General Research - Webquest Activity: Minnesota Travel Itinerary
Webquest
Summary: Students will conduct research on places
of interest and importance in Minnesota and create a travel itinerary
for potential Chinese student visitors. This activity is designed
to engage students in information literacy and research skills. It
does not necessarily support work towards a specific Minnesota Academic
Standard; however, it can help develop a classroom culture of engagement
with the Trade Mission to China.
Subject Area Focus: General Research
Educational Level: Teachers may adapt the activity for the
various grade levels. Intermediate, Middle
LEARNING ACTIVITY FOR STUDENTS
Introduction
Scenario: In two months, a group of Chinese students will be visiting
Minnesota for three weeks. These students are the same age
as you are and are very interested in American culture and language.
Traveling with them will be some adult chaperones as well, parents
and teachers from the students' school.
The coordinator of the trip has called you for your help. She is
having problems deciding where she should take the students in Minnesota.
What places and events should the students see to get a full picture
of Minnesota -- its history and geography, its people and resources?
Task for Students
Your task is to develop a complete itinerary (a travel plan)
for the visit by the Chinese students and chaperones to Minnesota.
Where will they go? What will they see? What background information
will you provide so that they can get the most from their trip?
Your itinerary will include a complete schedule for the three weeks
of the visit. Also included will be introductory information about
key places they will visit, people they will meet, and events they
will attend. You will also create a map and a budget for the trip.
The final product could include use of a multimedia, video or Web
presentation.
Directions
Itineraries Analysis
Preview other itineraries. What is an itinerary? What
elements do they include? How are they presented? To find out,
call a local travel agent to get samples or visit St. Olaf
College Lifelong Learning. See any
of the current programs listed for sample itineraries: http://www.stolaf.edu/depts/cll/travel/.
Cruise Itinerary from Expedia.Com. Select
one of the featured cruises at the bottom of the page. Then
see the itinerary map and itinerary. Click on the various "ports
of call" to
get information about the cities to be visited. (Note: Yours
will be more informative!): http://cruises.expedia.com/.
Audience Analysis
Learn about your audience. Where do the Chinese
students live? (Pick a city or province for the visiting students.) What
is their daily life like? Learn about China so that you can select
items for the itinerary to meet the students interests and needs.
Microsoft Encarta Online Encyclopedia: http://www.encarta.com.
http://encarta.msn.com/encnet/refpages/search.aspx?q=China&Submit2=Go.
CIA World Factbook: http://www.cia.gov/cia/publications/factbook/geos/ch.html.
Minnesota Research
Identify potential places to visit, people to meet, and events to
attend in Minnesota. Initially spend some time exploring the many
options available throughout the state. Then, work with your group
to identify a tour itinerary that will give the visitors a good and
balanced overview of the history, geography, communities and individuals
of Minnesota.
Your budget is $50 per day per person. This is to cover all meals
and entrance fees for places and events. (Example: breakfast = $7,
lunch = $10, and dinner = $18, admission to places and events = $15).
You will need to make choices about how to spend this money. For
example, if one event is a $30 concert, then you will have to select
meal sites that are below budget for the day or balance it with a
day with no event admission costs.
Note that the coordinator of the trip is going to be responsible
for finding lodging and making specific travel arrangements. Your
responsibility is to plan the meals, places, people, and events.
Resources
Explore Minnesota, the state tourism site. This is the best place
to start your research. http://www.exploreminnesota.com/
Minnesota Historical Society. See the Museums
and Historical Sites section for interesting places to visit: http://www.mnhs.org/index.htm.
Minnesota State Government: http://northstar.state.mn.us/.
Department of Employment and Economic Development: http://www.deed.state.mn.us/.
Links to city sites: http://www.state.mn.us/portal/mn/jsp/content.do?subchannel=-536879913&id=-8494&agency=NorthStar.
Reality Check
Do a reality check. Does your plan make sense?
Map it Out: Is it possible for the students and their chaperones
to travel across Minnesota to the various places you have selected
in three weeks? While the trip coordinator will make the reservations
for the accommodations and the specific travel plans, you need to
make sure that your itinerary is feasible for three weeks.
Create a map that shows the travel route, noting each of places
where the students will stop. Then have another group check your
schedule to give you feedback on whether or not it seems feasible.
Resources
Download and print a Minnesota
map from National Geographic: http://www.nationalgeographic.com/xpeditions/atlas/index.html?Parent=usofam&Rootmap=usmn&Mode=d&SubMode=w.
Yahoo Maps: http://maps.yahoo.com/.
Cost It Out
Does your itinerary fit within the budget
for meals and for event/place admission costs? Create
a budget that shows how you will stay within the $50
per person per day limit.
Pull It All Together
Pull it all together. Present a finished itinerary
that includes a complete schedule for the three weeks
and short descriptions about the places, events, and
people listed in the itinerary. Within the short
descriptions, explain WHY you selected each item for
the itinerary. Make sure that the descriptions are
written in your own words or are properly credited. Also,
remember to give credit for sources, direct quotes
and images that you use.
Sample Outline
Day 1
First place
Description
Why selected
Source
Second place
Description
Why selected
Source
Day 2
First place
Description
Why selected
Source
Pull together all the pieces--the itinerary, map,
and budget--to present to the coordinator of the trip
and to the Chinese students who will be traveling.
Evaluation
Here is a rubric that students may use to ensure they
are meeting expectations for the work. Teachers may
have additional expectations to add.
Objectives |
Beginning
1 |
Developing
2 |
Accomplished
3 |
Exemplary
4 |
Inquiry Process |
Collects data and records
minimal information from limited sources. |
Collects data and records
limited relevant information from multiple sources. |
Collects data and records
sufficient relevant information from a variety of sources. |
Collects data and records
comprehensive relevant information from a variety of
sources. |
Content |
Demonstrates some understanding
of the history, geography, and resources of the state.
Selects some Minnesota places, people, and events. |
Demonstrates a basic understanding
of the history, geography, and resources of the state.
Selects some people, places, and events that are representative
of the state. |
Demonstrates a strong understanding
of the history, geography, and resources of the state.
Selects a variety of people, places, and events that
are representative of the state. |
Demonstrates advanced understanding
of history, geography, and resources of the state.
Selects people, places, and events that provide a
variety of balanced and integrated representation of
the state. |
Product |
Poorly communicates findings/displays
information and has many errors. |
Adequately communicates findings/displays
information in a simple format. |
Clearly and accurately communicates
findings/displays information in an appropriate format. |
Clearly and creatively communicates
findings/displays information in a well-planned, original
format. |
Conclusion
Congratulations. By completing this webquest exercise,
you have learned more about Minnesota and China. You have created
an interesting itinerary for travel in our state. Making decisions
about where to visit and explaining why these places are worth
visiting have helped you develop important skills in a variety of
areas.
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