Course Profile Regional Geography: Travel and Tourism, Grade 11, Open, Catholic and Public
Unit 5: Planning for the Future of Travel and Tourism
Time: 23 hours
Activity 5.1 | Activity
5.2 | Activity 5.3 | Activity 5.4 | Activity
5.5
This unit
has been organized to build towards the effective use of planning principles to
design future tourist sites and activities. Students progress through a variety
of activities that has them critically evaluate present tourist destinations
and their success as significant tourist attractions. The tasks are designed
for students to appreciate the value of tourism from a cultural, social,
environmental, and economic perspective. Students are expected to understand
the need for balancing employment and economic development while respecting the
interdependence of the world’s people and cultures rooted in our Catholic
teachings.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
5.1:
Global Tourist Attractions and Their Success |
240 min |
SSV.01,
GCV.03, SS3.01, GC1.01, GC3.01, GI2.06 CGE3c,
5a |
Knowledge/ Thinking/Inquiry |
Examining
global tourist attractions and determining what factors make them successful |
|
5.2:
Identification of World Heritage Sites |
240 min |
GIV.01,
HE1.03, HE3.03, HE3.04 CGE7g,
7i |
Knowledge/ Thinking/Inquiry |
Identify
World Heritage Sites and investigate the natural and cultural criteria used
in their selection |
|
5.3:
Travel and Tourism Planning Considerations |
240 min |
UCV.03,
UC1.03, UC1.04, SS3.03, GI1.04 CGE3b,
7j |
Application |
Creating
principles of tourism planning and applying them to a case study being
mindful of the common good |
|
5.4:
Careers in the Tourism Industry: Present and Future |
300 min |
UCV.01,
GIV.05, UC2.02, GI1.02, GI3.01 CGE2b,
4g |
Thinking/Inquiry Application |
Simulate
a job application process by designing a tourism job advertisement, a
covering letter and résumé, and an interview |
|
5.5:
Exploring Space and Aquatic Environments: The Future of Travel and Tourism |
360 min |
UCV.01,
GIV.01, GIV.04, UC3.03, GI2.01 CGE3c,
5g |
Thinking/ Communication Application |
Culminating
Activity: Design a futuristic travel and tourist site and activity |
Time: 240 minutes
This
activity is designed to have students define what is a global tourist
attraction and to explore what makes these attractions successful. This
activity is divided into three components. First, students research popular
global tourist attractions. Then, students look at local tourist attractions.
Finally, students are challenged to develop a new tourist attraction suitable
to their local environment.
Strand(s): Geographic Foundations: Space and Systems, Global
Connections, Methods of Geographic Inquiry
Overall
Expectations
SSV.01 -
demonstrate an understanding of themes and concepts related to regional
geography, including region, pattern, movement, and interaction;
GCV.03 - compare
the nature and characteristics of selected tourist regions of the world.
Specific
Expectations
SS3.01 -
research and report on the potential of natural and human factors to attract
tourists to their local region;
GC1.01 -
identify significant global tourist attractions;
GC3.01 -
evaluate the natural and human attributes that contribute to the success of
selected globally significant tourist attractions;
GI2.06 -
communicate effectively in written, oral, and visual forms.
Ontario
Catholic School Graduate Expectations
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE5a -
works effectively as an interdependent team member.
·
Students
have knowledge of the factors that attract tourists to a particular location.
·
Students
are familiar with many tourist attractions in the world from previous units.
·
Students
have knowledge of graphing techniques.
·
Students
need access to local tourist bureaus and travel agencies.
·
The
teacher should consult with local travel agencies/bureaus to arrange for a
collection of print materials.
·
Access
to the Internet may be beneficial.
·
The
teacher should prepare a list of 15-20 examples of global tourist attractions;
the list should consist of cultural, physical, and social attractions
representing each quadrant of the world (on overhead).
·
The
textbook may be used in conjunction with this activity (tourist attraction case
studies).
·
Materials
needed: a large world map and coloured tacks or round coloured stickers.
1. The teacher begins by asking the question,
“What is a global tourist attraction?” Through class discussion, a definition
is developed. The teacher uses an overhead or chart of a list of tourist
attractions and students discuss their locations in the world and their main
attributes. The teacher collects ideas about what makes tourist attractions so
successful (natural or human attributes) and organizes these ideas on the board
for students to copy. Attractions may have more than one factor contributing to
their success.
