YOUR TRIP TO PERU

This is a WebQuest for grade 6 students studying Peru.

Designed by Lynn Swift and Kara Turner.

Introduction | Task | Process | Resources | Evaluation | Conclusion | Teachers | Home

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INTRODUCTION:

Congratulations! You have just been hired by a very successfull travel agency. You must be extremely good at your job. As your first assignment you have been asked to create a brochure for the company to use to advertise their latest vacation package to Peru. As you have never been to Peru before and know very little about it, you will need to learn a lot about the country and the things that you can do there before you will be able to complete the brochure.

Remember, this is your chance to show the company that they made the right decision in hiring you. Good luck!

Introduction | Task | Process | Resources | Evaluation | Conclusion | Teachers | Home

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE TASK:

Your first job is to complete the introductory sheet about Peru using the Internet (see Process for more information). After that you will use the Internet, your social studies textbook and library books to find information about Peru. You will then use this information to create a travel brochure using Microsoft Works that will advertise your proposed trip, with a 10-14 day itinerary for the trip, pictures, a map and an ad for the travel company that you are working for.

Introduction | Task | Process | Resources | Evaluation | Conclusion | Teachers | Home

 

 

 

 

 

 

 

 

 

 

 

THE PROCESS:

1. The first thing that you must do is familiarize yourself with Peru. In order to do this you will print out a copy of this worksheet (or your teacher will hand it out to you).

To view the worksheet in Adobe Acrobat click here. To view the worksheet in Microsoft Word, click here. Click here to get the base map to go with the worksheet (Adobe Acrobat).

Visit the computer lab to answer the questions on the sheet using the following web site:

www.virtualperu.net

2. Now you can use the books and web sites provided in the Resource section to gather information to use in your brochure. Your brochure will need to include the following:

• An itinerary for a 10-14 day trip to Peru (click here for more information about this).

• A hand drawn map of Peru with:

• the route of travel drawn on it
• cities that travellers will visit labelled
• main geographical features labelled (ex. mountains, ocean, large lakes)
• a Legend showing what symbols you have used on you map and what they mean

• A title created using Word Art.

• A catchy phrase on the first page that will attract viewers.

• At least 4 pictures (2 hand drawn pictures and 2pictures copied from Encarta)

• A fact box that contains the following information:

• Capital city of Peru
• The population
• Language spoken
• The weather
• Best time of the year to visit Peru
• What type of money is used there and how much it is worth
• Any symbols of Peru

• An advertisement for your travel agency that you create.

• Correct spelling, punctuation, capitals, sentences and correct use of margins and columns in Microsoft Works.

Click here to view the layout for your brochure.

Click for instuctions on how to create a brochure in Microsoft Works done in Adobe Acrobat or Microsoft Word. (As we would like a larger brochure then is described in these, you will need to change the paper size to legal and make 4 columns instead of 3.)

For a printable copy of the assignment requirements:

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RESOURCES:

Click here for Web Sites. Click here for Library Books

 

 

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EVALUATION:

Click to open up the marking criteria in Adobe Acrobat or Microsoft Word.

 

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CONCLUSION:

Congratulations! At this point you should have successfully finished creating a brochure to advertise a trip to Peru. Make sure you check the marking criteria before you hand it in.

Save your brochure when you get it back, maybe you can use your itinerary for a trip of your own one day. You may wish to write to students in Peru to learn more about them. Your teacher visit epals to find out more about finding epals in Peru.

 

Introduction | Task | Process | Resources | Evaluation | Conclusion | Teachers | Home

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TEACHERS:

This lesson is designed so that students can do the lesson independently if you wish but we recommend that you add lessons of your own using the textbook (Exploring Our World: Other People, Other Lands) or other ideas.

The website, Virtual Peru, which accompanies the worksheet has been saved on our server so you can avoid Internet mess ups by having students use the link within this lesson plan to get to it.

PROVINCIAL LEARNING OUTCOMES COVERED USING THESE LESSONS (grade 6):

SOCIAL STUDIES:

It is expected that students will:

• research information using print, non-print, and electronic sources
• organize information from a variety of sources into a structured presentation using more than one form of representation
• assess the relationship between cultures and their environments
• describe daily life, work, family structures, and gender roles in Canada and the world
• demonstrate appreciation of contributions of a variety of cultures to Canada and the world
• compare individual rights and social responsibilities in various cultures
• describe and compare different economic systems
• interpret and use graphs, tables, aerial photos, scales, legends, and various types of maps
• locate and describe major geographic features and selected nation states of the world

ENGLISH:

It is expected that students will:

• use questioning, predicting, summarizing, inferring, skimming or scanning, and graphic organizers to accomplish specific purposes for reading, viewing, and listening
• use text and electronic media features, including indices, tables of contents, and keyword searches, to locate specific information or material
• organize details and information they have read, heard, or viewed using a variety of written and graphic forms, including charts, webs, and maps
• locate and interpret details to answer specific questions or complete tasks
• describe information provided in simple and direct illustrations, maps, charts, or other graphic representations
• use grammatically correct language when writing and speaking
• adjust their degree of language formality as required by the form and purpose of their presentations
• spell most words correctly
• describe what is known about topics or issues and check for gaps in the information available
• locate, gather, select, and record information for specific purposes from various human, print, and electronic sources
• use a given list of criteria to revise their drafts
• demonstrate pride and satisfaction in using language to express their thoughts, ideas, and feelings in various written, oral, visual, and electronic forms

· Demonstrate competence in using basic information technology tools.
· Perform file management tasks (quit, save, print, close).
· Perform mouse operations (point, click, drag, double click).
· Write a simple caption or story to accompany a picture.
· Transcribe text from a prewritten document.
· Change font, size, style and colour of text appropriate to presentation.
· Copy and paste images into document (clip art, scanned images, digital camera images, original images).
· Save, name and retrieve files.
· Insert the cursor to add or delete text.
· Use spell checker and understand its limitations.
· Change the margin settings.
· Create a document using columns (brochure, newspaper).
· Use tabs.
· Create a document integrating text, charts and images (clip art, scanned images, digital camera images, original images).
· Position and resize (text and images) to achieve an affective presentation