curriculum.naf.orgcurriculum.naf.org/packaged/assets/downloads/hospitali… · Web viewIn Class Periods 3, 7, and 8, students will need computers with word processing software and

AOHT Hospitality Marketing

Lesson 3The Product

This lesson introduces students to concepts specifically related to hospitality products, such as perishability and intangibility. Students consider what makes a hospitality product different from a more traditional product and how these differences affect the way it is marketed. They further their understanding of target markets as they learn about the concept of positioning.

This lesson also launches the culminating project for the course, in which students develop a marketing plan for a new attraction to be developed in their local community. Students pool their ideas for new attractions and vote on one that they will all work with for their projects. Students form project groups and prepare a proposal identifying the unique characteristics they will focus on for their attraction and which market segment(s) they will target.

Advance Preparation Thoroughly read Teacher Resource 3.2, Guide: Culminating Project, before beginning this lesson.

It describes the preparations you need to make and suggestions for how to proceed. You will be including the names of adults who will be participating in the final presentation in

Teacher Resource 3.3, Reading: Project Launch Document, so make arrangements with those people as necessary.

Student Resource 3.7, Assignment: Attraction Proposal, needs to be assessed and returned by Class Period 6 of this lesson.

Decide how you want your students to keep track of the components of their culminating projects. You might establish an area in the classroom where project folders reside, and ensure that students add pieces to their project folders as they complete them. Individual portfolios in progress can also be kept here. If the technology is available, you can also have students add project components to an online repository such as a folder on your school server, Google Drive, or Dropbox.

In Class Periods 3, 7, and 8, students will need computers with word processing software and Internet access for research (one computer for each student), and a printer in Class Period 9.

This lesson is expected to take 8 class periods.

Copyright 2008–2016 NAF. All rights reserved.

AOHT Hospitality MarketingLesson 3 The Product

Lesson FrameworkLearning ObjectivesEach student will:

Describe the qualities of a hospitality product* Evaluate the hospitality and tourism products of a specific community Develop a proposal for a new hospitality/tourism product for a specific community Identify and describe a target market for a new hospitality/tourism product

*This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.

Academic StandardsThe relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).

Describe the key components of marketing and promoting hospitality and tourism products and services (Common Career Technical Core 2012, Standard HT 1)

Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, Standard HT 2)

Obtain, develop, maintain and improve a product or service mix in response to market opportunities (Common Career Technical Core 2012, Standard MK 8)

Use marketing strategies and processes to determine and meet client needs and wants (Common Career Technical Core 2012, Standard MK 10)

Access, evaluate and disseminate information to aid in making marketing management decisions (Common Career Technical Core 2012, Standard MK-MGT 4)

Communicate information about products, services, images and/or ideas (Common Career Technical Core 2012, Standard MK-MGT 7)

Understand the social, cultural, political, legal, and economic factors and issues that shape and impact the international business environment (McREL Business Education Standards 1999, Standard 32)

Understand components and strategies of effective marketing plans (McREL Business Education Standards 1999, Standard 47)

Understand the selling process and forecasting principles and methods used to determine sales potential for specific products (McREL Business Education Standards 1999, Standard 48)

AssessmentAssessment Product Means of Assessment

Proposal for a new attraction to be built in the local community (Student Resource 3.7)

Assessment Criteria: Attraction Proposal (Teacher Resource 3.4)

Copyright 2008–2016 NAF. All rights reserved. 2


Prerequisites Understanding of market segmentation and demographics Familiarity with marketing philosophies Completed demographic research on the local community (Student Resource 2.3)

Instructional Materials Teacher Resources

Teacher Resource 3.1, Guide: Trading Places Teacher Resource 3.2, Guide: Culminating Project Teacher Resource 3.3, Reading: Project Launch Document Teacher Resource 3.4, Assessment Criteria: Attraction Proposal Teacher Resource 3.5, Guide: Teaching Reflection Teacher Resource 3.6, Prompts: Learning Objective Reflection (separate PowerPoint slide) Teacher Resource 3.7, Key Vocabulary: The Product Teacher Resource 3.8, Bibliography: The Product

