Technologically Literate Worker

Size: px

Start display at page:

Download "Technologically Literate Worker"

Luke Charles
6 years ago
Views:

1 Learning Outcome 4 Technologically Literate Worker Table of Contents Activity Sets 1. Brochures 2. Market Survey 3. Feeding the Flock 4. Knowing Canada 5. Help Preserve a Wetland 6. Trip of a Lifetime 7. Canada's Tourist Attractions 8. Exploring Exotic Travel Locations 9. Using the Internet 10. Using the Internet to Find Live Photos of Epcot Centre, Disney World 11. Adventure Sites on the Internet 12. Using the Internet to Find the Best Frequent Flyer Program 13. Using the Internet to Investigate Airline 14. Using the Internet to Plan an Imaginary Trip to Singapore 15. Using the Internet to Research CAA 16. Technology Competencies 17. Market Food and Beverage Operations 1 of 189 All rights reserved.

2 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #1 Recreation & Entertainment Transportation Accommodations Technologically Literate Worker Brochures Learning Outcome 4: Technologically Literate Worker An Academy graduate is able to cultivate a professional attitude that meets industry expectations, integrating knowledge and skills required of a tourism professional. This Activity Set also supports demonstration of the following Learning Outcomes. Effective Communicator I Information Processor, Organizer and Time Manager Assignment To produce an original authentic guiding brochure on local areas or events. To develop awareness and knowledge of the local tourism business. Preparation Appendices A.Field Trip Report Prior Knowledge and Skills Understand desktop publishing package. Understand concepts of Tourism and Guiding. Materials / Resources Refer to a generous sampling of different kinds of brochures to use as models and ideas. (Collect samples.) and look for National Occupational Standards (free downloadable) click on Tour Guide click on Tour Director Suggested Activities Advertise a local area or event, in small groups. Brainstorm elements needed in your brochure. Select and visit potential local sites, involving evaluation, log sheets. Accommodations Hunting and fishing and similar facilities, camps, cabins, etc. Ski resorts and lodges, bungalows, fishing and hunting lodges and cabins Hotels and motels Resorts 2 of 189 All rights reserved.

3 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #1 Recreation & Entertainment Transportation Accommodations Campgrounds, summer camps and time-share facilities Hosts, country inns Bed and breakfasts Tourist homes Food and Beverage Restaurants and dining rooms Coffee shops Fast-food outlets Club facilities Institutions Catering operations Pubs, lounges, night clubs and cabarets Specialty services, such as medieval feasts Recreation and Entertainment Canada Day festivities Artist or craft tours Festivals (such as Tulip Festival, winter and music festivals) Exhibitions Theatres Fall tours Museums or galleries Heritage or historical sites Parks or gardens Golf and tennis facilities Marine facilities Shopping Amusements or recreation parks Interpretive centers Native sites Sports arenas Lifestyles (Hollywood-style tour of homes of the rich and famous) Adventure tourism Transportation Bike, bus, car tours Skating Boating Skiing Rollerblading Walking 3 of 189 All rights reserved.

4 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #1 Recreation & Entertainment Transportation Accommodations Produce an action plan that details specific responsibilities and task deadlines for each group member (i.e. network with contact persons, cold calls, mini conferences, research). Accomplish the action plan! Prepare a draft brochure guiding and informing a tourist about the local area or event. Evaluate another group's draft brochure for visual impact and usefulness. Provide the group with written feedback. Update the draft brochure with constructive feedback. Create a final quality product and hand in for evaluation. Brochure due date: Suggested Teaching Strategies Independent Study Develops through student initiative and teacher guidance, the autonomy needed for the acquisition and application of new learnings. Indirect Instruction Mainly student-centred, involving a high level of student involvement in observing, investigating drawing inferences or forming hypotheses. Interactive Instruction Provides learners with opportunities to react to the ideas, experience, insights, and knowledge of both teacher and peers Assessment / Evaluation s Brochure Development Poster/Brochure 4 of 189 All rights reserved.

5 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #1 Recreation & Entertainment Transportation Accommodations Appendix A: Field Trip Report Destination: Student Organizer(s): Purpose: Date: Teacher/Facilitator(s): Participants: Background: Key Outcomes: Action Items Arising From Trip: Recommendations for Next Trip: Reflections: 5 of 189 All rights reserved.

