UNIT
TITLE: Traveling Around the World 
Author: Lisa Sobol-Boyle
E-Mail Address: lismarie79@
aol.com
School: Central Park School,
Midlothian, IL
THEME : World Travel
BROAD CONCEPT: Cultural
Appreciation/Awareness
GRADES: 6-8 (middle school)
INTEGRATED
SUBJECTS: Mathematics,
Language Arts, Social Studies, Technology
UNIT GOALS AND PURPOSE: Throughout the
travel unit, students will learn about the demographics, geography and
attractions of many different countries. They will study the
customs and cultures of different groups of people. They will become
aware of the planning that needs to take place when venturing outside
of the United States. Students will learn about situations specific to
world travel such as applying for a passport or converting currency.
They will also engage in real life problem solving such as renting a
car, booking a hotel, searching for airfare, creating a budget and
making an itinerary. Students will
accumulate knowledge through research on the Internet, in books and in
reference materials. The students will
transmit knowledge to their peers by creating a brochure and a Power
Point presentation. Most importantly, the students will become
aware of other people, ways of life and develop an appreciation
for other cultures.
TIME FRAME:
The World Travel unit
will
last
14 consecutive days. During the unit, the students will complete a
daily activity relating to the theme. Each day the students will
spend a 45 minute
period completing engaged learning activities for the World Travel
unit.
Summary of
Activities:
Day 1- Inspiration activity:
creating a
concept map for planning a trip
Day 2 - Internet Activity:
researching
vacation destinations for travel brochure
Day 3 - Word Processing Activity:
creating a brochure for a vacation destination
Day 4 - Internet Activity: applying
for a
passport
Day 5 - Internet Activity: finding
a
hotel, booking a flight and renting a car
Day 6 - Spreadsheet Activity:
creating a
vacation budget
Day 7 - Internet/Spreadsheet
Activity: converting currency
Day 8 - Internet Activity:
researching vacation destination for Power Point Presentation
Day 9 - Internet Activity :
continue researching vacation destination for Power Point Presentation
Day 10 - Word Processing Activity:
creating a travel itinerary
Day 11 - Power Point Activity:
creating a
virtual tour of a vacation destination
Day 12 - Power Point Activity:
continue
creating a virtual tour of a vacation destination
Day 13 - Power Point Activity:
presenting
virtual tours of a vacation destination
Day 14 - Power Point Activity:
continue
presenting virtual tours of a vacation destination
OBJECTIVES: 
In this lesson, students
will:
- use Inspiration
to create a concept map outlining important items to consider when
planning an oversees trip.
- use the Internet to research an
assigned travel destination and create a brochure to promote the
destination.
- apply for a passport using an
Internet Application.
- use travel web sites to book a hotel,
rent a car and purchase airplane tickets.
- create a travel budget using a
spreadsheet application.
- convert currency from other countries
using the Internet and a spreadsheet program.
- research vacation destinations for a
power point virtual tour.
- create a travel itinerary using a
word processing program.
- create and present a Power
Point virtual tour of a chosen travel destination.
- use the formula bar in
spreadsheets to find the sum and average of a data set.
- learn about cultures and
customs.
MATERIALS:
- General materials
and
equipment : overhead transparency projector, overhead
projector screen, markers, chart paper, atlas, almanac
- Technology tools : computers
with Internet access, printers, video projector, overhead projector
screen
- Software Used in
this
Unit :
Microsoft Word, Microsoft Excel,
Microsoft Power Point, Inspiration
STANDARDS ADDRESSED
BY
THIS UNIT:
English Language Arts Standards
1.A.3a Apply knowledge of
word origins and derivations to comprehend words used in specific
content areas
(e.g., scientific, political, literary, mathematical).
1.B.3d Read age appropriate
material with fluency and accuracy.
1.C.3c Compare, contrast
and evaluate ideas and information from various sources and genres.
1.C.3d Summarize and make
generalizations from content and relate them to the purpose of the
material.