Student Resources Student Resource 3.1, Key Word Notes: Hospitality Products Student Resource 3.2, Reading: Hospitality Products Student Resource 3.3, Reading: All About Attractions Student Resource 3.4, Research: Local Attractions Student Resource 3.5, Ideas: Local Attraction Student Resource 3.6, Organizer: Choosing Target Markets Student Resource 3.7, Assignment: Attraction Proposal

Equipment and Supplies Computers with Internet access and word processing software (one for each student), plus a

printer Blackboard, whiteboard, or flip chart Chart paper (at least 10 sheets) Sticky notes (at least six per student) Yellow Pages books, brochures, and other research materials (see Teacher Resource 3.2) Scissors (five to seven pairs) Scotch tape Container for holding voting slips LCD projector and computer for PowerPoint slide



Lesson StepsStep Min. Activity

CLASS PERIOD 1

1 15 Simulation: Trading PlacesThis game leads students to consider the differences between hospitality products and products from other industries. It also introduces the concept that time can affect the value of a product (especially in hospitality). This activity focuses on the following college and career skill:

Working effectively with a diversity of individuals and perspectives

Give each student a sticky note for the Trading Places game (see Teacher Resource 3.1, Guide: Trading Places, for the rules of the game). Students will write down something they really want and then attempt to negotiate with their classmates for other things they want. They might pick an object, something to do, or a place to go.

When the trading period is over, ask everyone who made a trade to raise his or her hand. Choose a few students and ask what trades they made and why (for example, “I traded for her designer shoes because they’d go great with my new jeans and I really want them”).

Next, ask for a show of hands of anyone who chose to hang on to his or her original note and refused to trade. Choose a few students and ask them why they chose to keep their original note. They will probably claim that they didn’t see anything they wanted, but try to push them past that statement. What was so special to them about the item, activity, or trip they wrote down?

Then ask students to think about the difference between buying a vacation and buying the other things they listed on the sticky notes. Give them a moment to think. Then invite students to pair up with the person standing next to them and share their ideas.

Next, ask one of the questions provided in Teacher Resource 3.1, based on what you think will be most effective/appropriate for your students.

Allow them to participate in another round of trading. Then ask students to discuss in pairs or small groups whether their second round of trades was different. Go around the room and ask each pair to share something they said.

The students may come up with various answers to these two questions. They will probably touch on the concepts of intangibility and perishability (e.g., a trip is different because you have to come home, but, with a video game, clothes, or other item, you have the products for a long time).



Step Min. Activity

If perishability is hard for students to understand, use a meal at a restaurant (or food in the supermarket) as an example—if you don’t eat it, it goes bad and gets thrown away (i.e., it is perishable).

Explain that all of these things—trips, computer games, jewelry—are products, but that hospitality products have their own unique characteristics that affect how those products are marketed. Students will consider those characteristics in the next activity.

2 35 Reading: Unique Characteristics of a Hospitality ProductThis reading will help students identify the unique characteristics of products in the hospitality industry.

Review Student Resource 3.1, Key Word Notes: Hospitality Products. Explain that the Key Word Notes strategy will help them understand and retain the information in the reading. It is a strategy that will prove useful to them throughout their academic careers. For more information about this literacy strategy, refer to The NAF Learning Handbook.

Use your preferred method for students to choose partners. Give them the rest of the class period to read Student Resource 3.2, Reading: Hospitality Products, while they complete the Key Word Notes.

Circulate throughout the room to ensure that students understand how to use the strategy and answer any questions.

When about 10 minutes are left in class, ask a pair what key terms they placed in each box. Tell the rest of the class to compare these terms to the ones they chose. Then ask another pair to read aloud their summary. Hold a brief discussion: did other students’ summaries vary markedly from this one? How so? Use this time to help students understand how to compose a summary, which many students find challenging.

