Travel

Travel Brochure

Goals:

General:

The student will work cooperatively with other students.
The student will use a variety of sources, especially the Internet, to find information on a Caribbean island.
The student will gain knowledge of a Caribbean Island.
The student will discuss with the class his/her findings from research.

Part I:Ý Introduction to Travel Brochure for a Caribbean Island

The student will use an Internet search engine to find information on the World Wide Web.

The student will find information on given topics on the Internet (possible topics: find as many names of Caribbean Islands as possible, a map of the Caribbean, and information on either The Cayor Timothy of the Cay and Theodore Taylor.)

Part II: History and Culture

The student will gain knowledge of the history and culture of a Caribbean island

Part III: Government and Current Events

The student will gain knowledge of the government of the Caribbean island.
The student will gain knowledge of any current events on a Caribbean island.

Part IV: Language and Demographics

The student will gain knowledge of the language and demographics of a Caribbean island.

Part V:Climate and Weather

The student will gain knowledge of the climate and weather of a Caribbean island.
The student will relate climate and weather of a Caribbean island to the climate and weather of the island that Timothy and Philip were on in the books.

Part VI: Land, Water, and Geography

The student will gain knowledge of the climate and weather of a Caribbean island.
The student will determine the length from hometown to a Caribbean island's capital city in terms of football field lengths.
The student will draw and label a map or drawing of a Caribbean island that shows the surrounding water bodies, inner island water bodies, surrounding water currents and their directions, and the island's capital city.

Part VII: Currency and Tourism

The student will gain knowledge of the currency and beneficial tourist information of a Caribbean island.

Part VIII: Creation of Travel Brochure

The student will create a travel brochure of a Caribbean island.

Part IX: Presentation of Travel Brochure

The student will create a booth that promotes a Caribbean island.
The student will learn about other Caribbean islands.

Resources/Materials:

Part I:Introduction to Travel Brochure for a Caribbean Island

General information on the Caribbean (these materials can be used throughout the project in all of the parts) for example:
http://en.wikipedia.org/wiki/Caribbean
Large pieces of white paper (one for each group)
Paper, rulers, pencils, scissors, glue, and crayons or colored pencils
Multiple copies of Sheet A (a log sheet to keep track of research information), Sheet B (a log sheet to keep track of weather figures), and Sheet C (a form to keep track of sources used for the project) - (one for each student)
Multiple copies of Sheet D (a check list of assignments that need to be handed in) - (for teacher's use - one for each student)
Multiple copies of Sheet E (an example rubric that can be used to assess the process of creating and the final product of the student's travel brochure on content, accuracy, creativity, presentation, and layout) - (for teacher's use - one for each student/group)
Multiple copies of (one for each student):
A map that includes the U.S. and the Caribbean
Possible book sources for research
Possible folktale sources:

Part II: History and Culture

Information on Caribbean culture and history; for example:
Sample travel brochures

Part III: Government and Current Events

Information on Caribbean government; for example:
Library resources that will have current events pertaining to the Caribbean islands

Part IV: Language and Demographics

Information on Caribbean demographics; for example:
Information on Caribbean language; for example:

Part V:Climate and Weather

Information on Caribbean climate; for example:
Information on Caribbean weather; for example:

Part VI: Land, Water, and Geography

Information on Caribbean land, water, and geography; for example:

Part VII: Currency and Tourism

Information on Caribbean currency; for example:
Information on Caribbean tourism; for example:
http://caribbean-guide.info/travel.basics/currency.and.credit.cards/

Part VIII: Creation of Travel Brochure

Any or all sources or materials listed above

Part IX: Presentation of Travel Brochure

Caribbean music brought in by teacher (possible sources: Bob Marley, Jimmy Buffet)
http://www.allstays.com/content/caribbean-islands.htm
Caribbean food brought in by teacher (possible recipes to use to make the food: Caribbean Cookbook at http://www.allstays.com/content/caribbean-islands.htm, Cooking the Caribbean Way by Cheryl Kaufman: Lerner, 1988.
Any Caribbean props, decorations, and clothes relating to their Caribbean island (student's preference) brought in by students to decorate their booth.

Time:

Not including the time it takes to read the novels, it will take approximately 18 hours total: (Part I - 2 hours, Part II - 2.5 hours, Part III - 2 hours, Part IV - 2 hours, Part V - 2 hours, Part VI - 2 hours, Part VII - 1.5 hours, Part VIII - 1 hour, and Part IX - 3 hours). All times are approximate, naturally the parts could take more or less time depending on the amount of time spent on the discussion in each part. If there is time left over at the end of a part, that time should be given to the students for planning the layout of or the actual work on their travel brochures.