6 Brochure Development Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Content Depicts theme and shows research has been completed Generates new and related ideas Has a message; is relevant; fills a need Organization Well planned and logically laid out Easy to read and learn from Uses visual aids effectively; attractive and polished Relativity Shows originality and imagination Expressive; uses a variety of approaches and ideas Simplicity Impact Easy to understand Gets the message across quickly and easily All rights reserved. 6 of 189

7 Brochure Development Comments Brochure Checklist Many of the items in this list are optional. You must decide which ones are appropriate for your brochure. Name of location, business or organization Address Phone number Fax number address Web page address Headline that creates curiosity, states a major benefit, or otherwise entices the reader to open and read your brochure Headline that states the name of the product, project, or described process Subheadings Short, easy to read blocks of text Lists, charts Key benefits (2-3) Features Instructions, steps, parts (for a procedure, to assemble a product, etc.) Biography (of business owner, key members of organization, officers, etc.) Mission statement History Logo Graphic image(s) (including purely decorative elements) Photographs of product, place, people Diagram, flow chart. Map Call to action (What you want the reader to do: call, visit, fill out a form, etc.) All rights reserved. 7 of 189

8 Brochure Development Checklist for a Brochure about a Place These are a few things to look for specifically related to brochures about a place. all will apply to your brochure. Does the brochure give enough information that the reader knows where to find this place? (Map, directions) Does the brochure tell what is significant about this place (historical importance, tourist attractions, famous residents, significant industries, etc.)? Are there interesting pictures? (Pictures with people are usually more effective but pictures of well-known landmarks or beautiful scenery can work with or without people in the photos) Are the pictures or clip art useful? Do they help to tell the story or do they just seem to be filling up space? Does the brochure make the reader want to visit this place (if that is the purpose of the brochure)? Does the brochure make the reader want to avoid this place (if that is the purpose of the brochure)? Checklist for a Brochure about an Organization These are a few things to look for specifically related to brochures about an organization. all will apply to your brochure. Does the brochure give the name of the organization? Is the purpose of the organization clearly stated? Does the brochure list the organizations activities? If appropriate, is there a calendar of events? If the organization has a product or service that it sells (or gives away) is that in the brochure? Does the brochure state the membership requirements (if any) for the organization? Does the brochure tell how to contact the organization? Are the most important activities of the organization highlighted? Does the brochure make the reader want to join the organization (or find out more about it)? All rights reserved. 8 of 189

9 Poster/Brochure Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Content Depicts theme and shows research has been completed Generates related and new ideas Has a message; relevant; fills a need Organization Plans well and lays out logically Easy to read and learn from Demonstrates effective use of visual aids; product is attractive, polished Relativity Shows originality, imagination Expressive; uses a variety of approaches and ideas Simplicity Has impact Easy to understand Gets the message across quickly and easily All rights reserved. 9 of 189

11 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #2 Recreation & Entertainment Transportation Accommodations Technologically Literate Worker Market Survey Learning Outcome 4: Technologically Literate Worker An Academy graduate is able to cultivate a professional attitude that meets industry expectations, integrating knowledge and skills required of a tourism professional. This Activity Set also supports demonstration of the following Learning Outcomes. Effective Communicator I Team Player Information Processor, Organizer and Time Manager Assignment To use computer applications to prepare a market survey for the Recreation and Entertainment industry (in adventure tourism). This can be either a simulation or a preparation to launch a market survey for your local tourism community. Preparation Appendices A.The Five Industries of the Tourism Sector Prior Knowledge and Skills Knowledge of the five industries of the tourism sector, Appendix A Understanding of how to write newspaper advertisements Understanding of spreadsheet technology Familiarity with PowerPoint for presentations Knowledge of the Recreation and Entertainment industry ( Suggested Activities Simulation I. Prepare a market survey of the adventure tourism industry subgroup for a company called "Bungy Kid Service," or similar company. Work in small groups and use a desktop publishing package. Write a report and include the following items: A business card that has been appropriately designed A newspaper advertisement A spreadsheet showing the income and expense statement for the first twelve months of operation Some of the facts presented either graphically or as a chart 11 of 189 All rights reserved.

12 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #2 Recreation & Entertainment Transportation Accommodations and/or II. In small groups or individually, prepare a real-life market survey for your local tourism community, using your Canadian Academy of Local Industry Advisory Group (LIAG) or work-placement site as supporters, mentors and recipients for this survey. Write a report. Present the report to your LIAG, your Chamber of Commerce, or others. Use PowerPoint, if available, and include graphics and/or charts. Suggested Teaching Strategies Constructivist Learning The teacher/facilitator provides a scaffolding type of assistance that is student-centred, assumes that students are constructors of their own knowledge and uses problem solving activities that can be demonstrated. Experiential Learning Experimental Learning Independent Study Interactive Instruction Provides learner with a relevant experience that is active, participatory, performance based and offers a demonstratable outcome. Provides learner with a reflective experience that is actively oriented, either inside or outside the classroom. Develops through student initiative and teacher guidance, the autonomy needed for the acquisition and application of new learnings. Provides learners with opportunities to react to the ideas, experience, insights, and knowledge of both teacher and peers Assessment / Evaluation s Independent Study Oral Presentation Written Report 12 of 189 All rights reserved.

Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #2 Recreation & Entertainment Transportation Accommodations Appendix A: The Five Industries of the Tourism Sector Food

13 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #2 Recreation & Entertainment Transportation Accommodations Appendix A: The Five Industries of the Tourism Sector Food & Beverage : food and beverage outlets can include restaurants from fast service to fine dining, as well as pubs, bars, nightclubs and lounges (details LO1; AS#3). Travel : employees make individual or group reservations for accommodations tours, transportation, food and beverage, and/or for attractions (details LO1; AS#3). Recreation & Entertainment: employees work with travelers seeking adventure, challenge and excitement in the kind of outdoor settings with which Canada is blessed (details LO1; AS#3). Transportation: employment includes support for tourists and their cars, ground transportation businesses, including motor coach travel, shuttle buses to and from airports and trains, taxicab operations, vehicle rental companies and air, rail and marine travel. (details LO1; AS#3). Accommodations: employees offer frontdesk and guest services, administration, housekeeping, maintenance and fitness (details LO1; AS#3). 13 of 189 All rights reserved.

14 Independent Study Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Organizational Skills Applies creative/imaginative approaches Self-Discipline Works independently Seeks assistance as needed Presentation Skills Offers well organized presentations Demonstrates imaginative format Comments What did I learn? How did I learn? How will I improve? All rights reserved. 14 of 189

15 Oral Presentation Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Body Language Shows confidence Establishes eye contact with audience Voice and Projection Speaks with a clear, pleasant voice Introduction Captures the audience's interest Ending Presents a strong and memorable ending Sums up the presentation Organization Uses interesting visuals Involves the audience Uses notes or cue cards Invites and answers questions from the audience Stays within time frame Sources Cites information accurately Explains why sources were appropriate All rights reserved. 15 of 189

17 Written Report Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Title Capitalizes and spells correctly Report (Body) Introduction grabs the readers attention Sticks to the main topic or theme Includes own ideas and words balances factual information and human perspectives Report (Mechanics) One page (minimum) typed in paragraph style and sequential order Correct spelling, grammar and punctuation Includes author's name and date on report Comments What did I learn? How did I learn? How will I improve? All rights reserved. 17 of 189

18 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #3 Recreation & Entertainment Transportation Accommodations Technologically Literate Worker Feeding the Flock Learning Outcome 4: Technologically Literate Worker An Academy graduate is able to cultivate a professional attitude that meets industry expectations, integrating knowledge and skills required of a tourism professional. This Activity Set also supports demonstration of the following Learning Outcomes. Effective Communicator I Problem Solver and Decision Maker Information Processor, Organizer and Time Manager Assignment To select suitable software, equipment and/or tools to present an oral research report. Suggested Activities Research how McDonald's (or another food supplier) feeds 50,000 (or fewer) people during a Blue Jays game at the Skydome (or at a similar event). Focus on how McDonald's (or other) solves this problem. List the related businesses and careers associated with this feeding task. Present your findings to the class in the form of an oral business report using such audio-visual aids as computer-generated charts, slides, and overheads. or Research the service the local Food Bank provides in a large city. Identify the degree of poverty in the city, the reasons for it, and possible solutions. Include a detailed strategy for addressing this complex issue. Present your findings to the class the form of an oral business report, using such audio-visual aids as computer-generated charts, slides, and overheads. Suggested Teaching Strategies Independent Study Develops through student initiative and teacher guidance, the autonomy needed for the acquisition and application of new learnings. Assessment / Evaluation s Independent Study Oral Presentation 18 of 189 All rights reserved.

19 Independent Study Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Organizational Skills Applies creative/imaginative approaches Self-Discipline Works independently Seeks assistance as needed Presentation Skills Offers well organized presentations Demonstrates imaginative format Comments What did I learn? How did I learn? How will I improve? All rights reserved. 19 of 189

20 Oral Presentation Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Body Language Shows confidence Establishes eye contact with audience Voice and Projection Speaks with a clear, pleasant voice Introduction Captures the audience's interest Ending Presents a strong and memorable ending Sums up the presentation Organization Uses interesting visuals Involves the audience Uses notes or cue cards Invites and answers questions from the audience Stays within time frame Sources Cites information accurately Explains why sources were appropriate All rights reserved. 20 of 189

