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, (12×18); 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