2. The teacher plays a “top ten” game with the
class. In their notes, students are asked to write down the numbers 1 to 10.
The teacher has students try to guess the top ten most visited destinations in
the world. When complete, the teacher discusses the top ten destinations.
3. Students work in small groups to construct a
chart with two columns. The first column is titled “Local Tourist Attractions”
and a list of at least ten local attractions is entered. The second column,
titled “Attributes”, is completed using their knowledge of the attraction. A
discussion follows and students contribute their ideas of what local tourists
attractions are present in their community.
4. Students design a new local attraction
promoting it in pamphlet or brochure format (a pond, boardwalk, fishing area,
outdoor tent/pavilion in a park to attract artists, festival, etc.). Students
must make reference to all human and natural attributes of their attraction.
The list of components making tourist attractions successful, compiled earlier
in the activity, must be incorporated into the local attraction. Students must
consider how this local attraction will benefit the common good of all people,
regardless of economic, social, or ethnic background.
·
The
teacher assesses students’ teamwork through observation while in group work
activity; students are encouraged to work effectively as interdependent team
members.
·
Students
self-evaluate and then peer evaluate the presentation of a new local
attraction.
·
The
teacher assesses the brochures using a checklist – Appendix 5.1.1.
·
Teachers
will consult individual student IEPs for specific direction on accommodation
for individuals.
Statistics
Saltzman,
Toby – http://www.travelterrific.com
by a Canadian travel writer, features stories by professional travel writers
Fodors
– http://www.Fodors.com
-for vacation information with thousands of worldwide links.
“The
National Park Service Turns 75. National
Geographic, Volume 180, No.2 (August 1991)
Appendix
5.1.1 – Brochure Checklist
Time: 240 minutes
This
activity focuses on investigating the criteria used to identify World Heritage
Sites and to select park locations. Students have the opportunity to apply
natural and cultural criteria to propose a new World Heritage Site in their
local area or within the country.
Overall
Expectations
GIV.01 -
demonstrate an ability to collect, organize, analyse, and synthesize
information from a wide variety of sources to conduct geographic inquiries.
Specific
Expectations
HE1.03 -
identify selected natural and cultural World Heritage Sites and the factors
responsible for their selection;
HE3.03 -
evaluate the role of UNESCO in protecting significant natural and cultural
sites around the world;
HE3.04 -
evaluate criteria used to determine the selection of park locations for a
selected country.
CGE7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society;
CGE7i -
respects the environment and uses resources wisely.
Students
should have some knowledge about what makes a natural or cultural site a tourist
attraction.
·
The
teacher uses the Internet to access the UNESCO World Heritage Sites.
·
The
teacher prepares world maps to distribute to each student and one slide for the
overhead projector.
·
The
teacher provides a list of some natural and cultural World Heritage Sites from
each continent.
·
The
teacher needs a list of provincial parks, local cultural buildings/structures,
or natural parks that could be considered significant and are likely to be
known to students.
1. On the board or overhead the teacher writes a
note describing UNESCO and its World Heritage Committee using the following
headings:
i) What does the acronym UNESCO mean?
ii) The role of the World Heritage Committee in the protection of both the cultural and natural heritage sites throughout the world;
iii) The basic criteria used in defining cultural and natural heritage sites.
Students write this information in their notes.
2. In pairs, students use computers to
investigate the criteria used to determine a natural or cultural site using
UNESCO’s website. Students make lists of the key words or phrases used to
describe World Heritage Sites – one list for the cultural sites and another for
the natural sites.
3. Each
pair of students is assigned a World Heritage Site. The teacher limits the time
available for students to investigate their World Heritage Site. The teacher
provides a list of information to be researched:
· the geographic location of the site;
· specific criteria used for the site selection;
· when it was designated as a World Heritage Site;
· what makes this site a tourist attraction;
· a brief description of how this site protects the cultural heritage and/or the environment wisely.
Students prepare an overhead for class presentations using the above information. (Where possible, students could make use of the Internet to obtain information using satellite images, the UNESCO website, and other suitable sources.)