22 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #4 Recreation & Entertainment Transportation Accommodations Technologically Literate Worker Knowing Canada Learning Outcome 4: Technologically Literate Worker An Academy graduate is able to cultivate a professional attitude that meets industry expectations, integrating knowledge and skills required of a tourism professional. This Activity Set also supports demonstration of the following Learning Outcomes. Effective Communicator I Effective Communicator II Information Processor, Organizer and Time Manager Assignment Using the Canadian Atlas website, discover where in Canada Waldo Creek is. Preparation Appendices A.General FAM Journal Topics Materials / Resources Natural Resources Canada's atlas website, Site organizers offer the most interesting, dynamic and comprehensive collection of maps about Canada available anywhere on the Internet, along with effective tools for users to access them. Since 1906, there have been five printed editions of the Atlas of Canada. The online version (as of 2006) is number six and reflects a repository of knowledge that far exceeds previously published tables and charts and includes data analysis that goes beyond the maps themselves. There are more than 200 interactive maps readily available on this website - historical, reference and economic maps, maps on the environment, on people and society, on climate change, freshwater and health. Site visitors can find, for example, distribution patterns (or market share) of large cars and small vans in Canada; regional ratios of family doctors to Canadian residents; topographical characteristics; ages of rocks; or the striking points of tornadoes and other major hazards. Want to know where in Canada Waldo Creek is? There are more than 40,000 place and physical feature names in the database. Want to throw a pop quiz including questions from categories such as the Land, the People, the Ecology and the Economy? Easy. Click on the selections, and the questions shoot back. The site also has useful links to Statistics Canada, to Canada's SchoolNet, and to other sites at Natural Resources Canada, as well as a helpful glossary. 22 of 189 All rights reserved.

23 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #4 Recreation & Entertainment Transportation Accommodations Suggested Activities Decide on a specific project, or projects, to be researched. Prepare a written/oral report. Suggested Teaching Strategies There's enough cross-curricular information to easily fuel classroom work and discussion in environmental studies, history, economics, languages, biology, tourism and mathematics (statistics). Constructivist Learning The teacher/facilitator provides a scaffolding type of assistance that is student-centred, assumes that students are constructors of their own knowledge and uses problem solving activities that can be demonstrated. Independent Study Indirect Instruction Interactive Instruction Develops through student initiative and teacher guidance, the autonomy needed for the acquisition and application of new learnings. Mainly student-centred, involving a high level of student involvement in observing, investigating drawing inferences or forming hypotheses. Provides learners with opportunities to react to the ideas, experience, insights, and knowledge of both teacher and peers Suggested Follow-up This Natural Resources Canada website is also a worthwhile starting point when you're discussing projected effects of accumulated greenhouse gases on global temperatures in the year Assessment / Evaluation Journal writing questions and reports (General FAM Journal Topics, Appendix A). Credit s Computer Literacy - Web Browsing Oral Presentation Research Report - Process Written Report NetWatch on the Canadian Atlas by Brian Jamison (from" Professionally Speaking: The Magazine of the Ontario College of Teachers," December 2002). 23 of 189 All rights reserved.

24 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #4 Recreation & Entertainment Transportation Accommodations Appendix A: General FAM Journal Topics To help you evaluate your "fam," or familiarization trips, you will be required to make a daily journal entry, selecting topics from the list below. While topics 1 and 2 are mandatory for out-of-local-area visits, the remainder can be used as appropriate to help structure your daily comments. 1. Prepare a brief itinerary of your fam trip (each day, if applicable). 2. Prepare brief paragraphs on the geography and culture of the country or area you are visiting. 3. Talk about the preparatory tasks you undertook to get ready to visit this country or area. 4. Write about the best thing that happened to you while working on this topic this week: something someone said or did; something you said or did; a feeling; an insight; a goal accomplished; something new you learned, etc. 5. Whom did you meet through this activity? 6. Did you get an idea on this trip that might improve your school work in the future? Explain. 7. What were some things you wanted to say this week and did not say? Explain. 8. Did you stand up for, or assert, yourself on something this week? How did it work out? 9. What did you learn from a disappointment on this experiential travel week or trip? 10. Did you take a risk this week? How did it turn out? 11. What did you do this trip or week that made you feel proud? Or what did you learn about this country? Why? Where? 12. How did your feelings about any person change as a result of the activities you undertook this week or on this trip? 13. Write about something that made you feel really good (not earth shattering, but something that made you feel strong, happy and self-confident.) What did you have to know or be good at to accomplish this? 14. Identify someone you admire among the people you have met through these activities. What transferable skills or qualities does this person have that you admire? What similar skills or qualities do you have? Which do you still have to work on? 15. Humour - don't leave home without it! Why is humour important in any activity? How does humour play a role in your interactions? Do you actively contribute? If so, how? If not, why not? 16. Have your feelings towards yourself, others or your future changed during this experiential travel? If so, explain how and why. 17. How do you manage your time to prepare for this travel and make up for missed classes at school? What do you do? For whom are you doing it? 18. What was the most inspiring thing for you during this trip or travel? Why? 19. Identify someone who has influenced you during this experiential trip or travel. What was it about them that was so powerful for you? Keeping in mind that people like to be appreciated, describe how you plan to thank this person. 20. I was involved in a "special event" during this trip or travel. Explain. 21. Recently I found that I really needed to work on my communication skills. Explain. 24 of 189 All rights reserved.