If the students need more time, ask them to finish their summary for homework. You may want to gauge student understanding by assessing this assignment on a credit/no-credit basis.

CLASS PERIOD 2

3 50 Culminating Project Work: Project LaunchStudents receive the launch letter that begins the culminating project.

Before class begins, review Teacher Resource 3.2, Guide: Culminating Project. Also prepare Teacher Resource 3.3, Reading: Project Launch Document.

At the start of class, distribute Teacher Resource 3.3 and ask students to read it.

Invite students to ask questions. They will probably ask what attraction they’ll be marketing. Explain that you’ll answer that in a minute. Address any other appropriate questions at this point.

You may also wish to reinforce some of the terms they learned at the start of this lesson. For example, students are creating a product bundle, because they are grouping different services together. And they are creating a customized product rather than a standardized product. Their products may or may not be tangible and they will



Step Min. Activity

definitely be perishable.

Point out that students have learned about attractions and entertainment activities in Principles of Hospitality and Tourism. Some students also learned about them in the AOHT course Geography for Tourism. Explain that for this project, we define attraction more loosely, so that it can include accommodations and/or food and beverage services.

Ask students to read Student Resource 3.3, Reading: All About Attractions. As they read, instruct students to cross out any attractions that cannot be a part of their project (for example, if they don’t live near a beach, they won’t be able to offer beach activities). Also ask students to circle, highlight, or put a star next to any attraction or activity that they think could be a really good option for their project.

When approximately 15 minutes remain in class, call on volunteers to share one thing they crossed off or one thing they highlighted. Use this opportunity to clear up any misunderstandings. Let students know that in the next class period they will be doing research on what attractions already exist in their community.

CLASS PERIOD 3

4 45 Culminating Project Work: Community ResearchStudents learn about the attractions that already exist in their community as preparation for proposing their own attraction for their culminating project. This activity focuses on the following college and career skill:

Locating, evaluating, and applying information

Before class begins, prepare the research materials as described in Teacher Resource 3.2, Guide: Culminating Project.

Divide the class into six groups and assign each group to one of the following topics:

Natural attractions Historical attractions Cultural attractions Entertainment attractions Accommodations Food and beverage services

Explain that students need to do research on what already exists in the local community. Review Student Resource 3.4, Research: Local Attractions, and identify any computers or research materials students can use.

Advise students that they need to divide up the work so that they don’t all research the same “top 10” best-known attractions. Provide suggestions based on your community’s specific circumstances. For example, students could divide the attractions by neighborhood or region of the community, divide up the attractions alphabetically (e.g., one student takes all attractions with names starting with A–D, another takes E–H), or some other method.

If you live in a major city or tourist destination, you may need to give some additional



Step Min. Activity

guidance to the groups researching accommodations and food and beverage services. These sectors of the industry can be overwhelming; suggest how to make this research more manageable. For example, instruct students not to list fast-food restaurants or chains and focus instead on lesser known businesses or businesses that are more likely to include another sector of the hospitality industry. You may wish to instruct students in the accommodations group to skip motels or any accommodation with a very limited number of rooms.

Check in with each group and make suggestions as needed.

When approximately 20 minutes remain in class, give each group one (or more) sheet of chart paper and ask them to begin writing down the highlights of what they found. If students have Internet access, another option is to have them use a cloud-based application like Google Docs to upload, edit, and review documents as a group. They can write the name of any major attractions in their category, or they may wish to write summary statements (e.g., we found 15 big hotels that include a restaurant).

When approximately 10 minutes remain in class, ask students to finish up their research and their chart paper. Post the chart papers around the room and invite students to take a quick gallery walk to view the lists. You may also wish to gauge student understanding by assessing Student Resource 3.4 on a credit/no-credit basis.

5 5 Homework: Brainstorming Potential AttractionsStudents take time to think about possible attractions they could market for their project.

