Students will use information gathered during the previous lesson, Hawaii Scavenger Hunt, to create a travel brochure and itinerary. Costs and planning will encourage students to refresh math and writing skills, and provide an assessment tool for both teacher and student.

Students will:

1. Examine printed materials used by travel agencies to promote tourism to Hawaii
2. Identify and discuss the information presented in travel brochures intended to educate and persuade visitors to come to Hawaii
3. Locate information with the use of various sources
4. Present a travel brochure and itinerary in an oral presentation
5. Participate in a Hawaiian luau

Directions

Day 1:

1. Introduction: Generate interest by announcing to the students that they are going to become travel agents for the next five days. Inform the class that they will create a travel itinerary complete with costs, attractions to visit, and scheduling. They will create an itinerary and a travel brochure complete with pictures of locations, attractions, and information on the history and culture of Hawaii. The brochure and itinerary will help increase their writing, math, and organizational skills.
2. Put the students in partnerships. (Assign partners by alphabetical order or another random system. This will remove any pressure on students to find a teammate.)
3. Explain criteria for budgeting the trip. Write the following expectations for the itinerary on the board:
   –Spend a minimum of $2,500 and a maximum of $3,500.
   –Two adults and two children will be traveling.
   –Choose one island.
   –This will be a seven-day vacation (Monday–Sunday).
   –You will stay in a hotel.
   –Locate four places to visit.
   –You must include three attractions in the itinerary.
   –Look for attractions within 100 miles of the hotel.
   –Include information on the cost of attractions.
   –Include the cost of food in figuring expenses.
   –Use the price 40 cents for every mile traveled by rental car.
4. Have students compile and select the information for their itinerary using the Internet, travel agency brochures, and any other provided sources, including the Free Hawaii Travel Guide.
5. Explain to the students that because airfare fluctuates and can vary from location to location, they will not be including airfare. Instead, they should make a note on the itinerary that airfare is not included in the trip's total cost. Also, souvenirs and other spending money are not included in the price.
6. Give students the remaining time to research a sample of their island's itinerary on the Internet. A good site to start with is http://www.gladtravel.com/HI-info/bestofhawaii.aspx. If computers are not available, make copies of the Internet itineraries and distribute them to the students.

Day 2:

1. After all the information has been gathered, model an example of a travel itinerary to the students, indicating how you have met all of the assignment criteria. Remind them that data organization and neat presentation are an important part of the project.
2. Each team of students will create a presentation of an itinerary that includes the following elements:
   –Title (i.e., "Maui at Its Finest")
   –A table to present the following information:
        a. Name of the expense (hotel, attraction, etc.)
        b. Cost (amount spent for hotel, attraction, etc.)
        c. Percentage of cost in relationship to the total budget (this could be grouped into larger categories, such as the percentage of the budget spent on food, attractions, lodging, etc.)
        d. Total (total cost for vacation)
   –A time schedule that includes the following:
        a. Arrival and departure time for each location (time can be fictional)
        b. Four locations to visit (must be within a 100 radius)
        c. Three meals a day
        d. A minimum of five days with a planned activity
   –An organized and neat presentation
3. Explain the scoring guide for the travel itinerary. Here is a sample scoring guide:
   –50 pts    Travel itinerary met all expectations. Well organized and neat in appearance. Cost, totaling, and scheduling were correct.
   –40 pts    Travel itinerary met most expectations. Organized but lacked neatness in appearance, or contained a few totaling or scheduling errors.
   –30 pts    Travel itinerary met many of the expectations, but contained more than three totaling, cost, or scheduling errors. 
   –20 pts    Travel itinerary met very few of the expectations. Organization and neatness needed more work. Cost, totaling, and scheduling contained many errors.
   –10 pts    Attempted to complete travel itinerary.
   –0 pts      No attempt, off task.        

Day 3:

1. Review with students the example of a travel itinerary to refresh their thoughts about the criteria that must be met to complete the project. Ask if there are any questions or problem areas that need to be addressed.
2. Students will create a rough draft of their findings to ensure organization and neatness.
3. Working with their partners, students will create a final draft on an 11" x 17" sheet of construction paper showing the total cost of a Hawaiian vacation. Students work with their partner to complete the travel itinerary using the above criteria.