1.C.3f Interpret tables
that display textual information and data in visual formats.
3.A.3 Write compositions
that contain complete sentences and effective paragraphs using English
conventions.
3.B.3a Produce
documents
that convey a clear understanding and interpretation of ideas and
information
and display focus, organization, elaboration and coherence.
3.B.3b Edit
and revise for
word choice, organization, consistent point of view and transitions
among
paragraphs using contemporary technology and formats suitable for
submission and/or
publication.
3.C.3a Compose
narrative,
informative, and persuasive writings (e.g.,
in addition to previous writings, literature reviews, instructions,
news
articles, correspondence) for a specified audience.
3.C.3b Using
available
technology, produce compositions and multimedia works for specified
audiences.
4.A.3c Restate
and carry
out multistep oral instructions
4.B.3a Deliver
planned oral
presentations, using language and vocabulary appropriate to the
purpose,
message and audience; provide details and supporting information that
clarify
main ideas; and use visual aids and contemporary technology as support.
4.B.3b Design
and produce
reports and multi-media compositions that represent group projects.
5.A.3a Identify
appropriate
resources to solve problems or answer questions through research.
5.A.3b Design
a project
related to contemporary issues (e.g., real-world math, career
development,
community service) using multiple sources.
5.B.3a Choose and analyze
information sources for individual, academic and functional purposes.
5.B.3b Identify,
evaluate
and cite primary sources.
5.C.3b Prepare
and orally
present original work (e.g., poems, monologues, reports, plays,
stories)
supported by research.
5.C.3c Take
notes, conduct
interviews, organize and report information in oral, visual and
electronic
formats.
Social Science Standards
17.A.3b Explain
how to make
and use geographic representations to provide and enhance spatial
information
including maps, graphs, charts, models, aerial photographs, satellite
images.
17.C.3a Explain
how human
activity is affected by geographic factors.
18.A.3 Explain
how
language, literature, the arts, architecture and traditions contribute
to the
development and transmission of culture.
18.B.3a Analyze
how
individuals and groups interact with and within institutions (e.g.,
educational, military)
18.B.3b Explain how social
institutions contribute to the development and transmission of culture
Mathematics
Standards
7.C.3a Construct a simple
scale drawing for a given situation.
8.D.3a
Solve
problems using numeric, graphic or symbolic representations of
variables,
expressions, equations and inequalities.
8.D.3b Propose
and solve problems using proportions, formulas and linear functions.
10.A.3a Construct, read and
interpret tables, graphs (including circle graphs) and charts to
organize and
represent data.
10.A.3b Compare the mean,
median, mode and range, with and without the use of technology.
N.C.T.M. STANDARDS
ADDRESSED
BY THIS UNIT:
- compare and order
fractions,
decimals, and percents efficiently and find their approximate locations
on a
number line;
- understand
and use ratios and
proportions to represent quantitative relationships;
- understand
the meaning and effects
of arithmetic operations with fractions, decimals, and integers;
- develop,
analyze, and explain
methods for solving problems involving proportions, such as scaling and
finding
equivalent ratios.
- represent,
analyze, and generalize a
variety of patterns with tables, graphs, words, and, when possible,
symbolic
rules;
- use
symbolic algebra to represent
situations and to solve problems, especially those that involve linear
relationships;
- model
and solve contextualized
problems using various representations, such as graphs, tables, and
equations.
- solve
problems involving scale
factors, using ratio and proportion;
- Build
new mathematical knowledge
through problem solving
- Solve
problems that arise in
mathematics and in other contexts
- Recognize
and apply mathematics in
contexts outside of mathematics
- Create
and use representations to
organize, record, and communicate mathematical ideas
- Use
representations to model and
interpret physical, social, and mathematical phenomena
STUDENT ACTIVITIES WHICH
WILL PROMOTE ENGAGED LEARNING: 
Activity 1
In activity 1, the students will complete an introductory activity on
planning a trip. Tthe students will create a concept map using
Inspiration. The students will be placed in groups of three and will
discuss necessary items to consider when planning an oversees trip.