25 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #4 Recreation & Entertainment Transportation Accommodations Daily Experiential Travel Journal Report Destination: Date: Participants: Daily itinerary: Key outcomes of the day: Give your overall impressions of the day including thoughts, perceptions and any problems you may have encountered. Topic number from journal questions: 25 of 189 All rights reserved.

26 Computer Literacy - Web Browsing Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Awareness Awareness of the World Wide Web Knows someone who has surfed the Web Has used a Web browser to surf the Web Knows where and how to access the Web at home or work/school Basic Skills Demonstrates ability to point and click Locates Google on the internet and initiates the program Recognizes a home page Demonstrates ability to enter a WWW address into internet browser Demonstrates ability to use scroll bars Recognizes visual cues indicating a link Demonstrates ability to select and access a link Knows how to use the back button Intermediate Skills Demonstrates ability to conduct a search on the Web Knows how to obtain copies of selected information using the options for save as, mail document, and print Has begun a collection of addresses of useful Web sites Advanced Skills All rights reserved. 26 of 189

27 Computer Literacy - Web Browsing Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Feels comfortable teaching others how to navigate the Web Demonstrates ability to create a home page Demonstrates ability to create working links Demonstrates ability to copy selected portions of html code and insert into a personal home page Comments What did I learn? How did I learn? How will I improve? All rights reserved. 27 of 189

28 Oral Presentation Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Body Language Shows confidence Establishes eye contact with audience Voice and Projection Speaks with a clear, pleasant voice Introduction Captures the audience's interest Ending Presents a strong and memorable ending Sums up the presentation Organization Uses interesting visuals Involves the audience Uses notes or cue cards Invites and answers questions from the audience Stays within time frame Sources Cites information accurately Explains why sources were appropriate All rights reserved. 28 of 189

30 Research Report - Process Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Research Selects the topic Narrows the focus Locates sources (working bibliography) Defines the purpose/question Prepares reading Develops the working outline Gathers resources Records information Written/Oral Presentation Shapes the outlines Creates a basic outline Creates a skeleton outline Creates a point-form outline Rough Draft Uses paragraphing Uses quotations Drafts the introduction Drafts the body Drafts the concluding summary Revises and edits All rights reserved. 30 of 189

31 Research Report - Process Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Final Draft Includes a title page Includes a table of contents Uses illustrations Uses appendices Indicates and lists sources Comments What did I learn? How did I learn? How will I improve? All rights reserved. 31 of 189

32 Written Report Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Title Capitalizes and spells correctly Report (Body) Introduction grabs the readers attention Sticks to the main topic or theme Includes own ideas and words balances factual information and human perspectives Report (Mechanics) One page (minimum) typed in paragraph style and sequential order Correct spelling, grammar and punctuation Includes author's name and date on report Comments What did I learn? How did I learn? How will I improve? All rights reserved. 32 of 189

33 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #5 Recreation & Entertainment Transportation Accommodations Technologically Literate Worker Help Preserve a Wetland Learning Outcome 4: Technologically Literate Worker An Academy graduate is able to cultivate a professional attitude that meets industry expectations, integrating knowledge and skills required of a tourism professional. This Activity Set also supports demonstration of the following Learning Outcomes. Team Player Problem Solver and Decision Maker Information Processor, Organizer and Time Manager Assignment To critically analyze a travel brochure with regard to its visual presentation, strengths, and weaknesses. To work in a collaborative group to blend disparate bodies of information to produce a new outcome: a wetlands tourism brochure. To select and use an appropriate computer program to produce a tourism brochure. Preparation Appendices A.Assignment 1 B. Assignment 2 C. Map of Canada D.Semantic Web E. Peer Evaluation Prior Knowledge and Skills An understanding of what a wetland is. Have plotted on a base map of Canada and labelled the location of Canada's major wetlands. Have identified both the benefits or advantages and the challenges or problems besetting wetlands. Use a base map of Canada, see Appendix C or and acquire brochures that depict wetland issues. For info on wetlands, see role_e.html. There is also information available at Environment Canada's website, at 33 of 189 All rights reserved.

