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Jordan Sicht
Title: Travel to Beautiful ________!!!
Grade Levels: Second and third grades
Length: Two 45-Minute sessions.
Performance Expectations: The student will research a country,
region, or state and construct a travel brochure or poster for
that place.
Materials: Travel brochures and posters, (these are available
from a local travel agency.)
Books and reference materials.
White construction paper, (12x18); scissors, (For each student);
markers, crayons, colored pencils; magazines that can be cut up;
colored construction paper
Procedures:
1. Introduction: Begin by showing the class some examples
of effective travel brochures and posters. On the overhead or
chalkboard, write the requirements of the project. They should
include information about the people, places of historical and
cultural significance, the landscape and climate, and some of
the foliage and fauna that are in that area.
2. Development: The second day, the students should continue
research and working on their posters or brochures. Encourage
the students to use a variety of media in their projects. They
can use the magazines by cutting out pictures, the in-class computer
to make text, and the crayons, markers and colored pencils to
depict the important aspects of the area they are doing. Help
to motivate the students to do their best work by reminding them
you will be displaying their work in the hall.
3. Closure: If possible, you could get travel materials
for the United States from another English speaking country.
You could discuss with students that all the information about
a country could not possibly be covered in a few posters or brochures.
Remind them to not stereotype a people because of the outward
appearance of their surroundings. Invite students to share their
posters/brochures with the class and even to possibly bring or
make an object to show or something to wear.
Assessment: Use a rubric to grade the required elements
and give students a chance to resubmit their work after corrections
have been made.
Adaptation: It may be that you want to use this lesson
as an n assessment tool after your class completes a unit on a
certain country or region. Some students may require a different
(higher or lower) number of required elements based on their ability.
Some students with physical challenges may need help with the
construction portion of the assignment. This help can come from
a personal assistant or from other students.
References: Sara Broughton., (1997). [on-line]. Available
Internet: http://www.missouri.edu/~c598249/ssCosta Rica2.htm
Adapted by: Jordan Sicht, 1997
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