Students will be directed to brainstorm what to pack, what plans need
to be made and what special circumstances should be considered when
traveling outside of the United States. The students will use the
information discussed in their groups to aid in creating a concept map
on planning a trip. Each group will construct a concept map. The
contents of the concept map will be discussed and a whole class concept
map will be made on the overhead projector.
Activity 2
In activity 2, the students
will
independently research an assigned travel destination. The students
will
use
information obtained from the Internet on web sites such as Fodor's,
Infoplease and Atlapedia.
The students will also obtain information from CD-ROM encyclopedia
programs such as World Book or from print materials (encyclopedias or
books). The students will find the following
information about their assigned travel destination: climate,
attractions, demographics and geography. The students will record
all pertinent information that they would like to include in their
destination brochure. The students will begin making a rough draft of
their brochure on paper.
Activity 3
In activity 3, the students will create a travel brochure. The students
will peer edit their rough draft travel brochures from
yesterday's activity. They will create their
final copy of their brochure using a word processing program such as
Microsoft Word. The students will be responsible for creating an
attractive brochure. Students will include travel destination
information and photographs. Students will search the web to find
images to include in their brochures. Web sites such as Webshots will
be used. The students will display their brochures around
the room so they can view each other's work. The class will vote on
which destination looks most fun, most exciting most interesting and
most relaxing. The
students will
circulate, around the room, to read the brochures and begin thinking of
a destination
they would like to research for the culminating activity.
Activity
In activity 4, the students will
learn about
travel passports. They will visit the U.S. Department State web site. The students
will read information on the Internet about passports. They will record
notes on how to obtain a passport. The students will print up a
passport application from the Internet. The students will complete the
passport application. They will also record the required fee for
getting
a passport. The students will use this information later in a budgeting
activity.
Activity 5
The students will be assigned a
vacation
destination. They will go on the Internet and use Travelocity
and Expedia
to
find
a hotel, airfare and rental car. The students will be given a specific
allowance to cover these accommodations. The students will be required
to find a hotel that has specific amenities such as an indoor pool,
weight room, etc. The students will also have to calculate the costs
based on a 7 day trip. The goal of this activity is for the students to
find the best deal while satisfying the accommodations and expense
requirements. The students will then compare their results for
their assigned destination. Classroom wall charts will be made to
compare the costs of hotels, airfare and rental for the various
assigned destinations.
Activity 6
In activity 6, the students will be
creating a budget for a vacation destination. Students will work in
pairs and will be able to choose a destination. The groups will be
assigned a total cost for their vacation. Students will work together
to figure out how to efficiently use the allotted money. They will use
a spreadsheet program such as Excel to develop a trip budget.
Students will be required to use the following expense categories
in their budget: lodging, transportation, airfare, entertainment, food,
passport fees and spending money. Students can also add their own
categories if need be. The students will then use the formula bar to
find the sum of the costs of the trip and verify that the costs do not
exceed the money allotted. Each group will then create a whole class
budget using the expense categories noted previously. The students will
use the formula bar to find the average costs for each expense category.
Activity 7
In activity 7, the students will
convert U.S. dollars into different currencies. The students will
accomplish this task by using XE
Currency Convertor.
They will find the conversion factor
for
various currencies such as Canadian dollars, Bahamian dollars,
Brazilian
Reals, Chinese Yuan, Euros, Indian Rupees, etc. The students will
create a spreadsheet in Excel listing various types of currencies. The
students will use the formula bar and conversion factors to create
equations that will allow students to type in an amount of U.S.
currency and find the equivalent amount in another type of currency.
The students will discuss which countries/destinations will allow them
to "get more for their money" and in which countries the American
dollar is not as strong.
Activity 8
In activity 8, the students will
begin researching a destination for the culminating Power Point
activity. The students will work in groups of 3-4. They will choose a
vacation destination that they would like to create a virtual tour of.
