This lesson is one component of a larger reading unit about journeys. It is designed to generate interest in research, while reviewing various information literacy skills through a collaborative project led by the LMS and 5th grade teacher. Students will explore the geography, culture, and attractions of a place that interests them. Notes will be taken on a template that mirrors the final product students will create later in the unit. For this product, they will be taught to use a software program to produce travel brochures about their chosen destinations. Each brochure will include information about the food, customs, sites, accommodations, climate and more about the location. Students will be allowed to choose to work alone or with one partner. The final activity will include "travel agent" sessions in which students pair up to learn about a travel destination that interests them (other than their own). After these sessions, students will peer evaluate the brochures.

Instructional Goals: LW:
• gain practical experience in using print and digital resources to find information
• use technology to create a product demonstrating what was learned
• learn about the geography, customs, and attractions of a new place

Learning Objectives: LWDAT:
• use at least 3 resources (print & digital) to accurately complete a notes template about a travel destination of their choice
• keep track of the names of all the resources used for information (at least 3 different titles)
• evaluate the information gathered in order to select the 5 most interesting destination features
• follow directions to create a travel brochure communicating the required information (food, customs, accommodations, weather, attractions, etc.) about a travel destination

Motivational Goals: This lesson will:
• generate interest in the research process (this is the primary motivational goal of the lesson)
• build students' confidence in their abilities to research effectively
• promote satisfaction in research accomplishments
• promote the value of research in meeting not only academic, but also personal info. needs

Distance learning cart with ELMO (to project research modeling and brochure making)
Note taking template (see attachment #2)
2-G4 laptop pods (for student use in research and product creation)
Microsoft Word Business Forms Brochure Templates
Encyclopedias
Non-fiction books
SCSD Selected SCSD Library Links (Database Subscriptions) http://welink.scsd.us/~liblinks/home.html:
-Infotrac Jr. Edition
-Searchasaurus - Primary Search
-Kids Infobits
-Lands and People
-World Book Encyclopedia

Internet Sites:
-www.enchantedlearning.com
-www.aaa.com

(Session 1)
Introduction:
1. Prior to class in LMC's journal entry in class ask, "If you could go anywhere in the whole world for a vacation, where would you go?" Students respond in their literature logs, discuss in class, and generate a list of destinations (send list to LMS).
2. When students come to library, role play travel agent meeting (Teacher dressed as agent, LMS dressed as traveler) using a sample brochure.
3. Share multiple real travel brochures (get from AAA) at tables.
4. Debrief: What are the components common to most travel brochures?
5. Introduce project. Have ticket folder (see if can get from an airline, bus or train company) for each destination with itinerary (project intro. and notes sheet) included. Review together.

Body:
6. Brainstorm and Question: Based on your past research experiences, what sources could we use to find the information we need for our brochures? List answers on board.
7. Review search strategies and note taking skills using distance learning cart and ELMO. (When possible, have student volunteers model searching encyclopedia, databases, maps, atlases, non-fiction books, etc.) Include source listing in demonstration.
8. Split into two groups (digital & print). Allow independent time for research. At half-way mark, switch groups. (Allow for flexibility as necessary.) Teacher/LMS monitor and assist students.
9. Students who complete research prior to the end of the class period will begin reading assignment:
Easy: How I Settled the West by Sharon Fear, Illustrated by Doron Putka
On Level: Molly McGill's Great Ride by Dan Elish, Illustrated by Pricilla Burris
Challenge: Traveling On (a collection of readings)

(Session 2)
10. Share with students high and low quality examples of finished products. Discuss the determining features of both.
11. Use G4 laptops, and media projector to walk students through creation of brochure using Microsoft Business Forms Brochure Templates. Model brochure creation completing one with them and projecting it to large screen:
-Overwrite text
-Font size/style
-Clip art/picture insertion
-Placement & sizing
-Saving
-2 sided printing
-Editing

Conclusion:
12. Research may take 1-2 one hour class periods. Brochure creation may take 1-2 one hour class periods. Students who finish ahead of others will act as peer assistants and/or complete their required reading assignment for this unit from the Scott Foresman series books.

(Session 3)
13. The final step will be to schedule our travel agent appointments. Students will act as travel agents for 1-2 other student groups, attempting to sell their location to their traveler.

Learning Assessment Method(s):
1. Research survey & discussion: students will complete a survey sharing their thoughts regarding the research process (what they liked, didn't like, felt successful in doing, felt was difficult, etc.) This survey will lead into a discussion/debriefing of the process, serving as a reflection piece for students & teachers (focusing mostly on instructional and motivational goals).

2. Assessing mastery of learning objectives: rubric (students may earn 0-25 points per category):
• ____ 25 points ¡V use at least 3 resources (print & digital) to accurately complete notes template about a travel destination of their choice

• ____ 25 points - keep track of the names of the resources used (at least 3 diff. titles)

• ____ 25 points - evaluate the information gathered in order to select the 5 most interesting features of the destination

• ____ 25 points - follow directions to create a travel brochure communicating the required information (food, customs, accommodations, weather, attractions, etc.) about a travel destination

3. Peer Assessment: Prior to brochure creation lesson, we (LMS/teacher/students) will brainstorm a list of elements we find essential to a quality travel brochure. The LMS/teacher team will type these up. After sitting in a travel agent meeting, students will rate their agent(s) on a scale of 1-4 (1 being the best) in regards to the quality of their brochure as it relates to the list generated at the beginning of the brochure creation lesson.

Adapted from: Scott Foresman Reading – Grade 5 – Unit 5 – “Traveling On” by L. LeFever