34 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #5 Recreation & Entertainment Transportation Accommodations Ducks Unlimited has good resource material at Suggested Activities These activities would typically take place over three classroom periods. Period 1 The teacher distributes samples of travel brochures that highlight a specific tourist location, such as a national park, a city, or perhaps a special physical feature like a rainforest. There should be a brochure for each person in the class; there may be duplicates (Appendix C). Individually, each student is to analyze the content and presentation of his/her brochure and complete Assignment 1 (Appendix A). On completion of this task, the class is to be arranged into collaborative work groups of preferably four, with the intention of sharing their analysis. The teacher should make sure that there are no duplicate brochure assessments in any group, and that one person in the group has fairly strong computer literacy skills. On completion of this task (five minutes), the teacher and class are to conduct a general discussion that will result in the identification of the collective best features for a travel brochure; these are to be copied into the students' notebooks. The "Brochure Development" can be used to help the teacher evaluate outcomes. Period 2 Building on the understandings acquired in Period 1, the teacher will introduce the concept of "ecotourism," defined as that segment of the tourism sector that " offers experiences that enable visitors to discover natural areas while preserving their integrity, and to understand, through interpretation and education, the natural and cultural sense of place. It fosters respect towards the environment, reflects sustainable business practices, creates socio-economic benefits for communities/regions, and recognizes and respects local and indigenous cultures, traditions and values" (Definition of the Tourism Industry Association of Canada, The teacher can then ask the class to identify some examples of ecotourism activities, and suggest some of the special approaches for planning and development (Appendix D). The teacher can now present a new task, Assignment 2 (Appendix B) that blends their understandings from Periods 1 and 2 with their knowledge on Canada's wetlands. Students will be working collaboratively in the same groups established in Period 1 (Appendix D). 34 of 189 All rights reserved.

35 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #5 Recreation & Entertainment Transportation Accommodations Period 3 Browse the library or the Internet. Assessment / Evaluation The Peer Evaluation form (Appendix E) can be used in the collaborative work groups when the ecotourism brochures are submitted. s Brochure Development Credit John Gann, Colonel By Secondary School, Carleton Board of Education, Ottawa, ON. 35 of 189 All rights reserved.

36 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #5 Recreation & Entertainment Transportation Accommodations Appendix A: Assignment 1 Checking out This Brochure 1. Which market group would find this locale appealing? Why? 2. List three specific benefits that a member of this market group would gain by visiting this location: a. b. c. 3. List three ways through which interest in this location has been created: a. b. c. 4. Comment upon the use of (a) language/level of vocabulary, and (b) use of pictures, maps, diagrams, etc., in the brochure: a. b. 5. Determine the ratio of objective to subjective statements in the brochure. (An example of an objective statement: "Three rivers converge at this site.") (An example of a subjective statement: "The view from Pedestal Mountain is the most awesome in the entire world.") Count from the brochure: Number of objective statements: (i) Number of subjective statements: (ii) 36 of 189 All rights reserved.

37 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #5 Recreation & Entertainment Transportation Accommodations By relating (i) to (ii), you have created a ratio, which helps you see the weighting between fact and personal opinion. 6. Is a map to this location included? 7. Are an address and telephone number given? 8. Overall, what is the greatest strength of this brochure? 9. Overall, what is the greatest weakness on this brochure? 10. Would you like to visit this location? 37 of 189 All rights reserved.

38 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #5 Recreation & Entertainment Transportation Accommodations Appendix B: Assignment 2 "Wow! Do I have a trip for you!" 1. Working with your teammates, choose one of Canada's major wetland locations. 2. Conduct research to gather specific information about this site. You should consider using the resources found in the library, government blue pages, environmental non-governmental organizations, and on the Internet. A day in our school library will help you get organized and started on your research effort. 3. Assemble your information on computer, using a word-processing program that also allows the importation of graphic designs. This way your team can produce an ecotourism travel brochure that is going to attract people to your chosen wetland. Take into account what we, as a class, have looked at and discussed recently with regard to wetlands and travel brochures. Time Line: three weeks 38 of 189 All rights reserved.

45 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #5 Recreation & Entertainment Transportation Accommodations Appendix E: Peer Evaluation Name: The purpose of peer evaluation is to give each member of a project team an opportunity to comment upon and grade the effectiveness of their team's effort and the contribution each member made. Co-operation, attendance, task completion, participation, and leadership are the guidelines you use in evaluating your team members. 1. Name of team member: Written comments on team member: Grade Evaluation (choose a value from 1 to 10, with 10 as the highest): 2. Name of team member: Written comments on team member: Grade Evaluation (choose a value from 1 to 10, with 10 as the highest): 3. Name of team member: Written comments on team member: Grade Evaluation (choose a value from 1 to 10, with 10 as the highest): 45 of 189 All rights reserved.

46 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #5 Recreation & Entertainment Transportation Accommodations 4. Name of team member: Written comments on team member: Grade Evaluation (choose a value from 1 to 10, with 10 as the highest): 5. Name of team member: Written comments on team member: Grade Evaluation (choose a value from 1 to 10, with 10 as the highest): 46 of 189 All rights reserved.