Procedure:

Part I: Introduction to Travel Brochure for a Caribbean Island

Discuss and demonstrate how to find information by using search engines (for example, Infoseek or Yahoo) on the Internet and other resources, such as Encyclopedias, etc.
Instruct students to look up different ocean/Caribbean topics on the Internet (for example, find as many names of Caribbean Islands as possible, a map of the Caribbean, and information on either The CayÝ or Timothy of the Cay and Theodore Taylor.) Students will turn in a paper with a list of Internet cites that they found; see Sheet C.
Introduce the travel brochures. The teacher may use the Caribbean island, Curacao, as a model island to demonstrate how to find that information on the Internet.
Over a two week period, the students will create a travel brochure of any Caribbean island (preferably one written about in either, The Cay or in Timothy of the Cay). The teacher should inform the students that they need to cite any sources that they use for this project on Sheet C and turn this in with the travel brochure. The students need to use at least 2 Internet sources and 2 other sources (encyclopedias, books, newspapers, articles, magazines, etc.) for this project.
After the teacher models how to find each area included in the travel brochure (climate, weather, land, etc.), the students will have time to do the same with their island. As the students find this information, they are to log it on Sheet A (see included pages) or for weather, on Sheet B (see included pages).
The students will work in pairs. (One possible way to establish pairs: each student should turn in a list of 3 names of students that the student would like to work with for this project. Teacher should inform the students that they will have to work with this partner for two weeks, so their choice should be someone that they can work with for that amount of time. The students should also take into consideration that they may need to spend time out of class on this project and that they might want to pick a partner that they could easily do so with. The teacher can take the students list of names into consideration in pairing up the students.)
The students will choose which island their group would like to promote in their travel brochure and tell the teacher (each group should do a different island).

Part II: History and Culture

The teacher will supply possible cites for finding information on the history and culture of a certain island; for example, Curacao.
The students will work with their partner to find the history and culture of their chosen island and log it on Sheet A (if they run out of room, they can write on the back of the sheet).
As a class, discuss the history and culture of the model island and compare with the rest of the Caribbean islands. (topics may include: Who were the first settlers of the island? Which country owns the island or is it a free island? Does the island have any tie to the U.S.? What are some aspects of the culture of the people on the island? What are their beliefs? What are some of the pertinent events in the history of the island?)

Part III: Government and Current Events

The teacher will supply possible cites for finding information on the government of chosen model island (Curacao).
The students will work with their partner to find information about their island's government and log it on Sheet A.
As a class, discuss the government of the model island and compare with the rest of the Caribbean islands. (topics may include: What kind of government does your island have; democracy or other? How is their government set up; do they have a president or leader or leading party? Is their government fairly stable? To what other country is their island's government similar to?)
The students will go to the library and in their groups look for any current events on their island; especially those pertaining to it's government and politics. The students should write a short, 1 page summary of this issue, or if they couldn't find anything, a 1 page essay explaining why they think that they couldn't find any information on their island (possible explanations: island has a stable government - no exciting events for reporters to write about, their island is too small and not a very popular subject, etc.)
At the end of class, the students can look at sample travel brochures provided by the teacher. They should note the different topics included in these travel brochures in comparison to the topics that they already have in their own travel brochures. The brochures will stay on display throughout the project for the students to look at as needed.

Part IV: Language and Demographics

The teacher will supply possible cites for finding information on the language and demographics of chosen model island (Curacao).
The students will work with their partner to find information about their island's language and demographics and log them on Sheet A.
As a class, discuss the language and demographics of the model island and compare with the rest of the Caribbean islands. (topics may include: What language does the people of your island speak? Is this language reflective of the people's history and culture? What are the demographics of your island? Is this also reflective of the island's history and culture?)

Part V: Climate and Weather

The teacher will supply possible cites for finding information on the weather and climate of chosen model island (Curacao).
The students will work with their partner to find information about their island's weather and log it on Sheet A and B and also on the climate and log it on Sheet A.
As a class, discuss the weather and climate of the model island and compare with the rest of the Caribbean islands. (topics may include: What is the climate of your island? What is the weather of your island? How is the island's location on the earth and in relation to the equator affect its climate and weather? What kind of occupations does this climate and weather allow for? Is the climate and weather of your island similar to that of the island that Timothy and Phillip were on? How so? Give textual support from the book.)

Part VI: Land, Water, and Geography

The teacher will supply possible cites for finding information on the land, water, and geography of chosen model island (Curacao).
The students will work with their partner to find information about their island's land and geography and log it on Sheet A and B.
The students will determine the distance from their hometown to their Caribbean island's capital city. They will determine how many football field lengths it would take to reach their island. Then the students will do the same with the cities: Atlanta, Chicago, and Los Angeles and their Caribbean island's capital city. The students will turn in a sheet of paper with these calculations on them for their island.
As a class, discuss the land, water, and geography of the model island and compare with the rest of the Caribbean islands. (topics may include: Where is your island located? What other Caribbean islands are near your island? Does the location of your island give your island any special benefits over the rest of the islands? Do islands that are near to each other have the same history? Culture? Language? Government? Demographics? What is the land of your island like? Does your land types offer your island any special resources? Is the land of your island similar to the island that Timothy and Phillip were on? How so? Give textual support from the book. What ocean currents are close to your island? Which direction do these currents flow?)
Instruct each student to draw a picture or map of his/her island. Be sure to include its surrounding water bodies, any inner island water bodies or sources, any location that is beneficial to the island, its capital city, any surrounding ocean currents and their directions, and any other features that the student would like to include. Each listed item should be labeled on the picture or map. The students should try and be as creative and accurate as possible in their drawing.

