This unit focuses on the development of communication, mathematical, scientific and social skills using undiscovered unique places and structures in the community. In this unit, the students will assume the roles of tourism officers, environment officers and researchers as they work on the project. The students will then showcase the unique features of their community by creating a travel guide in a wiki site.
View how assessment is used in this unit plan. These assessments help students and teachers set understandable goals, monitor student progress, provide feedback, assess thinking, performance and products and reflect on learning throughout the activities.
Students Prior Knowledge
A working knowledge of software packages: word processing, database, spreadsheet, image processing, and multimedia.
Students also need working knowledge on the use of digital cameras, video-conferencing, emailing, etc.
Teachers’ Professional Learning
This unit will provide the teacher with an authentic learning opportunity to work as a co-learner with interested students to investigate the use of blogs as a reflection tool. The teacher will set up a sample blog (http://offthebeatentrack.wik.is*)
Phase 1: Selecting a site and drafting a feasibility study
Each member of the group will assume one of the following roles: tourism officer, environment officer, and data analyst. To ensure that each member will accomplish his/her task, the teacher has defined these roles and tasks.
You will explore new localities and identify interesting personalities and unusual attractions in each of these localities.
You will identify potential dangers to travelers and strategies to minimize these dangers or risks. You will also conduct information and education campaigns on environmental protection, conservation and preservation.
You will be tasked with information collation, research and data analysis such as timelines, investments and generation of tourism-related information.
Students will use the activity sheet (doc) as guide in completing Phase I.
Phase 2. Promoting an attraction
Emphasize to the class that their evaluation/critiques are important to helping each other improve their projects. A checklist (doc) to monitor progress and guidelines on how to give feedback (doc) will be posted on the wiki site.
Phase 3. Showcasing
For their Internet research, the students will be provided with note cards and templates to help them synthesize information. Students should be allowed to focus on what they can do, such as collect data, ask a buddy in the interpretation of data gathered.
The gifted students can be given extra assignment like engaging into more in-depth researches about the topics on the web or they may work on related activities in the community to come up with a useful output. They may be assigned to spearhead on-line collaboration.
The student may work further on making a feasibility plan on how a community will showcase the site.
Amelia Buan participated in the Intel® Teach Essentials Course, which resulted in this idea for a classroom project.