Travel Adventures

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  • Lesson Identification and TEKS Addressed

    Cluster : Hospitality and Tourism

    Course : Travel and Tourism Management

  • TEKS Student Expectations

    • (1) The student gains academic knowledge and skills required to pursue the full range of career and post-secondary education opportunities within the travel and tourism industry. The student is expected to:
      • (A) organize oral and written information
      • (B) compose a variety of written documents such as itineraries, thank you letters, presentations, and advertisements
    • (2) The student uses oral and written communication skills in creating, expressing, and interpreting information and ideas, including technical terminology and information. The student is expected to:
      • (A) employ verbal skills when obtaining and conveying information
      • (C) develop and deliver presentations using appropriate technology to engage and inform audiences
    • (3) The student solves problems using critical-thinking skills independently and in teams. The student is expected to:
      • (A) generate creative ideas by brainstorming possible solutions
      • (B) guide individuals through the process of making informed travel decisions
      • (D) analyze customer comments to formulate improvements in services and products and training of staff
    • (4) The student understands roles within teams, work units, departments, organizations, inter-organization systems, and the large environment of the travel and tourism industry. The student is expected to:
      • (G) create complex multimedia publications
    • (7) The student uses leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. The student is expected to:
      • (A) apply team-building skills
      • (B) apply decision-making and problem-solving skills
    • (11) The student uses technical knowledge and skills required to pursue careers in the travel and tourism industry. The student is expected to:
      • (A) develop job-specific technical vocabulary
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • plan the details for various travel scenarios
    • learn the process of decision-making and apply to travel decisions
    • learn how to budget for various travel vacations
    • develop solutions for customer concerns and formulate improvements for services, products and training of staff
  • Rationale


    There are many decisions to make when you travel on vacation from where to go, what kind of transportation you will use, how much money you will spend, and more. This lesson will help you make some informed decisions as you plan a travel adventure.

  • Duration of Lesson

    Five 45 minute class periods

  • Word Wall

    Booking a reservation: The process of making/taking arrangements for accommodations which are secured in advance, as in a hotel or on an airplane

    Budget: A guideline for spending money

    Evaluate: To judge or determine the significance, worth, or quality of; assess

    Expenses: Cost or charge

    Experience: The process or fact of personally observing, encountering, or undergoing something

    Identify: To recognize or establish as being a particular person or thing; verify

    Implement: To fulfill, perform; carry out

    Planning: Setting goals and developing methods to meet those goals

    Process: A continuous action, operation, or series of changes taking place in a definite manner

    Products: The totality of goods or services that a company makes available, output

    Profit: The money that a business has left after all the costs of running the business are paid

    Services: An activity that is done for another person

    Training: The education, instruction, or discipline of a person or thing that is being trained

    Transportation: Price of travel or transport by public conveyance; fare

  • Materials/Specialized Equipment Needed


    • computer with projector for multimedia presentation
    • computers with Internet access (be sure to follow district guidelines for internet access)
    • light projector (Elmo)
    • presenter/remote


    • maps of:
      • Texas
      • Europe
      • United States
    • Travel brochures
    • Travel books
    • Travel photos


    • basket
    • card stock paper
    • scissors
    • stickers, stars in various colors

    • copies of handouts (see All Lesson Attachments tab)

  • Anticipatory Set

    Before class begins:

    Note to Teacher:
    Acquire various vacation brochures, travel books, and photos from hotels, travel agencies, and chambers of commerce.

    Print the Customer Comments (see All Lesson Attachments tab) on card stock, cut out the comments and place in a basket. These will be used in the Guided Practice section.


    Display the travel brochures, books, and photos around the room so that students may view as they enter.

    Ask the students the following questions:

    • Have you been on a family vacation?
    • Where have you been?
    • What details do you remember about the vacation?
    • Where would you like to visit for vacation?

    Discuss all the various answers with your students.

  • Direct Instruction with Special Education Modifications/Accommodations

    Review lesson objectives, terms and definitions.

    Distribute handout FCCLA Planning Process and graphic organizer Travel Decisions (see All Lesson Attachments tab) so students may take notes while viewing the slide presentation.

    Introduce PowerPoint™ Travel Adventures: Making Informed Decisions (see All Lesson Attachments tab). Follow slide presentation script and discuss details with your students. Allow time for them to take notes.

    View YouTube™ video from Discover America (slide 5):

    This presentation includes seven short videos that can be viewed.They include the making of the commercial Land of dreams as well as the marketing ads “See It,”, “Hear It,” “Feel It,” and “Taste It.”.

    Continue viewing and discussing PPT content.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing assistance with note-taking
    • extra time to complete assignments
    • preferred seating

  • Guided Practice with Special Education Modifications/Accommodations

    Divide class into subgroups of four or five. Each groups will select a spokesperson.

    Place Customer Comments (see All Lesson Attachments tab) cards in a basket and allow each group to select one or two comments (depending on the size of your class). Instruct the groups to read and brainstorm solutions to the problems or situations on their cards. Other comments may be added. Remind students that staff may also need to be re-trained for better service.