Day 4:

1. Now that the students have completed their travel itinerary, it is time to start their travel brochure. Have students team up with their partners. Display travel brochure to the class and engage in a discussion about the use and importance of this type of literature. Make a list on the board as students offer suggestions about the uses of the brochures and what type of information should be included.
2. Distribute sample Hawaiian brochures and travel information from Free Hawaii Travel Guide. Have students look over the brochures and information to further their interest in exploring Hawaii.
3. Have students make comparisons between the different brochures and information, such as:
   –What is appealing and not appealing?
   –What are some of the influences the publisher used?
   –How does color make a difference?
   –How would you prioritize the information differently?
   –Does the tourist need to know the location of the islands in Hawaii?
4. Introduce the Scholastic Atlas of the World. Explain the uses of the atlas to the students. Encourage students to locate Hawaii and their island, discovering information regarding the culture and geography provided by the atlas.
5. Direct students to look at the data gathered in the Hawaiian Scavenger Hunt, and discuss how it can be used in the brochure.
6. Model your completed brochure from a blank brochure. Encourage students to ask why you selected the attractions, events, locations, etc., for your sample.
7. Challenge students to make their brochures better than yours! Invite the groups to engage in some healthy competition to motivate them to complete the assignment with a higher level of interest and creativity: announce that when their brochures are completed, the class will evaluate and discuss which ones offer the most tempting visits to Hawaii.
8. Partners then brainstorm their island and attraction selection, make a list of ideas, prioritize the information they'll need, and discuss the importance of the brochure to attracting tourists to their destination.

Day 5:

1. Distribute blank brochures or paper that can be tri-folded. Allow students access to the samples provided the previous day.
2. Distribute magazines, clip art, scissors, and makers/colored pencils.
3. Distribute the Travel Guide Expectation and Scoring Guide (PDF), and discuss expectations for a top grade.
4. Review the expectations and scoring guide with the class (below is a copy of the PDF).
   Travel Brochure Expectations
   
   Side one must contain:
   –Title of the brochure
   –Interesting facts about Hawaii
   –A headline and useful information about at least one of these topics: History, Climate, Customs, Laws, Food, Music, Hotels, Attractions, Restaurants, Clothing, Flag, Map, Recreation, Culture, Geography
   –A picture drawn by one or both of the partners, clip art, or a cut-out from a magazine
   –Caption describing the picture
   –Students' names
   
   Side two must contain:
   –Caption: Why you should visit . . .
   –Another headline and useful information about one of the topics listed above
   –A picture drawn by one or both of the partners, clip art, or a cut-out from a magazine
   –Caption describing the picture
   
   Sample Scoring Guide
   –50 pts.        Travel brochure met all expectations. Well organized, neat, and compelling in appearance. Grammar and spelling were correct.
   –40 pts.        Travel brochure met all expectations. Organized but lacked neatness or originality in appearance. Grammar and spelling were correct.
   –30 pts.        Travel brochure met most of the expectations. Contained errors in organization, neatness, spelling, or grammar.
   –20 pts.        Travel brochure met very few of the expectations. Organization and neatness needed more work. Grammar and spelling were not all correct.
   –10 pts.        Attempted to complete travel brochure.
   –0 pts.          No attempt, off task.
   
5. Students can use the Scholastic Atlas of the World, travel information from Free Hawaii Travel Guide, travel agency brochures, scavenger hunt, and the Internet to find information for the headlines and information in their brochures.
6. As students start work on the project, check for understanding.

Day 6:

1. Students complete the travel brochure. (Make sure that students comprehend what is needed to ensure a top grade.)
2. Students who finish early can use their extra time to create banners welcoming parents to the Hawaiian luau.

Day 7

1. Students will present their work to the class during a culminating luau activity. Invite parents and staff to attend and participate.
2. Suggested activities:
   –It's Limbo Time!
   –Let's Hula!
3. Suggested luau supplies:
   –Tropical fruits
   –Hawaiian decorations (party store, www.orientaltrading.com)
   –Traditional Hawaiian music

Supporting All Learners

Working with a partner will help students who struggle with specific skills.

Lesson Extensions

Students study Hawaiian volcanoes.

Assignments

1. Create an appealing itinerary and travel brochure for Hawaii.
2. Prioritize information for the brochure and itinerary.
3. Develop a budget and schedule for a Hawaiian vacation.
4. Present work to the class.
5. Participate in a Hawaiian luau.

Evaluation

• Are three days enough time to complete the travel brochure?
• Are three days enough time to complete the travel itinerary?
• Did the students understand the expectations and the scoring guide?
• Was the scoring guide appropriate?
• What other activities and resources could be included in this unit to make it more meaningful?