Part VII: Currency and Tourism

The teacher will supply possible cites for finding information on the currency and any beneficial tourist information of chosen model island (Curacao).
The students will work with their partners to find information about their island's currency and any beneficial tourist information and log it on Sheet A.
As a class, discuss the currency and beneficial tourist information of model island and compare with the rest of the Caribbean islands. (topics may include: What is the standard form of currency of your island? Is this similar or different to the rest of the islands? Is the currency of your island similar to the currency of the country that owns or discovered the island? Compare your island's currency with that of the U.S. What is the translation value? What are the different activities and events open to or especially for tourists on your island? Are any of these activities similar to the tourist activities within your state or anywhere in the U.S.? Which of these tourist activities or attractions would you most like to try or visit from your island?)

Part VIII: Creation of Travel Brochure

The students will have 1 hour of class time to finish up their travel brochures. If they do not finish, they will need to do so outside of class. Those who finish early may discuss how they are going to decorate their booth and if they will need to bring any props.

Part IX: Presentation of Travel Brochure

The students will bring props or decorations for their booth to promote their island. The students may also dress up for this occasion. The teacher can supply authentic Caribbean music and food. The students will have approx. 45 minutes for set-up.
The students will walk around to each booth. Within the groups, one student will stay at the booth and present the travel brochure, and one student will walk around to the other booths to hear and see the other presentations of travel brochures. Then the students within the groups will switch roles. (approximately 1 hour)
Caribbean food and music will be supplied by the teacher. (approximately 45 minutes)
Students take down booths and clean-up. (approximately 30 minutes)

Assessment:

Observation of student participation in class and groups. (Criteria for success = Active listening and discussion with the other students regarding the information that they found on their island. There is an example rubric that can be used for this: see Sheet E, Section I - Collaboration and Cooperation.)
Each student will turn in a 1 page summary of some current event pertaining to his/her island. (Criteria for success = The summary is well written with little or no errors and includes accurate information. An example rubric is included: see Sheet E, Section II - Content and Creativity Standards - Letters A, B, C, D, and E.)
Each student will turn in a map or drawing of their island. (Criteria for success = A drawing or map that shows the general form of their island, is labeled, and has the following: surrounding water bodies, inner island water bodies, surrounding water currents and their directions, and the capital city of their island, all located on the map. An example rubric is included for this: see Sheet E, Section II - Content and Creativity Standards, Letters A, E, and F.)
Each student will turn in Sheet A, B, and C at the end of the project. (Criteria for success = Each sheet is filled with accurate and quality information that pertains to their island and will show knowledge gained in several areas. An example rubric is included for this; see Sheet E, Section II - Content and Creativity Standards.)
Each group will present their travel brochure in a booth to the rest of the class. (Criteria for success = the presentation is presented in a creative, clear, and organized manner and booth is decorated creatively and both accurately represent their island. An example rubric is included for this: see Sheet E, Section II - Content and Creativity Standards and Section IV - Presentation of Travel Brochure.)
The group will turn in their travel brochure. (Criteria for success = the travel brochure accurately represents their Caribbean Island and is a creative way to promote that island. An example rubric is included: see Sheet E,Ý Section II - Content and Creativity Standards and Section III - Layout of Travel Brochure.)

Curricular Strands and Major Concepts:

Language Arts: Communicating with partner. Using a number of resources to find information on their island. Giving an oral presentation of their travel brochure. Writing skills - they must turn in a 1 page summary of current events of their island. The students will have read either The Cay or Timothy of the Cay.
Social Studies: The students learn about the history, culture, language, and government of many different Caribbean islands.
Geography: The students learn about the geographic traits and location of their islands.
Art: The students create a map or drawing and a travel brochure for a Caribbean island.
Math: The students determine the distance from their hometown, Atlanta, Chicago, and Los Angeles to the capital city of their Caribbean island. The students then determine the distance in terms of football field lengths. The students learn about the currency of a Caribbean island and the translation to American money.
Science: The students learn about the weather and climate of a Caribbean island, how the island's location on the earth affects this, and how the island's weather and climate compare to that of the U.S.

Possible Extensions:

Call a travel agency and have them send actual travel brochures from the different Caribbean islands. Compare the travel agency's brochure with that of the student's. Look for common information and information that one may have that the other does not.
Keep a journal about your island.
Create a time line of a Caribbean island's historical dates and events.
Watch a video or film slide of the Caribbean islands.
Call and talk to someone who lives on one of the Caribbean islands.
Write to someone who lives on one of the Caribbean islands.
Have other classes within the school come to view the travel brochure presentations at the various booths.

Back to Outline

Caribbean Cruisers - developed by Sara Bork, Carrie Kriescher, Candice Murphy, & Melissa Randall

Lesson Plans List