4. As each group presents its findings to the
class, all students:
i) label park locations on their individual world maps;
ii) record the information in chart form using the list in Strategy 3 as headings for the chart. The teacher debriefs the class with a concluding discussion highlighting the necessary role UNESCO has taken to preserve sites around the world.
5. The teacher solicits ideas from the class
that would explore the possibility of a future World Heritage Site designation
within the local community and beyond. Reference should be made to the criteria
identified earlier in the activity.
·
Formative
teacher assessment of the student’s chart for completeness and accuracy.
·
The
teacher could use a checklist to assess student presentations.
·
Enrichment
activities could include an electronic slide show.
World
Heritage Site websites – http://www.unesco.org/whc/criteria.htm, March 1999,
http://www.unesco.org/whc/heritage.htm.
SSEC:
Real-time Data and Satellite Images – http://www.ssec.wisc.edu/data/
“Wonders
of the world at risk.” (new World Heritage Sites). Toronto Star (December 5, 1997): A15.
“UNESCO:
Must-see Heritage Sites.” National Post (July
22, 2000): F4.
“Canadian
Treasures that Belong to the World.” Toronto
Star (June 24, 2000): first edition.
“World
treasures worth saving.” The Vancouver
Province (March 29, 1998): B20.
Appendix
5.2.1 – List of Suggested World Heritage Sites
Time: 240 hours
The
planning process is an integral component of the tourism industry and to the
common good of society. Negative effects from tourism are often a result of
poor or inadequate planning. In this activity, students create a list of
planning principles that are to be used when they plan their own tourist
venture in the unit culminating activity. By applying these principles to a
case study of a Canadian National Park, they realize the importance of planning
and the problems that may occur without it.
Strand(s): Understanding and Managing Change, Geographic
Foundations: Space and Systems, Methods of Geographic Inquiry
Overall
Expectations
UCV.03 -
evaluate the impact of planning, policies, and initiatives of governments,
businesses, and other organizations on travel and tourism.
Specific
Expectations
UC1.03 -
demonstrate an understanding of the factors that contribute to the growth of
tourism around the world;
UC1.04 -
identify criteria that planners must consider when planning for tourism development
within a region;
SS3.03 -
analyse the distribution of Canada’s tourism regions and national parks and
explain the observed pattern;
GI1.04 -
describe the biases that may inform different viewpoints and perspectives on
issues related to regional geography.
Ontario
Catholic School Graduate Expectations
CGE7j -
contributes to the common good;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good.
From previous
units, students need to recall the various impacts tourists have on regions.
·
Teachers
need to locate case studies that address problems incurred by National Parks
due to planning deficiencies (see Resources for examples). More than one case
study may be used for variation.
·
Textbooks
may have a section on “tourism planning” which could be used in conjunction
with this activity.
·
Chart
paper and markers should be available at the various stations.
1. The teacher begins by giving students a
scenario as follows:
Imagine the community that you live in has become a major tourist attraction
because of ___________________ (choose something appropriate for your
community, e.g., a theme park). It is anticipated that 20 000 tourists will
visit the area in the summer or winter season in any given year.
2. The teacher brainstorms with the class and
makes a list on the blackboard of the additional facilities and services that
would be needed because of the tourists in the area. The teacher leads a
discussion about the various facilities needed and the people or parties
responsible for them (e.g., private ownership, government investment, etc.).
3. The
teacher discusses with the class some of the positive and negative impacts
tourism may have on the community. Using the probe questioning technique, the
teacher solicits information from prior units. The teacher creates five
stations in the classroom, equipped with chart paper and titled with the
following categories:
Economic Social Environmental Political Other
Each station is assigned one student to act as recorder. As students submit ideas, they must classify each under the appropriate category. The recorder records the ideas on the chart paper.
4. Students should understand the importance of
planning at this point and be able to deduce the effects of what may happen if
planning is poor or lacking. Discuss this point with the class by posing the
following probe questions:
i) What would happen if planning did not take place?
ii) What if planning was left only to private enterprise in preparing for the influx of tourists?
iii) What role or responsibility does the local/provincial/federal government have in the planning process?