For homework, ask students to think about potential attractions that would fit in their community. Instruct them to make a list of at least five potential attractions that would meet the guidelines. Let students know they will be sharing their ideas in the next class period. If possible, keep the attraction research chart papers posted in the classroom, or collect them and repost them before the next class period.

CLASS PERIOD 4

6 25 Culminating Project Work: Project Attraction PossibilitiesStudents share their ideas about potential attractions and work together as a class to develop a better understanding of the criteria their attraction needs to meet.

Divide the class into groups of three or four students each. Ask students to share the ideas they thought of for homework. Instruct them to use the research chart papers (which should still be posted) and the About the Attraction section of Teacher Resource 3.3, Reading: Project Launch Document, to help each other recognize whether their ideas meet all of the criteria. Also encourage students to make notes of any other ideas they get as they see what their group mates have come up with.

Emphasize that this is not the time to evaluate whether an idea is “good” or not—that is a personal opinion. Let students know they will have time to vote on the ideas later in the lesson, but right now they should focus on whether the idea meets the criteria. If necessary, allow students to gallery walk and view the attraction research chart papers again to remind themselves of which attractions already exist.



Step Min. Activity

When students have shared their ideas, ask them to refer back to Student Resource 3.3, Reading: All About Attractions, and continue to add to their lists. Encourage groups to create the longest list of possible ideas they can.

7 25 Culminating Project Work: Choosing Favorite Attraction IdeasStudents narrow down their list of ideas in preparation for the class vote in the next period.

Ask students to return to their seat and review the list of possible ideas they came up with in their groups.

Explain that students will need to narrow down this list of ideas and choose two to three that are their favorites. Ask them to complete Student Resource 3.5, Ideas: Local Attraction. Explain that this resource gives students a place to write down one to three ideas that they will share with their classmates in the next class period. Emphasize that this is what their classmates will vote on, so they need to write good descriptions of their ideas.

Remind students that they don’t need to get too specific right now. They need to describe the attraction and make it clear how the attraction meets the criteria. Use the following examples to help them understand the difference:

Appropriate amount of detail: an amusement park that includes a hotel and restaurant(s) with a scary movie/haunted house theme

Unnecessary amount of detail: an amusement park that includes a hotel that looks like the house in Psycho and four different restaurants—a pizza restaurant, a burger restaurant, a salad bar, and a fancy restaurant set in a graveyard—and a roller coaster that’s got zombies chasing you and a water ride that looks like a haunted pirate ship

Explain that after they choose a type of attraction (e.g., what is described in the first example above), each group will get to add their own unique touches. So they should save some of those details to use later in the lesson (if their idea gets picked).

CLASS PERIOD 5

8 15 Culminating Project Work: Gallery WalkStudents take the opportunity to view all the proposed attractions.

Before class, post five sheets of chart paper around the room, each one labeled with one of the following titles:

Attractions that Emphasize Nature Attractions that Emphasize History Attractions that Emphasize Culture Attractions that Emphasize Entertainment Other Attractions

Also make sure to have several pairs of scissors and scotch tape available and prepare



Step Min. Activity

the slips of paper as necessary for the next lesson step.

When class begins, ask students to get out Student Resource 3.5, which they completed in the previous class period. Explain that they are going to cut up their student resource and tape each of their ideas on the appropriate sheet of chart paper. Distribute scissors and tape and give students time to post their ideas.

Then invite students to gallery walk and view all the different ideas. If you have a large class, you may wish to do the gallery walk in shifts, allowing half the class to view while the other half remains seated.

9 15 Culminating Project Work: Voting on AttractionsStudents vote on what attraction they wish to work on.

Once students have had the opportunity to view all the ideas, explain that it’s time to vote. Tell students to write down the two ideas that are their favorites on slips of paper. Instruct them to fold the slips and put them in the voting container.

Once all students have voted, call on several volunteers. One volunteer reads each slip out loud; one writes the attraction’s name on the board; and one student makes marks beside an attraction every time it’s voted for again.

