Lessons Integrating Information and Communication Technology within a Curriculum Area


Andrew Francis (CCRSB)


Tourism: Introduction and Awareness

Grade Level


Subject Area


Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

This unit plan can serve as an introduction to both the tourism industry, as well as the study of tourism. The unit will utilize both online applications that all students will be able to access at any time and localized software found on student computers in the classroom and in computer labs. The unit will focus on the idea of collaboration and shared experiences as way of communicating an awareness of the tourism industry. The following unit assumes that the teacher has articulated the course syllabus to the students and has provided a working definition of "tourism."

Many students walk into a Tourism 11 class having little to no idea of what will be involved in the course. Some may not even know what the word "Tourism" means. Therefore, in order to effectively teach the subsequent modules outlined in the curriculum document, we must make sure that students have a grasp of the importance of tourism (particularly to Nova Scotia) and a strong foundation of how the topic can be studied/approached.

Students will use a variety of online collaboration tools to facilitate the "awareness" element of the outcomes. Students will also demonstrate their learning through online research, digital presentation and class discussion.

Correlations to ICT and curriculum outcomes

Tourism 11 Outcomes:

A1 demonstrate an understanding and appreciation of ideas and beliefs about the tourism industry
A2 demonstrate a knowledge of the growth and development of tourism in global, national, and provincial contexts
A3 describe the cultural, social, economic and political forces underlying the growth and development of various periods in the history of travel and tourism
A4 identify the impact of some trends upon the tourism industry
A5 analyze and reflect critically on images and beliefs of tourists
A6 identify how economic and non-economic factors have influenced leisure and business travel over time
A7 analyze the Nova Scotia tourism industry to identify major tourist markets
A8 analyze and assess factors that have an impact on the tourism industry

ICT Outcomes:

BOC 12.1 (relates to 9.1 – 9.4) use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems

SEHI 12.1 (relates to 9.1 – 9.4) behave ethically and with accuracy as they generate and distribute information about themselves, others, and curriculum topics under study

PTS 12.4 (relates to 9.4, 9.5) evaluate, select and use a range of media, and information and communication technology, to create, edit, and publish their work independently

CT 12.2 (relates to 9.1, 9.2) critically apply technological skills in a range of electronic, visual, and print media for formal and informal communication

RPSD 12.1 (relates to 9.1) select appropriate devices and software to collect data, solve problems and note patterns; to make logical decisions and draw conclusions; and to present results, with general supervision

Projected timeline for preparation and for carrying out activities

Each lesson listed below should require approximately 1 hour of instructional time.

Equipment Requirements: (computers, software, etc)

  1. Computers with Internet Access
  2. Microsoft Office Suite – PowerPoint, Word, Publisher (or Apple Pages)
  3. LCD Projector
  4. Course Website (optional, but encouraged)
  5. Audacity (sound recording/editing software)
  6. Film editing – Pinnacle Studio, Microsoft Movie Maker, Apple iMovie (as available)

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

  1. Appendix A – Tourism Bias/Awareness PowerPoint

  2. Appendix B – Tourism Bias/Awareness Answer Form

  3. Appendix C – History of Tourism PowerPoint Lecture

  4. Appendix E – Organizer for "Impacting Factors" research

  5. Appendix G – Organizer for NS Tourism Web-Video Analysis

Resources available for teacher/student use (websites, references, etc)

Canada.Travel (information and stats) - http://www.corporate.canada.travel/en/ca/research_statistics/index.html

Nova Scotia Tourism Web Videos - http://novascotia.com/en/home/funstuff/VideoGallery/default.aspx

World Travel & Tourism Council – http://www.wttc.org

Wikis: Teachers and students may use a Moodle environment to build information through a discussion forum. Go to http://nsvs.ednet.ns.ca/moodle in order to request a site for your class.

Wiki sites are an alternate possibility. See the document wikis.rtf for more information.

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

All lessons are hyperlinked to word documents with appropriate appendices listed within

Lesson 1 – Tourism Awareness Carousel

Lesson 2 – Tourism Awareness/Bias Activity

Lesson 3, 4 & 5 – History of Tourism Lecture/ Classical History

Lesson 6, 7 & 8 – Factors Influencing Tourism Podcast

Lesson 9 & 10 – Nova Scotia Tourism Analysis

Summary Assessment Activity (Can be completed in class)

On-going Tourism Awareness Activity (Completed outside of class)

Student products expected

Historical Brochure (Lessons 3, 4, & 5)

Podcast (Lessons 6, 7, & 8)

Self-directed Objective Quizzes (Lessons 6, 7, & 8)

NS Tourism Wiki contributions (Lessons 9 & 10)

NS Tourism Artwork (Lessons 9 & 10)

Summary Assessment

Samples (include teacher notes, assessment information, student work if available)

Logistics (organization, grouping, management issues, access to technology)

Course website:

  1. Course websites are available at through Moodle. Visit http://nsvs.ednet.ns.ca/moodle for information on setting up a course website for your students.


  1. Wikis can provide students with a forum to share information and discuss their ideas. See the document wikis.rtf for more details.

Assessment information (e.g., rubrics for products and/or process)

  1. Appendix D – Historical Tourism Brochure Rubric

  2. Appendix F – "Impacting Factors" Podcast Rubric

  3. Appendix H – Summary Assessment Rubric

  4. Appendix I – Nova Scotia Tourism Postcard Rubric

Possible extensions

For those students that finish the projects quickly or those looking for extra credit, they could complete a World Travel and Tourism Council-style report for their local area.

Adaptations for students requiring additional support

Some of the assignments require a fair bit of time and therefore students who work at a slower pace should be allowed the time they need to properly complete the assignment.

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