5. With a partner, students create a list of ten
principles titled “Principles of Tourism Planning.” They may include ideas as
follows:
i) to ensure that the natural environment is not degraded due to tourism;
ii) to ensure that the local residents are not affected by tourism in a negative manner.
(Textbooks may have others with which to work.)
6. Using the Catechism
of the Catholic Church, 1912 (common good):
The common good is always oriented
towards the progress of persons: The order of things must be subordinate to the
order of persons, and not the other way around. This order is founded on truth,
built up in justice and animated by love.
Discuss with students how this teaching of the church fits with any of the principles they have created in their list.
7. Using the Canadian Parks’ service objective
for national parks:
To protect for all time representative
natural areas of Canadian significance in a system of national parks, and to
encourage public understanding, appreciation, and enjoyment of this natural
heritage so as to leave it unimpaired for future generations.
Students
analyse the meaning of the quote. Students determine whether planning has
fulfilled the objective set forth by the Canadian Parks Service. Use an article
from a periodical or journal (refer to Resource section for suggestions) to
examine the effects on the park or surrounding communities. All students can
use the same case study for analysis or different case studies can be assigned.
With their partner, students report the following:
i) Was the objective set forth by the Canadian Parks Service fulfilled by planners? Explain.
ii) Using their created list of Principles of Tourism Planning, students identify which principles have been included and which have been overlooked.
iii) If you were park planners, what recommendations would you make to ensure sustainability (e.g., environmental, social).
8. A debriefing follows the case analysis with
students reporting and comparing their findings. The teacher stresses the
importance of planning in the tourism industry. The ideas and concepts gained
through this activity, particularly the ten Principles of Tourism Planning, are
utilized in the culminating activity.
·
Formative
teacher assessment using probe questions to determine students’ understanding
of the impact of tourists in an area and the importance of planning.
·
The
teacher checks students’ list of Principles of Tourism Planning for
completeness as they are to be used in the culminating activity.
·
The
teacher conducts roving conferences to ensure that students are applying
correctly the Principles of Planning to the case study.
·
Pre-select
alternative resources for students who are reading below, or above grade level.
·
Provide
peer or teacher assistance with the creation of Principles of Tourism Planning.
·
Place
special needs students with a capable partner, if necessary.
·
Highlighted
areas of the article may be necessary for some students.
·
Enrichment
activities could include the creation and utilization of a survey for residents
located near a local tourist attraction.
Cayo,
Don. “Exploring Fundy’s Untamed Coast.” Canadian
Geographic (July/August 1994): 28-37.
CCCB.
Catechism of the Catholic Church. Ottawa
: CCCB Publications Service, 1994.
Deacon,
J. “The Crown Jewels.” Maclean’s
(July 1, 1995).
Eisler,
Dale. “The Battle Over Banff: Millions of Tourists May Be Threatening a
Treasured National Park.” Maclean’s
(August 4, 1997).
Krakauer,
Jon. “Rocky Time for Banff.” National
Geographic (July 1995): 49-69.
Lynch,
Wayne. “Home of the white bear.” Canadian
Geographic (November/December 1996): 26-34.
Marty,
Sid. “Homeless on the range: grizzlies struggle for elbow room and survival in
Banff National Park.” Canadian Geographic
(January/February 1997).
Sillars,
Les. “Are parks preserved for - or from - ordinary mortals?” Alberta Report/Western Report (October
28, 1996).
Time: 300 minutes
This
activity is designed to introduce students to the world of work within the
tourism industry. The activity is divided into two components. In the first
component, students learn about jobs and careers associated with the eight
sectors of the tourism industry. In the second component, students are given
the opportunity to develop letter writing, résumé writing, and interview
skills.
Strand(s): Understanding and Managing Change, Methods of
Geographic Inquiry
Overall
Expectations
UCV.01 -
explain how changes and trends in society have an impact on travel and tourism
patterns.
Specific
Expectations
UC2.02 - explain how changes in technology
cause change in the travel and tourism industry and in travel and tourism
patterns;
GI3.01 -
identify careers associated with regional geography and the travel and tourism
industry and predict possible changes in these careers in the future.