If a clear winner emerges, the voting can end at this point. If the votes are close between multiple attractions, hold a final round of run-off voting between the top two or three vote getters by asking for a show of hands. By the end of the class period, announce the winning attraction. If the votes are very close or the class is large, you may wish to choose two winning attractions and allow students to choose which one to work on.

Remind students that each project group will be able to put its own unique spin on the attraction, which they will start to do in the next class period.

10 20 Culminating Project Work: Choosing Target MarketsStudents brainstorm potential target markets for their project attraction and make their final choices. This activity focuses on the following college and career skills:

Working effectively with a diversity of individuals and perspectives Demonstrating creativity and innovationPoint out that they have been told that even though they are all working on the same basic attraction, each group will put its own unique spin or style on the attraction. Explain that in marketing, this is called differentiation―literally, how a company makes itself and its products stand out as something different.

How a product is differentiated depends on which markets it is targeting. Tell students that it is now time for them to consider which target markets they want to focus on in order to effectively differentiate their attraction.

To help get the ideas flowing, invite student volunteers to suggest potential target markets. Accept obvious ideas (teens are the target market for amusement parks, for example) but encourage students to think beyond the obvious. How would a park that caters to families with small children look different from a park that caters to teenagers?



Step Min. Activity

That’s differentiation.

Remind students that target markets can be defined by things other than age. For example, Universal Studios caters to movie lovers, who could be any age. Sea World targets animal lovers, who also could be any age. Encourage students to suggest other target markets that could be defined by psychographics or behavior as well as demographics.

Point out that students conducted demographic research in the last lesson and that their research will be very useful in choosing target markets. Return those assignments (Student Resource 2.3, Assignment: Community Research Summary). Tell students to use the demographics of their community to help them choose target markets for their attraction.

Review Student Resource 3.6, Organizer: Choosing Target Markets, paying special attention to the example. Note that it will be referred to throughout their culminating project work as a means of illustrating what students need to do for each project step and component. Point out how the example makes connections between the suggested target market and the demographic research.

Ask students to complete the activity for at least two different target markets.

After about 15 minutes, ask students to say the target markets they chose. Tell the rest of the class to listen carefully; they may pick up some new ideas for their own project. Write this list of target markets on the board.

CLASS PERIOD 6

11 15 Culminating Project: Forming GroupsStudents form project groups based on the markets they wish to target.

Explain that students will work in groups on this project, and they will form groups based on the target market they want to work with. If there are more than six target markets listed on the board, use a class vote to narrow down the list to six.

When the class has a list of four to six popular target markets, ask students to form groups based on which market they want to work in. You may wish to use a Four Corners approach and assign each target market to a different corner or section of the classroom. If one target market is especially popular, you may wish to break it up into smaller groups just for the sake of discussion.

When students have formed these groups, ask them to begin talking about their specific vision for the attraction. In other words, if they want to work on an amusement park targeting teenagers, what will make their park different from other parks? This may inspire some students to switch groups.

Give students a limited amount of time to talk; then begin guiding them to form groups of four. Emphasize that they need to choose a group they can work with effectively, because this project will include many of the most important assignments in the rest of this course. Alternatively, you may wish to assign students to their groups based on which target market they are interested in.



Step Min. Activity

12 30 Culminating Project Work: Analyzing the ProposalStudents read over an example proposal and prepare to write their own.

Ask students to sit together in their project group. Tell them to read Student Resource 3.7, Assignment: Attraction Proposal.

Ask students to read the example proposal. Then, using the What the Proposal Should Include section, instruct them to label each section of the example as Introduction, Description, Market Segment, and Conclusion. Review these labels as a class.

Next, ask students to read the section on tips. Answer any questions. Emphasize that this is their only chance to design their attraction. This is a marketing course, not a product development course, so after this lesson, they are going to focus on marketing their attraction, not revising their design. Whatever they design in this lesson is what they’re going to be working on for the rest of the course. Encourage students to aim for lots of specific details in their description, since it will make their work easier.

