Beacon Lesson Plan Library

Chris' Culture Club Cruise

Christine Broyles
Charlotte County Schools


Ride the virtual highway on a field trip to museums, cultural centers, and exhibition spaces to discover exciting roles of public and private facilities. Follow various links on a cultural cruise of new knowledge and make local connections.


The student locates, organizes, and interprets written information for a variety of purposes, including classroom research, collaborative decision making, and performing a school or real-world task.

The student understands the various roles of museums, cultural centers, and exhibition spaces.


-Chalkboard, dry erase board, or chart paper
-Chalk or Markers
-One of each of the three Visual Presentation Charts for every student (See attached file)
-Three index cards per student (one for every student per day)
-Computers or computer lab
-Smartboard© if available or other presentation projector
-Test sheet, one copy for each student (See attached file)
-Pen or pencil


1. Read lesson carefully.
2. Download necessary papers. (See attached file.)
3. Print one copy of each per student.
4. Surf Internet search engines to get best engines for student age level.
5. Review at least one of each type of site and look at sample box on Guadalupe Cultural Arts Center.
6. Secure materials necessary for presentation and computers.
7. Acquire permission slips required for students' Internet access, if necessary. Distribute to students.


Day One
1. As an introduction, ask students the following questions: Have you ever wondered what the function of a museum, cultural center, or an exhibition space is? Do you even have an inkling of what these places are or what they have to offer?

2. Brainstorm with students: Let’s take a look at our prior knowledge, or rather, what we know about these facilities.

3. Use the chalkboard or dry erase board or chart paper and create a list under each of these words: Museum, Cultural Center, and Exhibition Space.

4. Open dialogue with students and jot down whatever the students think that these places offer to the public. Don’t worry about right or wrong answers; just get the students' ideas down.

5. Have students go to their computers and bring up search engine. If you are lucky enough to have a Smartboard© hooked up to your computer, show students several search engines that they can use and how to use them correctly. Point out where they should type in the words to begin the searches. Remind them to do each word individually.

Day Two
1. Put sample on the board. (See attachment.)

2. Handout Visual Presentation Chart on Museums.

3. Explain sample as an example of research input to students. Share the criteria listed in the Assessment section with the students at this time.

4. Let students get to work. Assist as appropriate.

5. Hand out one index card per student.

6. When students have completed the research required, have them begin to assimilate information onto their index card and attach to the Museum Visual Presentation Chart.

7. Collect the day's charts and save until review day.

8. Jot down student responses to local connections in a word processing document and save for later.

Day Three
Repeat steps documented for Day Two using Cultural Center Visual Presentation Chart.

Day Four
Repeat steps documented for Day Two using Exhibition Spaces Visual Presentation Chart.

Day Five
1. Review information gathered. Students could review in pairs, groups, or full class activity.

2. Remind students to review the information again tonight so that they will be able to list appropriate roles of a museum, cultural center, and exhibition space for test.

3. Have students think about why some of the roles of these facilities overlap. Maybe even ask their parents for their opinions.

Day Six
1. Print a copy of all the local connections that students gathered.

2. Distribute tests and activity sheets in the associated file.

3. Distribute the local connections print-out with each student in your class to take home.


Evidence: Completed visual presentation chart with Internet-based research documentation that includes information about various museums, cultural centers, and exhibition spaces as described online, including local connections.

Criteria: The student will list the individual roles of museums, cultural centers, and exhibition spaces, identify local places that meet above criteria, and understand why there are overlapping roles.


This can be modified for ESOL quite easily. Read directions to the student and let them search for the sites. There are plenty of sites on the Internet that will be great for them, particularly the cultural centers. Plan a field trip to any of the local connection sites that students discovered. Print a copy of all the local connections that students gathered and give one to each student in your class to take home. Focus research base to a specific subject area.

This lesson is based on students that have prior knowledge of how to use the Internet. Allow extra time if your students do not know how to use the Internet.

Web Links

This is a search engine that will allow a person to type in keywords for searching.

This is a search engine that will allow a person to type in keywords for searching.

Web supplement for Chris' Culture Club Cruise
Guadalupe Cultural Arts

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