They will research the Internet, encyclopedias or almanacs for
the
following information about their chosen country: climate, people,
demographics, geography, locations, religions, language, education,
history, currency, economy, customs and main attractions. The students
will also search the web for pictures, photographs and maps that can be
incorporated into the virtual tour. The students will document web
sites where they retrieve information pertaining to their chosen
destination. The following web sites will provide information of
various travel destinations.
Activity 9
In activity 9, the students will work
in groups to create a travel itinerary using a word processing
application such as Microsoft Word. They will use the information from
their research (activity 8) to create a travel itinerary
for a 7 day trip for their chosen vacation destination. Each day in the
itinerary must list 2 activities the students will engage in while on
their trip. At least one illustration/photograph should be included.
The students should include main attractions with a description from
their chosen destination.
Activity 10
In activity 10, the students will
work in groups to create a virtual tour on their chosen vacation
destination. They will create the tour using presentation software such
as Microsoft Power Point. They will include all required research
information into their presentation. The students will also include one
map, one graph and at least 5 photographs/pictures in their virtual
tour. The tour will be a minimum of 7 slides. Each member of the group
will be responsible for writing a short paper describing his/her
contribution to the project.
Activity 11
In
activity 11, the students will present their Power Point virtual tours
to the class. Each group will be responsible for presenting their tour
along with distributing their travel itinerary to the class. The
students will discuss the presentations afterward. Students will
discuss which destinations they found most interesting. They will also
discuss what they learned from the presentations.
SHARE YOUR IDEAS:
Throughout the
unit, the students will share knowledge by taking part in activities
that involve cooperative groups or whole class/group discussions. The
culminating project for this unit will be the creation and presentation
of a Power Point virtual tour on a chosen destination. The students
will work in groups to create and present this final
project. Students will research a chosen a destination using the
Internet, books and encyclopedias. They will determine the following
information about their destination: climate,
people,
demographics, geography, locations, religions,
language, education,
history, currency, economy and main attractions. The students will also
find/construct a graph (Excel) that relates to their topic
such as a
demographics, language, religions, etc. The students will work together
to create a visually appealing presentation that incorporates maps,
photographs and illustrations. The students will share their knowledge
with their peers through the presentations of the virtual tours. The
students will also distribute a tour itinerary to each student which
will include main attractions of the destination. The students will
discuss the presentations as a class. They will talk about what they
learned and discuss which destinations they would like to visit.
The students will receive an
individual grade (informal) and a group grade (formal) for the
culminating activity. Each student will be graded on his/her ability
to work in a group and the group's finished presentation.
Rubric for Individual Grade:
Cooperation/Teamwork
|
15
points
|
Effort
|
15
points
|
Contribution
Paper
|
30
points
|
Total
|
60
points
|
Rubric for Group Grade:
Content
(required information included)
|
30
points
|
Focus
(slide show is focused on theme)
|
10
points
|
Photographs/
Illustrations (minimum of 5)
|
10
points
|
Graph
(1 required)
|
10
points
|
Map
(1 required)
|
5
points
|
Mechanics
(spelling/grammar)
|
5
points
|
Travel
Itinerary (distributed to each student)
|
10
points
|
Presentation
(led appropriately/organized)
|
20
points
|
Total
|
100
points
|
STUDENT AND TEACHER
ROLES:
The teacher will act as the
facilitator
during this unit on world travel, presenting students with task and
then observing and examining the students' learning. The teacher will
guide students through authentic, project based instruction. The
teacher will assess the students based on authentic assessment
situations such as creating a presentation or constructing a
spreadsheet.
The students will engage in
meaningful, relevant tasks. Students will develop and revise projects.
The students will reflect and discuss the information throughout the
unit. Students will work in groups completing hands-on activities such
as creating spreadsheets or word processing documents. The students
will share their knowledge with peers via discussion and presentations.