Ontario
Catholic School Graduate Expectations
CGE2b -
reads, understands, and uses written materials effectively;
CGE4g -
examines and reflects on ones personal values, abilities, and aspirations
influencing life’s choices and opportunities.
·
Students
should understand group dynamics and the responsibility of being a positive
active member of a group.
·
Students
have a basic understanding of the skills required to write letters and résumés.
·
The
teacher should consult with the library staff regarding availability of
resources.
·
Students
should have access to an adequate supply of resources (e.g., texts, books,
newspapers, journals, tourist brochures, travel publications, CD-ROMs,
Internet, etc.).
·
The
teacher provides each student with a photocopy of Appendix 5.4.1 and 5.4.2.
·
The
teacher should be prepared to provide information to students on formatting for
proper letter and résumé writing.
1. The teacher begins by introducing the topic
of careers in the tourism industry. Students brainstorm about jobs/careers
associated with the tourism industry. Students work in small groups (5-10
minutes). Each group makes a detailed list of all the jobs/careers associated
with the tourism industry.
2. Using a board outline or on an overhead, the
teacher provides a blank chart entitled: Jobs/Careers in the Tourism Industry.
The chart will have eight columns with eight blank headings. The columns
represent the eight employment sectors of the tourism industry.
3. The teacher solicits answers from the groups.
Answers are recorded on the board or overhead. As each response is given, the
teacher mentally categorizes each response and records the answers in an
appropriate column. Responses from the groups are grouped without revealing the
headings to the class. Answers are recorded based on the employment sectors
(job/career) of the tourism industry.
4. After all the responses are recorded students
study the columns. The teacher leads a discussion as students analyse the
results. Students attempt to title each column with an appropriate title.
5. The teacher hands out a copy of Appendix
5.4.1. Students complete the organizer by transferring the information from the
board/overhead to the appropriate column on the Jobs and Careers in the Tourism
Industry chart. Alterations and additions can be made to the chart.
Note: As an alternative strategy, the teacher could divide the class into eight groups based on one of the employment sectors. Each group develops a list of examples of jobs/careers that could be found in the employment sector assigned. On a board outline or overhead, each group records their information. An analysis of the results follows the task as a class discussion.
6. Each student selects a job for one of the
sectors of the tourism industry. The jobs may be designed to reflect a futuristic
job market influenced by changes in technology, lifestyles, etc. Students
decide on which part of the ladder (operational frontline worker, supervisor,
manager, or senior executive) they choose to focus. This provides students the
opportunity to examine and reflect upon their personal abilities and
aspirations.
7. Students
design and produce an advertisement simulating an ad that might be seen in a
national newspaper or travel magazine. The advertisement must include the
following information:
· name and description of job;
· terms of employment;
· job details (location, salary range, job requirements, education/expertise requirements, etc.);
· contact person (the student designing the ad is the contact person).
Students should refer to actual newspapers and magazines to garner ideas for their completed product. Each student makes three copies of the completed job advertisement (one copy is posted in the classroom, one copy is submitted to the teacher, and one copy is retained by each student).
8. The teacher matches up two students and they
trade their completed advertisements. Each student applies for the job as
described in the advertisement they have been given. Each student must provide
a covering letter and a detailed résumé reflecting the job posting.
9. Each student designs five or six interview
questions that will be used to simulate a job interview between an employer and
a potential employee. Students submit their covering letters and completed
résumés to the potential employer (student partner). Each student must take on
the role of the interviewer (employer) and of the interviewee (job applicant).
Note: As an alternative the teacher may assign two or three students to each job/career employment sector. This will allow all the employment sectors of the industry to be covered. A Job Fair may be structured that would allow students to apply for any job posted in the classroom.
·
Formative
teacher observation of student performance during group activity.
·
The
teacher assesses the Jobs and Careers in the Tourism Industry chart for
completeness.
·
Summative
peer assessment of advertisement, covering letter, résumé, and interview
process using a rubric.
·
Summative
teacher assessment of advertisement, covering letter, and résumé using a
rubric.
·
Summative
self-assessment of advertisement, covering letter, résumé, and interview
process using a rubric.
·
Some
students may require extra assistance with letter and résumé writing.
Word-processing software typically provides templates and samples for students
to use.