    Allow time for sharing responses.

    Each spokesperson will take turns reading the comment cards and present the group’s solution.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • provide peer tutoring
    • reducing the length of the assignment

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Divide the class into subgroups of three or four students.

    Distribute the Travel Adventures Project (see All Lesson Attachments tab) and assign or allow students to select or create a travel scenario. Inform students that they will be creating a multimedia presentation for this travel adventure.

    Students should utilize the FCCLA Planning Process (see All Lesson Attachments tab) to assist them in making informed travel decisions for their scenarios.

    Distribute Rubric for PowerPoint™ or Prezi™ Presentation (see All Lesson Attachments tab) so that students are aware of assessment procedures.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • assisting student in gathering information
    • providing praise and encouragement

  • Lesson Closure

    Review lesson objectives, terms and definitions.

    Place one of the maps you have available from the Materials or Specialized Equipment section on a wall in your classroom.
    Begin by placing a star where you have had an opportunity to venture and share decisions you made such as:

    • Destination
    • Time
    • Budget
    • Transportation
    • Lodging
    • Recreation
    • Meals

    Ask your students to do the same and tell the class about their travel adventures.

    This map can then be placed on a bulletin board for everyone to see.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Students will present Travel Adventures Presentations to the class.

    Students will be assessed with appropriate rubric.

    Individualized Education Plan (IEP) for all special eduation students must be followed. Examples of accommodations may include, but are not limited to:

    • grading according to work done
    • providing praise and encouragement

  • References/Resources


    • Microsoft Office Clip Art: Used with permission from Microsoft


    • Reynolds, Johnny Sue. (2010) Hospitality Services. Tinley-Park, Illinois: The Goodheart-Wilcox Company, Inc;


  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism and Human Services Career Clusters can be found at:

  • Recommended Strategies

    Reading Strategies

    Allow students to read travel magazine blogs to find out more about traveling adventures.

    From the National Geographic Magazine:

    Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams on scratch paper as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful.

  • Quotes

    The world is a book and those who do not travel read only a page.
    -Saint Augustine

    One’s destination is never a place, but a new way of seeing things.
    -Henry Miller

    A vacation is having nothing to do and all day to do it in.
    -Robert Orben

    The thing I love most about going on vacation is that I get to leave behind any kind of schedule. My entire life is scheduled from morning to night, and when I’m on vacation, there is no schedule.
    -Kelly Clarkson

    It is better to travel well than to arrive.

  • Multimedia/Visual Strategies


    • Travel Adventures: Making Informed Decisions
    • Presentation Notes – Travel Adventures: Making Informed Decisions

    Free iPad Apps:

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • Travel Decisions
    • Travel Decisions (Key)


    • Customer Comments
    • FCCLA Planning Process
    • Rubric for PowerPoint™ or Prezi™ Travel Adventures Presentation
    • Travel Adventures Project

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • What is Your Dream Vacation? (be sure to give details)
    • What is Your Favorite Theme Park? Why?
    • If you could go to Washington D.C., which monument would you want to see? Why?
    • Which would you choose: white-water rafting or horseback riding in the mountains? Why?
    • Describe in detail, a hotel you have stayed at or would like to stay at.

    Writing Strategy:

    • RAFT Writing Strategy
      • Role – Customer
      • Audience – Travel Website
      • Format – Review of hotel
      • Topic – Stay at hotel
  • Communication 90 Second Speech Topics

    • What three things make a vacation memorable?
    • The best vacation for a family with small children is….
    • The best vacation for a family with teenagers is …..
  • Other Essential Lesson Components

    Enrichment activity

    Allow students to log onto the Travel Texas website and create a “Texas Passport” of vacations and activities they would like to do.
    Allow them to also sign up to receive a free Texas Travel Guide – the printed authority on Texas travel.

    • Texas: It’s Like a Whole Other Country
      The Office of the Governor, Economic Development and Tourism (Texas Tourism) is responsible for promoting Texas as a premier travel destination.
  • Family/Community Connection

    Ask a local travel agent to come and speak to your class about their job responsibilities and duties or visit a local travel agency (there are over 6,000 in the state of Texas).

  • CTSO connection

    Family Career and Community Leaders of America (FCCLA)

    • Hospitality, Tourism and Recreation: An individual event that recognizes participants who demonstrate their knowledge of the hospitality, tourism, and recreation industries and ability to translate their knowledge into a hypothetical or real business.

    Lesson is preparation for Hospitality LEO test.

  • Service Learning Projects

    True service learning is developed with student voice about concerns and needs. As the students are learning and researching this topic, ask them to think about ways they can maximize their learning to benefit others.

    Use the LEADERS Model from Brainstorm with your students for a service project pertaining to this lesson.


    Assist in fundraising for the Make a Wish Foundation to send a child on a vacation of their dreams.

  • All Attachments