47 Brochure Development Rating Scale Student Peer Teacher / Facilitator Description of Criteria and Indicators High Low Content Depicts theme and shows research has been completed Generates new and related ideas Has a message; is relevant; fills a need Organization Well planned and logically laid out Easy to read and learn from Uses visual aids effectively; attractive and polished Relativity Shows originality and imagination Expressive; uses a variety of approaches and ideas Simplicity Impact Easy to understand Gets the message across quickly and easily All rights reserved. 47 of 189

48 Brochure Development Comments Brochure Checklist Many of the items in this list are optional. You must decide which ones are appropriate for your brochure. Name of location, business or organization Address Phone number Fax number address Web page address Headline that creates curiosity, states a major benefit, or otherwise entices the reader to open and read your brochure Headline that states the name of the product, project, or described process Subheadings Short, easy to read blocks of text Lists, charts Key benefits (2-3) Features Instructions, steps, parts (for a procedure, to assemble a product, etc.) Biography (of business owner, key members of organization, officers, etc.) Mission statement History Logo Graphic image(s) (including purely decorative elements) Photographs of product, place, people Diagram, flow chart. Map Call to action (What you want the reader to do: call, visit, fill out a form, etc.) All rights reserved. 48 of 189

49 Brochure Development Checklist for a Brochure about a Place These are a few things to look for specifically related to brochures about a place. all will apply to your brochure. Does the brochure give enough information that the reader knows where to find this place? (Map, directions) Does the brochure tell what is significant about this place (historical importance, tourist attractions, famous residents, significant industries, etc.)? Are there interesting pictures? (Pictures with people are usually more effective but pictures of well-known landmarks or beautiful scenery can work with or without people in the photos) Are the pictures or clip art useful? Do they help to tell the story or do they just seem to be filling up space? Does the brochure make the reader want to visit this place (if that is the purpose of the brochure)? Does the brochure make the reader want to avoid this place (if that is the purpose of the brochure)? Checklist for a Brochure about an Organization These are a few things to look for specifically related to brochures about an organization. all will apply to your brochure. Does the brochure give the name of the organization? Is the purpose of the organization clearly stated? Does the brochure list the organizations activities? If appropriate, is there a calendar of events? If the organization has a product or service that it sells (or gives away) is that in the brochure? Does the brochure state the membership requirements (if any) for the organization? Does the brochure tell how to contact the organization? Are the most important activities of the organization highlighted? Does the brochure make the reader want to join the organization (or find out more about it)? All rights reserved. 49 of 189

50 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #6 Recreation & Entertainment Transportation Accommodations Technologically Literate Worker Trip of a Lifetime Learning Outcome 4: Technologically Literate Worker An Academy graduate is able to cultivate a professional attitude that meets industry expectations, integrating knowledge and skills required of a tourism professional. This Activity Set also supports demonstration of the following Learning Outcomes. Effective Communicator I Problem Solver and Decision Maker Effective Communicator II Information Processor, Organizer and Time Manager Team Player Assignment To review and utilize computer skills covered in an Introduction to Computers course. To research and develop a travel package for a four-day, year-end class trip to a destination of the students' choice. Preparation Appendices A.Internet Resource Sites B. Evaluation #1 Teacher - Trip of a Lifetime C. Evaluation #2 Self and Peer - Trip of a Lifetime Prior Knowledge and Skills Guest speakers (librarian, travel agent, etc.) Travel videos and brochures Other departments within the school Computer skills including word processing, databases, graphics, scanning, slide shows and the internet Research skills Organizational skills Presentation skills Teamwork skills 50 of 189 All rights reserved.

51 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #6 Recreation & Entertainment Transportation Accommodations Materials / Resources Internet (see Appendix A) Tourist Bureaus Canadian Automobile Association Travel agencies Maps Libraries Other Suggested Activities Up to seven 75-minute classroom periods (depending on depth and breadth). Student Overview Working in groups of three, set up a four-day, year-end class trip to a destination of your choice, for a group of 25 students. You will need to gather information on transportation, accommodation alternatives and tourist attractions in the area. From your research, you should develop a recommended itinerary for presentation to the teacher and school administration. All computer work should be done using an integrated software package. Division of Work Work should be divided equally among group members. The group should decide jointly on the destination, the type of data to include and the style of presentation of the data. Specific Requirements Create a database that provides information on the various travel alternatives available. Your database must include the following fields: Mode of travel Name of carrier Cost per person Travel time Source of information Selected departure and arrival times Other fields, as required Create a database that provides information on the possible accommodation alternatives. This database must include information on eight different moderately priced types of accommodations. To ensure that costs remain reasonable, assume that four students will 51 of 189 All rights reserved.