·
The
teacher may have to provide some students with newspapers to complete the
advertisement section of the assignment.
http://votech.about.com/education/votech/cs/travelhotelevent/
Human
Resources Development Canada. Focus on
Resumes: A guide to marketing yourself. (1998).
LM-495-03-98E
Canadian Tourism Human Resource Council. The Students Travel Map: A Guide to Tourism
Careers, Education and Training. Ottawa: 1997. ISBN 1-896229-91-3
170 Laurier Avenue West,. Suite 600, Ottawa, Ontario, Canada K1P5V5.
Travel,
Tourism, Hotel, plus Event Planning Careers and Occupations –
http://votech.about.com/education/votech/cs/travelhotelevent/
Appendix
5.4.1 – Jobs and Careers in the Tourism Industry
The Future of Travel and Tourism
Time: 360 minutes
This
culminating activity is designed to provide students the opportunity to develop
skills of thinking/inquiry and application. Students conduct research on a
topic related to futuristic travel destinations. The activity is divided into
four components. In the first, students research and write a brief research
report on environments that could be explored as future tourist destinations.
The second activity has students design a futuristic travel vehicle. The third
activity requires students to design a site and/or activity that would attract
tourists in the future. In the final component, students prepare visual
displays suitable for a travel and trade show.
Strand(s): Understanding and Managing Change, Methods of
Geographic Inquiry
Overall
Expectations
UCV.01 -
explain how changes and trends in society have an impact on travel and tourism
patterns;
GIV.01 -
demonstrate an ability to collect, organize, analyse, and synthesize
information from a wide variety of sources to conduct geographic inquiries;
GIV.04 -
conduct an independent geographic inquiry that effectively applies knowledge,
skills, methods, and geotechnologies to a study of regional geography.
Specific
Expectations
UC3.03 -
produce a case study to investigate the future of tourism for a selected region
or destination (e.g., Canadian Arctic, countries in Africa or Asia, space);
GI2.01 -
evaluate the quality and validity of information found in various sources.
Ontario
Catholic School Graduate Expectations
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE5g -
achieves excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others.
·
Students
require the list of Principles of Tourism Planning created in Activity 5.3
(Strategy 5).
·
Students
have knowledge of the factors that attract tourists to a particular location.
·
Students
know how to cite sources of gathered information.
·
The
teacher should consult with the library staff regarding availability of
resources.
·
Students
should have access to an adequate supply of resources (e.g., texts, books,
travel journals, tourist brochures, travel publications, videos, newspapers,
CD-ROMs, Internet, etc.).
·
Teachers
should allow students to exercise their creativity as long as the destination
of choice is based on an element of realism.
1. The
teacher begins by introducing the topic for discussion: “The future of travel
and tourism.” Students think about possible destinations and activities that could
potentially attract tourists in the future. Students brainstorm
(teacher-directed or in groups) by giving examples of extreme or futuristic
tourist activities or destinations. Student responses could be recorded on the
board. The teacher highlights the responses that relate to space and aquatic
environments. Discuss the possibilities of these environments being used as
potential tourist destinations.
2. The teacher uses the information above to
introduce the following activity/assignment.
Exploring
Space and Aquatic Environments: The Future of Travel and Tourism
·
Students
choose either a Space Environment (outer or cyber) or an Aquatic Environment
(deep sea, ocean floor, barrier reef, freshwater lake, etc.) to research and
explore.
Note: Students may be allowed to research a topic of their choice as
long as it has a “futuristic” theme and is approved by the teacher (e.g.,
terrestrial cave environments, continental ice sheet environments, or
cyber-space applications, etc.).
·
At
the discretion of the teacher, students work in small groups or individually.
Opportunities for individual accountability are still required.
·
The
teacher assigns the following:
Students
use resources available (e.g., Internet, library sources, etc.) to research and
write a report on a space or aquatic environment of their choice.
·
Students
construct a map showing the location of the chosen destination (include all map
essentials. The scale should accurately reflect distances.
·
Students
write a one- to two-page report that provides information on the:
· physical geography (environmental conditions) of the area;
· limitations and constraints to human activity;
· adaptations required to support human activity;
· specific tourist sites/attractions and potential activities.
·
A
bibliography or works cited reference page is required. Specific references for
all “borrowed” information must be provided.