ADDITIONAL REFERENCE
PRINT RESOURCES STUDENTS MAY USE :
World
Book Encyclopedia
National
Geographic Traveler Magazine
World
Almanac
THE FOLLOWING BOOKS
CONTAIN
INFORMATION ABOUT THIS TOPIC:
Traveler's
Toolkit by Rob Sangster
The
Travel Book by Roz Hopkins
The Traveler's Atlas: A Global Guide
to the Places You Must See in a Lifetime by Chris Schuler
National
Geographic's Ultimate Adventure Sourcebook by Paul Mcmenamin
FOR ADDITIONAL ONLINE
INFORMATION
AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE
FOLLOWING
INTERNET ARTICLES:
Title1: National Geographic Online
URL1: www.nationalgeographic.com
Description1:
This site contains excellent maps and photographs. It also contains
information
about geography and travel.
Title2: PBS Teacher Source
URL2: www.pbs.org/teachersource/
Description2:
This web site is specifically for educators. There are links to lesson
plans organized by subject.
Title3: Altapedia
URL3: www.atlapedia.com
Description3:
This site contains information and maps of many different countries. It
is very informative.
Title4: Country Studies - Federal
Research Division, Library of
Congress
URL4:
http://lcweb2.loc.gov/frd/cs/cshome.html
Description4:
This site presents studies on different coountries. The studies include
information relevant to the culminating project.
Title5: Geographia
URL5: www.geographia.com
Description5:
This site gives information about different travel destinations on many
continents.
Title6:
Lonely Planet
URL6:www.lonelyplanet.com/destinations
Description6:
This site has information on many travel destinations.
Title7:Trackstar
URL:
http://trackstar.hprtec.org/
Description7:
This website contains teacher
made site lists organized by topic. There
are many excellent travel sites included when searching by using the
keyword, travel.
RELEVANT INFORMATION,
STUDENTS
WILL VISIT THE FOLLOWING WEB SITES:
Title1: National Geographic
Publications Index
URL1:
www.nationalgeographic.com/publications/
Purpose of Use1: Students can search
for articles on different
countries.
Description1:
This site contains a National Geographic publication index.
Title2: Travelocity
URL2:
www.travelocity.com
Purpose of Use2: Students will use
this website to find prices
for hotels, airfare and car rental.
Description2: This site is used
for booking traveling plans.
Title3: Expedia
URL3: www.expedia.com
Purpose of Use3: Students will use
this site to find prices for
hotels, airfare and car rental.
Description3:
This site is used for booking traveling plans.
Title4: Infoplease
URL4: www.infoplease.com
Purpose of Use4: Students will use
this site to research
different countries.
Description4: This site allows
students to look up
information on many different topics.
Title5: Altapedia
URL5: www.altapedia.com
Purpose of Use5: Students will use
this site to research
different countries.
Description5:
This site contains information about different countries. It also
contains world maps.
Title6: Country Studies -
Federal Research Division,
Library of Congress
URL6: http://lcweb2.loc.gov/frd/cs/cshome.html
Purpose of Use6: Students
will use this site to research
different countries.
Description6:
This site presents studies on different countries.
Title7:
XE.com - The World's Favorite
Currency Site
URL7: www.xe.com
Purpose
of Use7: Studnets will use this site to find currency conversion
factors.
Description7:
This site converts many different currencies.
Title 9: U.S. Department of State - Passport Home
URL:
http://travel.state.gov/passport/passport_1738.html
Purpose of Use 9: The
students will use this site to read about and apply for passports.
Description: This
site gives information about applying for and recieveing passports.
Title 10: Fodor's
URL:
http://www.fodors.com/miniguides
Purpose of Use 10:
The stduents will use this site to collect information on travel
destinations.
Description: This
site presents mini-guides on many travel destinations.
Title 11: Webshots
URL:
http://www.webshots.com/g/32.html
Purpose of Use 11:
The stduents will use this site to find photographs for their Power
Point presentations.
Description:This
sites contain photographs from around the world.
Clip art licensed from the Clip Art Gallery on Discovery School.com