Grades 6-8 Lesson Plan - Promoting tourist attractions in Los Angeles

Map 18 Main Page

Core Map B: "Los Angeles and Vicinity" from Los Angeles Recreation and Freeway Map. [Chicago]: Rand McNally & Co., [1979]. © 1979 by RMC, R.L.03-S-87. www.randmcnally.com (Printable PDF version of Core Map B)

Overview
This lesson has students develop a tourist brochure for a recreational activity in Los Angeles

Objectives
At the end of this lesson, students will be able to:

1. identify major recreational attractions in the Los Angeles area.
2. conduct internet research on a specific Los Angeles recreational activity.
3. develop a tourist brochure for a recreational activity in Los Angeles.

Materials
computer image, overhead, and printed copies of the core map, List of Los Angeles Attractions, list of internet sites for Los Angeles tourism and recreational attractions.

Time
Approximately 2-3 class session (60-90 minutes)

Getting Started

1. Have students bring to class examples of travel brochures that they may have at home.

2. Review with students the content of these brochures, focusing on the type of information the brochure provides, decorative elements, how it describes tourist attractions, and the purpose of the small maps that are often included in the brochures.

3. Have students access the core map and locate and identify the various tourist attractions in the Los Angeles area. Note that there are 49 tourist attractions located on the map by numbers in red circles. The names and a brief description of each attraction are provided on the List of Los Angeles Attractions that was included on the map (text does not appear on the core map). Ask students if they have heard of or visited any of the places, discussing their experiences.

1. Explain that the lesson involves students creating a tourist brochure for one of the Los Angeles tourist attractions that will include a decorative cover, and a map that explains to visitors how they can get by rental car from the Los Angeles airport to the attraction, and a description of the various features to promote coming to this place. Note that students will work in teams and that Internet research will help access information.

2. Group students in teams of four and have them identify the attraction they want to promote or assign attractions to groups. Duplications are possible but try, as a class, to cover as many attractions as possible.

3. Explain that the first step is dividing up the work. Have some students work on the travel map while others conduct internet research to find out more about what the attraction is, when it opened, who owns it, what it offers, the price for admission and expenses, and any other pertinent information. While the research and map work is being done, monitor each group to insure that it completes the tasks satisfactorily.

4. The next step is developing the brochure. Using the examples of brochures the students brought, again discuss with the class the important aspects and layout of a brochure, explaining it must appeal to the reader with pictures and words that make that person want to go to the attraction. If students are computer savvy, have them produce the brochure on the computer. If not, pass out paper and other supplies for manual production. Monitor the progress of each team in developing their brochure.

5. Conclude the lesson by having students make brief oral reports based on their brochures.

1. Travel
   For 4 points, the student correctly traced a direct route from the Los Angeles airport to the attraction, giving accurate and easy-to-follow directions.
   For 3 points, the student correctly traced an almost direct route from the Los Angeles airport to the attraction, somewhat accurate and easy-to-follow directions.
   For 2 points, the student traced a somewhat indirect route from the Los Angeles airport to the attraction, and gave somewhat inaccurate and hard to-follow directions.
   For 1 point, the student did not correctly trace a direct route from the Los Angeles airport to the attraction, or give accurate and easy-to-follow directions.

2. Brochure
   For 4 points, the student correctly produced a brochure that excellently promoted the attraction with good graphics and copy that appealed to the reader.
   For 3 points, the student correctly produced a brochure that fairly promoted the attraction with graphics and copy that appealed to the reader.
   For 2 points, the student produced a brochure that poorly promoted the attraction with graphics and copy that appealed to the reader.
   For 1 point, the student did not produce a brochure that promoted the attraction with good graphics and copy that appealed to the reader,

Extensions

1. Have students produce a brochure for an attraction in their city.
2. Have students create a full vacation itinerary to Los Angeles.