·
The
written report may be used as part of the visual display for the Travel and
Trade Show that follows.
Students
design a vehicle that will be used as a shuttle service to transport
visitors/tourists to the destination of choice.
·
In
as much detail as possible, draw two well-labelled diagrams of your transport
vehicle. An inside and outside view of the vehicle is required. Make a valid
attempt to draw each diagram to scale.
·
Write
a description of the “dynamics” or characteristics of your vehicle.
·
Diagrams
are included on the visual display for the Travel and Trade Show.
Students are expected to be creative and all
material presented must be based on factual information.
·
Students
draw well-labelled diagrams/pictures that clearly depict a site of geographic
interest (e.g., deep sea vents on the ocean floor, a crater or volcanic
formations on Mars, etc.). Students write a description to explain the diagram.
·
Students
draw well-labelled diagrams to show the tourist activities associated with each
special site (e.g., a photographic expedition of deep-sea vent creatures, moon
golf, or deep-sea whale riding). Students write a description that provides
details of the activity.
·
Diagrams
are included on the visual display for the Travel and Trade Show.
The purpose
of this part of the assignment is to simulate a Travel and Trade Show. Students
create visual displays to promote their destination of choice.
Note: The teacher may arrange to reserve a
suitable space to display the final products, e.g., Library/Resource Centre,
conference room, cafeteria, or an open area with tables and space to display
posters. Utilizing space within the school but outside the classroom may better
simulate the nature of a Travel and Trade Show. Staff and students could be
invited to view completed visual displays.
Students
set up a visual display that best promotes their site as an attractive tourist
destination. The teacher provides suggestions to students on creative
techniques to promote their destination or “product,” such as:
·
creative
poster presentations;
·
promotional
materials (e.g., brochures, coupons, etc.);
·
trip
information (e.g., expenses, logistical information, and information on
geographic sites and activities);
·
an
oral component could be included; allowing students to promote their product;
·
a
“sales pitch”, commercial, or marketing strategy to promote their product;
·
audio-visual
presentations or computer displays.
·
Formative
teacher observation of student participation during the brainstorming session.
·
Summative
assessment by the teacher using a rubric – Appendix 5.5.1.
·
Some
students may need to partner with another student to accommodate for special
needs.
·
Computers
may aid students with fine motor skills difficulty in preparing reports and
illustrations.
·
A
list of ideas may be used to stimulate creativity for some students.
·
Extra
time outside of class may be allocated.
Ackerman,
J. “New Eyes on the Oceans.” National
Geographic, Vol. 198 (October 2000): 86-115.
Becker.
Ken. “Space Tourism Dream Revived as Kubrick Film Comes of Age.” The London Free Press (Jan. 6, 2001):
F2.
Burke,
Rosie. “Wish you were here.” Globe and
Mail (Jan. 6, 2001): T1-2.
Clarke,
Sir Arthur. “Beyond Gravity.” National
Geographic, Vol. 199 (January 2001): 2-5.
Long,
Michael. “ Surviving in Space.” National
Geographic, Vol. 199 (January 2001): 6-29.
Lutz,
Richard. “Deep Sea Vents.” National
Geographic, Vol. 198 (October 2000): 116-127.
National
Geographic. Destination Space. 2000.
90 min. (video)
Sawyer,
Kathy. “A Mars Never Dreamed Of.” National
Geographic, Vol. 199 (February 2001): 30-51.