Ask students to read the assessment criteria at the end of this resource and decide, as a group, if the example assignment meets all the assessment criteria. Give groups a few minutes to discuss; call on a volunteer to state one criterion he or she thinks the example meets and why. If a student does not think it meets a criterion, ask that person to say why and what change could be made in order to meet it. Repeat this process until all the criteria have been reviewed and take time to clear up any misunderstandings.

13 5 Homework: Writing the DescriptionStudents begin working on their proposals.

For homework, instruct each student to write his or her own description, one to three paragraphs long, of the attraction and how he or she imagines it. Explain that they will use the descriptions in the next class period to come up with a detailed description they can all agree on. Remind them to look at the Description section of the example proposal for guidance.

CLASS PERIOD 7

14 50 Culminating Project Work: Writing the ProposalStudents use their homework to help them write their proposal. This activity focuses on the following college and career skills:

Demonstrating teamwork and collaboration Demonstrating adaptability and flexibility

Ask students to get out the description they wrote for homework and share it with their group mates. Encourage students to identify specific details from each group member’s work that they will incorporate into their final description.

Then ask students to divide up their groups so that at least two students will work on the introduction and description of the attraction and at least two students will work on the target market section and conclusion. Explain that the students writing the attraction



Step Min. Activity

description will use their group mates’ homework descriptions that they decided as a whole group to include to help them. The students writing the target market section will be able to use their market research from Lesson 2 and any information on their target market from Student Resource 3.6.

Assign students to a computer and encourage them to get to work. Emphasize that they need to finish their section of the proposal during this class period.

Circulate through the classroom, answering any questions and making sure students stay on task. Let students know that in the next class period they will finish writing their proposal and turn them in, so if they haven’t made good progress, they need to divide up the work and finish their section for homework.

CLASS PERIOD 8

15 10 Culminating Project Work: Group Check-InStudent groups check in and evaluate their progress toward a finished proposal.

Ask project groups to convene and trade papers with each other so that the students working on the attraction description can read the work of the students working on the market segment description and vice versa. Encourage students to give their group mates feedback as necessary.

16 20 Culminating Project Work: Putting the Proposal TogetherStudents put the finishing touches on their proposals.

Give students time to combine their proposals into one finished document. Depending on your school’s technology, you may ask students to do one of the following:

Email their work to one group member, put together the proposal, and print it out. Use a thumb drive or portable drive to transfer the files to a single computer, put the

proposal together, and print it out. Print out (or write out by hand) individual sections and put together a copy of the

proposal on paper.

However they do it, ask each group to create a single printed copy of their proposal to turn in. If they need more time, choose a due date to turn in their finished proposal.

17 20 Reflection: Key Learning ObjectiveStudents reflect on whether they met a specific learning objective for this lesson.

Prior to class, prepare to project Teacher Resource 3.6, Prompts: Learning Objective Reflection (separate PowerPoint slide), during this activity.

Note: If your students lack experience with reflecting on their learning or reflecting on whether they met a learning objective for a lesson, refer to Teacher Resource 3.5, Guide: Teaching Reflection. Allocate more time for this reflection activity in order to integrate more direct instruction and practice.



Step Min. Activity

Write the following learning objective on the board:

Develop a proposal for a new hospitality/tourism product for a specific community

Project Teacher Resource 3.6, Prompts: Learning Objective Reflection (separate PowerPoint slide). Tell students to choose one of the prompts and think about it in connection with the learning objective on the board. They should then write their reflection in their notebook.

Give students a few minutes to write down their thoughts. Ask for a show of hands to see who chose the first prompt. Place these students in pairs or triads to compare their reflections. Do the same for each of the other prompts. Their task is to choose the reflection that is most complete, on topic, and thoughtful.

Ask a member of each group to share the reflection that the group feels best fits these criteria. Generate a brief class discussion to help students develop their metacognitive skills. Complete this activity by reminding students that this type of practice will help them when they have to complete professional self-evaluations in their internships or jobs. If your students are participating in NAFTrack Certification, it also prepares them for the reflection component of the culminating project.