52 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #6 Recreation & Entertainment Transportation Accommodations be assigned to each room. This database must include the following fields: Name of accommodation Address Telephone number Cost per room (assuming four to a room) Cost per person Amenities (pool, restaurant, etc.) Other fields, as required Create a database that provides information on the various tourist attractions in the area. This database must include twelve different tourist attractions that the class can visit at the time of the trip. Your database must include the following fields: Name of the attraction Type of attraction Address Telephone number Dates of operation Hours of operation Cost per person Other fields, as required Develop a detailed itinerary for the four-day trip. Be sure to include adequate time for travel, meals, visits to the tourist attractions, etc. You can assume that the curfew set for students is 12 a.m., midnight. Design a pamphlet to promote your group's trip. Your pamphlet must include graphics and a scanned map of the area. Prepare a computer presentation to be viewed by parents and the administration, on the educational value, key features and costs of this trip. This will be presented to the rest of the class on a scheduled date. Prepare a title page that includes graphics. Attach all work in the given order. Variations: Group sizes and destinations can vary. This assignment could be modified for classes, any integrated software package and the length of time allotted to the assignment. 52 of 189 All rights reserved.

53 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #6 Recreation & Entertainment Transportation Accommodations Suggested Teaching Strategies Direct Instruction Teacher-centred, providing information to learners Independent Study Indirect Instruction Develops through student initiative and teacher guidance, the autonomy needed for the acquisition and application of new learnings. Mainly student-centred, involving a high level of student involvement in observing, investigating drawing inferences or forming hypotheses. Interactive Instruction Provides learners with opportunities to react to the ideas, experience, insights, and knowledge of both teacher and peers Assessment / Evaluation Material submitted: accuracy, completeness, clarity, format, organization, graphic design, research and creativity will be evaluated using Evaluation #1 (Appendix B). Oral presentation and slide show: presentation techniques, use of computer slides and overall impact of the presentation will also be evaluated using Evaluation #1 (Appendix B). Self/Peer Evaluation: Group work and technology skills will be evaluated using Evaluation #2 (Appendix C). Credit s Collaboration Computer Literacy - Web Browsing Oral Presentation Oral Presentation: One-on-One Business Department, Cairine Wilson Secondary School, Carleton Board of Education, Ottawa, ON. 53 of 189 All rights reserved.

54 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #6 Recreation & Entertainment Transportation Accommodations Appendix A: Internet Resource Sites Internet Search Engines Alta Vista: Dogpile: Excite: Google: Hot Bot: Kayak: Lycos: Yahoo: Travel Search Engines Expedia: Orbitz: Travelocity: Advice and Planning Centre for Disease Control and Prevention (for international traveller health information): One Bag (for travelling light): Traveller's Point: TravLang (for translation and pronunciation of words and useful phrases): Canadian Tourist Information General: Attractions Canada: CTC (Canadian Tourism Commission business site): Alberta Alberta, Travel: Bannf/Lake Louise Tourism Bureau: Calgary Convention & Visitors Bureau: Edmonton Tourism: Jasper Tourism and Commerce: British Columbia British Columbia Tourism: and Cariboo Tourism Association: Kelowna Visitors & Convention Bureau: 54 of 189 All rights reserved.

55 Gold, Level II, Level I Food & Beverage Travel Learning Outcome 4: Activity Set #6 Recreation & Entertainment Transportation Accommodations Nanaimo Tourist & Convention Bureau: Rockies Tourism: Vancouver Tourism: Vernon Tourism: Whistler Tourism: Manitoba Travel Manitoba: Tourism Winnipeg: New Brunswick Fredricton Visitors & Convention Bureau: Miramichi Tourism: Moncton Visitor & Convention : New Brunswick Tourism Center: Sackville Tourism: St. Andrew's tourism: Shediac Tourism: Newfoundland & Labrador Corner Brook Tourism: Newfoundland & Labrador Tourism: St. Johns Economic Development Tourism: Northwest Territories NWT Tourism: / Nova Scotia Cape Breton Tourism: Evangeline Trail Tourism Association: Halifax Convention & Meeting Bureau: Nova Scotia Tourism: explore.gov.ns.ca Pictou County Tourist Association: South Shore Tourism Association: Yarmouth Country Tourism: Nunavut Nunavut Tourism: Ontario Algoma County: 55 of 189 All rights reserved.

Topic: Making A Colorado Brochure Grade : 4 to adult An integrated lesson plan covering three sessions of approximately 50 minutes each.

Lesson-Planning Approach Topic: Making A Colorado Brochure Grade : 4 to adult An integrated lesson plan covering three sessions of approximately 50 minutes each. Some learners perceive their world as a