Space
Transportation Association – http://www.spacetransportation.org/00ConReport.htm
The
Private-Public Space Tourism Partnership – http://www.spacetransportation.org/BobHaltermann’sSpeech.htm
Welcome
to Space Future – http://www.spacefuture.com/about.shtml
Appendix
5.5.1 – Exploring Space and Aquatic Environments Rubric
Name:
Date:
Local
Attraction:
The
following scale is used: NI – Needs Improvement, S – Satisfactory, E -
Excellent
|
1. |
The
location of the attraction is local. |
NI |
S |
E |
|
2. |
The
attraction is viable as a tourist destination |
NI |
S |
E |
|
3. |
Human
attributes of the attraction are referred to in the brochure. |
NI |
S |
E |
|
4. |
Natural
attributes of the attraction are referred to in the brochure. |
NI |
S |
E |
|
5. |
Consideration
is given to benefiting the common good of all people affected by developing
this local attraction as a tourist destination. |
NI |
S |
E |
|
6. |
The
success of global attractions has been considered when planning this
particular local attraction. |
NI |
S |
E |
|
7. |
Written
communication of information is clear and concise. |
NI |
S |
E |
|
8. |
The
organization of material is effective. |
NI |
S |
E |
|
9. |
The use
of visuals within the brochure is effective. |
NI |
S |
E |
|
10. |
Plans
courses of action with a high degree of effectiveness. |
NI |
S |
E |
Comments:
·
Fraser
Island, Australia
·
Tongariro
National Park, New Zealand
·
Mammoth
Cave National Park, USA
·
Sequoia
Gigantia Trees, USA
·
Everglades,
USA
·
Yellowstone
National Park, USA
·
Virunga
National Park, Zaire
·
Serengeti
National Park, Tanzania
·
Olduvai
Gorge, Tanzania
·
Ngorongor
Crater, Tanzania
·
Ras
Dashen, Ethiopia
·
Clayquot
Sound, Canada
·
Dinosaur
Provincial Park, Canada
·
Anthony
Island, Canada
·
Kluane
National Park, Canada
·
Viking
Trail, Canada
·
Banff
National Park, Canada
·
Gaspe
fossil site, Canada
·
Historic
City of Quebec City, Canada
·
L’Anse
aux Meadows, Canada
·
Waterton-Glacier
Peace Park, Canada
·
Stonehenge,
England
·
Westminster
Abbey, England
·
Culzean
Castle, Scotland
·
Lascau
Caves, France
·
Meteora,
Greece
·
Urnes
Stave Church, Norway
·
Bialowieza
National Park, Poland
·
Abu
Simbel Temples, Egypt
·
Ancient
City of Damascas, Syria
·
Sagarmatha
National Park, Nepal
·
Taj
Mahal, India
·
Hiroshima
Peace Memorial (Genhaku Dome), Japan
·
Tikal
Ruins, Guatemala
·
Easter
Islands, Chile
·
Angel
Falls, Venezuela
·
Machu
Picchu, Peru
|
Food and Beverage |
Transportation |
Adventure Tourism |
Travel Trade |
|
|
|
|
|
|
Events and Conferences |
Attractions |
Tourism Services |
Accommodations |
|
|
|
|
|
Name:
Date:
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge of the geography of the chosen
site |
-
demonstrates limited knowledge of the geography |
-
demonstrates some knowledge of the geography |
-
demonstrates considerable knowledge of the geography |
-
demonstrates thorough knowledge of the geography |
|
-
creativity exhibited for completed product -
inquiry skills: organizing and conducting research; analysing, interpreting,
and evaluating information |
- applies
creative thinking skills with limited effectiveness -
applies few of the skills involved in the inquiry process |
-
applies creative thinking skills with moderate effectiveness -
applies some of the skills involved in the inquiry process |
-
applies creative thinking skills with considerable effectiveness -
applies most of the skills involved in the inquiry process |
-
applies creative thinking skills with high degree of effectiveness -
applies all or almost all of the skills involved in the inquiry process |
|
Communication -
information and ideas on report and display -
effectiveness of map, diagrams, and vehicle design |
-
communicates information and ideas with limited clarity - uses
visuals with limited accuracy |
-
communicates information and ideas with some clarity - uses
visuals with some accuracy |
-
communicates information and ideas with considerable clarity - uses
visuals with considerable accuracy |
-
communicates information and ideas with a high degree of clarity - uses
visuals with a high degree of accuracy |
|
Application -
applies principles of Tourism Planning - makes
logical connections with the future of travel and tourism |
- makes
use of principles with limited effectiveness - makes
connections with limited effectiveness |
- makes
use of principles with moderate effectiveness - makes
connections with moderate effectiveness |
- makes
use of principles with considerable effectiveness - makes
connections with considerable effectiveness |
- makes
use of principles with a high degree of effectiveness - makes
connections with a high degree of effectiveness |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Comments:
Course
Overview | Unit 4 | Course Profiles Main
Menu