ExtensionsContent Enrichment

Have students research a product or product bundle that cannot possibly be offered in their community (i.e., skiing in Miami or an ocean vacation in Chicago). The students should research tourist experiences available elsewhere and determine why those experiences are appealing. Then they should design a product or product bundle to replace one of those experiences in their community. For example, skiers visiting Miami might like to try waterskiing. Explain to students that these products are a long shot and not a good thing to base an entire campaign around, but they can be an excellent way to reach less predictable niche markets.

Invite a guest speaker to discuss products and product bundling in the hospitality industry. Help students to prepare questions in advance. Ask the speaker to have a press-conference-style interaction, in which the speaker presents remarks and then fields questions from the students. After the event, ask students to write up a newspaper article reporting on the speaker’s comments.

STEM Integration Science: For ski resorts, weather and snow are important for success. A ski resort must be able to

predict how much snow will fall, because if there’s not enough, they have to make some. Guide students, working in groups, through creating a weather forecast for a snowy area, and have each group deliver their forecast as if they’re on TV. Use this information (http://scied.ucar.edu/webweather/thunderstorms/make-weather-forecast) and this map (set the map to show MesoWest surface observations and Nexrad radar http://www.wrh.noaa.gov/map/). If you managed a ski resort and knew a big winter storm was coming through, how would you use that in your marketing? If the forecast showed a period of no snowfall for many days, how would you alter your marketing?

Science: Whale-watching is a popular tourist activity along the Pacific coast and in Alaska. Get students to learn about gray whales and their migration while thinking about how to market a


http://www.wrh.noaa.gov/map/

http://scied.ucar.edu/webweather/thunderstorms/make-weather-forecast


whale-watching trip. Tell students to imagine they own an Alaskan tour company and want to partner with Baja Ecotours, a Mexican tour company, to create a summer-winter whale watching package. Baja Ecotours currently operates this whale-watching tour: http://www.bajaecotours.com/6-day-bus-trip.php. Print out this map: https://www.learner.org/jnorth/tm/gwhale/annual/map.html and give one to each student or group. If your students have access to a computer, they can also use this website: https://www.learner.org/jnorth/search/GWhale.html. Instruct students to write marketing materials for this tour package, describing what’s interesting about gray whales and their migration, and why an avid whale-watcher would want to see these massive migrators in both Mexico and Alaska.

Technology: Help the students publish a tourism directory, compiling research they did in this lesson into a guide to the local community, complete with pictures and a nice cover. If students have Internet access, consider instructing them to create their directories using an online tool like Simplebooklet (www.simplebooklet.com) or with an app like Book Creator. They can design a layout for the pages and work together to design the book. If their product turns out well, consider offering it to parents, school board members, or even local hospitality businesses.

Additional Cross-Curricular Ideas English Language Arts: Have students design a brochure, print ad, or commercial for a hospitality

product bundle based on a book they are reading (for example, a stay at the farm in Animal Farm or a nice trip to get the boys in Lord of the Flies off the island). Make sure that the ad or commercial specifies what the product offers; it should include travel, accommodations, food, and at least two activities. The ad copy should reflect a clear sense of who the target market is (for example, you wouldn’t invite humans to stay on Animal Farm, as they hate humans there), and the product should reflect their knowledge of the book (it might not be very nice to send the Lord of the Flies boys home by plane, since they arrived on the island by surviving a plane crash).


http://www.simplebooklet.com/

https://www.learner.org/jnorth/search/GWhale.html

https://www.learner.org/jnorth/tm/gwhale/annual/map.html

http://www.bajaecotours.com/6-day-bus-trip.php

http://www.bajaecotours.com/6-day-bus-trip.php

Documents

curriculum.naf.orgcurriculum.naf.org/packaged/assets/downloads/hospitali… · Web viewIn Class Periods 3, 7, and 8, students will need computers with word processing software and