# CTE Resource Center - Verso - Introduction to Hospitality, Tourism, and Recreation Task 52689121

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Plan a trip from the planner's side and from the provider's side.

Definition

Plan should include
  • the booking/reservation process
  • transportation needs
  • entertainment preferences
  • lodging preferences
  • dining preferences
  • budgeting for all the above, including gratuities, fees, and tolls
  • insurance purchase.

Process/Skill Questions

Thinking
  • What resources are available to assist in planning?
  • What technology can be used in planning a trip?
  • What factors should be considered when planning a trip?
Communication
  • What questions should a traveler ask in the planning stages?
  • What forms might be used or required when planning a trip?
Leadership
  • How should a leader include opinions of others when planning a group trip?
  • How do leaders work with others to set goals regarding procedures applied to safety, security, and environmental issues?
Management
  • How might one gather and organize information for a trip?
  • When planning a trip, how are resources allocated and why?

Related Standards of Learning

English

9.1

The student will participate in, collaborate in, and make multimodal presentations both independently and in small groups.
  1. Make strategic use of multimodal tools.
  2. Credit information sources.
  3. Use vocabulary appropriate to the topic, audience, and purpose.
  4. Assist with setting rules for group work including informal consensus, taking votes on key issues, presentation of alternate views and goal setting.
  5. Assume responsibility for specific group tasks.
  6. Share responsibility for collaborative work.
  7. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  8. Include all group members, acknowledge new information expressed by others, and value individual contributions made by each group member.
  9. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  10. Evaluate impact, purpose, point of view, reasoning, and use of evidence and rhetoric of presentation(s).
  11. Use self-reflection to evaluate one’s own role in preparation and participation in small-group activities.

10.1

The student will make planned multimodal, interactive presentations collaboratively and individually.
  1. Make strategic use of multimodal tools.
  2. Credit information sources.
  3. Demonstrate the ability to work effectively with diverse teams including setting rules and goals for group work such as coming to informal consensus, taking votes on key issues, and presenting alternate views.
  4. Assume responsibility for specific group tasks.
  5. Include all group members and value individual contributions made by each group member.
  6. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  7. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  8. Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose.
  9. Access, critically evaluate, and use information accurately to solve problems.
  10. Use reflection to evaluate one’s own role and the group process in small-group activities.
  11. Evaluate a speaker’s point of view, reasoning, use of evidence, rhetoric, and identify any faulty reasoning.

11.1

The student will make planned informative and persuasive multimodal, interactive presentations collaboratively and individually.
  1. Select and effectively use multimodal tools to design and develop presentation content.
  2. Credit information sources.
  3. Demonstrate the ability to work collaboratively with diverse teams.
  4. Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.
  5. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  6. Anticipate and address alternative or opposing perspectives and counterclaims.
  7. Evaluate the various techniques used to construct arguments in multimodal presentations.
  8. Use vocabulary appropriate to the topic, audience, and purpose.
  9. Evaluate effectiveness of multimodal presentations.

History and Social Science

GOVT.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. planning inquiries by synthesizing information from diverse primary and secondary sources;
  2. analyzing how political and economic trends influence public policy, using demographic information and other data sources;
  3. comparing and contrasting historical, cultural, economic, and political perspectives;
  4. evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias;
  5. constructing informed, analytic arguments using evidence from multiple sources to introduce and support substantive and significant claims;
  6. explaining how cause-and-effect relationships impact political and economic events;
  7. taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues;
  8. using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences;
  9. applying civic virtues and democratic principles to make collaborative decisions; and
  10. communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources.

WG.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about the world’s countries, cities, and environments;
  2. using geographic information to determine patterns and trends to understand world regions;
  3. creating, comparing, and interpreting maps, charts, graphs, and pictures to determine characteristics of world regions;
  4. evaluating sources for accuracy, credibility, bias, and propaganda;
  5. using maps and other visual images to compare and contrast historical, cultural, economic, and political perspectives;
  6. explaining indirect cause-and-effect relationships to understand geospatial connections;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and
  10. investigating and researching to develop products orally and in writing.

Other Related Standards

Common Career Technical Core

HT-TT1

Apply information about time zones, seasons and domestic and international maps to create or enhance travel.

FCCLA Competitive Events

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Entrepreneurship

 

Environmental Ambassador

 

Hospitality, Tourism, and Recreation

 

Illustrated Talk

 

Interpersonal Communications

 

Job Interview

 

Life Event Planning

 

National Programs in Action

 

FCCLA National Programs

A Better You

 

Earning

 

My Career

 

My Life

 

My Path

 

My Skills

 

Protecting

 

Saving

 

Spending

 

Working on Working

 

National Standards for Family and Consumer Sciences Education

10.5.5

Create travel documents and itineraries, utilizing current technology.

10.6

Demonstrate management of recreation, leisure, and other programs and events.