kids if they are having trouble.
Remember, you can always send feedback to the Bing in the Classroom team at You can learn more about the program at bing.com/classroom and follow the daily lessons on our Partners In Learning site.
Want to extend today’s lesson? Consider using Skype in the Classroom to arrange for your class to chat with another class in today’s location. And if you are using Windows 8, you can also use the Bing apps to learn more about this location and topic; the Travel and News apps in particular make great teaching tools.
This lesson is designed to teach the Common Core State Standard: Speaking & Listening
CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

2. If you could travel to a landmark, where would you go and what would you do on your trip?
© Sean Pavone/Alamy
Having this up as kids come in is a great settle down activity. You can start class by asking them for thoughts about the picture or about ideas on how they could solve the question of the day.

3. If you could take a fieldtrip to visit local landmarks, where would you go and what would you do on your trip?
Locals simply call it Brasstown Bald, though it’s officially Brasstown Bald Mountain, a peak in the Blue Ridge Mountains about 100 miles north of Atlanta, Georgia. At the peak is an observatory offering incredible views of the hills, forest, and, on clear days, the tallest buildings of the Atlanta skyline.
Depending on time, you can either have students read this silently to themselves, have one of them read out loud, or read it out loud yourself.
You may want to inform the students that this is a fictional trip and the exercise is to help them work as a team to plan a fictional outing.

4. If you could take a fieldtrip to visit local landmarks, where would you go and what would you do on your trip? 1
Web Search
What is a landmark?
(Possible search query: “define: landmark”)
Conduct a Bing Search to define “landmark”. Give the students a few examples of famous or local landmarks.

5. If you could take a fieldtrip to visit local landmarks, where would you go and what would you do on your trip? 2
Web & Image Search
What are some examples of famous landmarks?
(Possible search queries: “famous landmarks,” “top landmarks”)
Conduct a Bing search for famous landmarks using a web search or image search. If using a web search, locate the names of famous landmarks and conduct follow-on searches for specific details and pictures of those landmarks. Examples: The Eiffel Tower, the Statue of Liberty, the Brooklyn Bridge, the Great Wall of China.

6. If you could take a fieldtrip to visit local landmarks, where would you go and what would you do on your trip? 3
Web Search & Discussion
What are some landmarks located close to you?
(Possible search queries: “[your city name] landmarks,” “[your state name] landmarks”)
Conduct a Bing search for local landmarks within your city or state. Make a list of possible landmarks and any immediate details about the landmark (location, interesting facts). Ask students to pick 2-3 they want to use for this exercise. Choose several students from the class and ask them to identify their choices and to explain why they prefer those options. At the end of the sharing session, take a vote of the students to determine which landmarks will be used.

7. If you could take a fieldtrip to visit local landmarks, where would you go and what would you do on your trip? 4
Web Search
What activities are available on your trip?
(Possible search queries: “[landmark name]” “[landmark name] activities”, “activities near [landmark name]”, “things to do at [landmark name]”)
Conduct a Bing search to identify activities at or around your landmarks. You can start by searching for the landmarks themselves – if there is a website dedicated to the landmarks, it will likely include activities, tour times and other references. Make a list of the activities under each of the landmarks.

8. If you could take a fieldtrip to visit local landmarks, where would you go and what would you do on your trip? 5
Discussion
Choose which activities you want to experience on your trip.
Identify a total number of activities that students can choose. Limit the trip to around 4-6 activities with at least one activity at each landmark.
Ask individual students to share which activities they would prefer to experience. Foster a discussion to help decide which activities are the best options. You can take a vote of the class after the discussion if a decision isn’t reached.

9. If you could take a fieldtrip to visit local landmarks, where would you go and what would you do on your trip?
Ask one or more students to summarize the trip based on the decisions made by the class. This should take the form of a story which you can start.
“Class, we have planned a fictional trip to see a few landmarks. Where would we go first?” Call on a student and ask them to identify the first landmark. “What are we going to do during our visit to [landmark]?” Continue this same story building exercise, taking every opportunity to involve as many students as possible in the storytelling process.