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What are the specific language forms and aspects students may need to complete these tasks besides vocabulary?

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I really like the idea to have them think what they need for the visit - close to parents" life!

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-great support for rationale behind tasks
- thorough consideration in using pre, main and post tasks

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i'm curious about the overall structure of your class--how does this task incorporate your overall class?

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I like the use of Easly for poster creation

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Really great use of various inputs

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maybe it would be possible for them to actually visit the museum and report about their favorite item? (where to find it in the collection? information provided by the museum? etc). Or what they encountered there (cloakroom, ticket desk, etc.)

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Good use of research

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I'm not sure I see the point of a Padlet if they are all posting the same information about the same museum. Will students be assigned different aspects of the museum to research?

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Logical steps to get to the goals

How would you observe or guide peer interaction,, whether they use the TL or not?

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Have you considered providing students with more options in museums?

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prior to Field Museum trip they could learn about the variety of museums in chicago but then focus on one to make it more reliable

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useful and motivation because they will probably need if/when they'd like to go to the museum with their children

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Why only one museum? Adults can probably visit a larger variety of places in comparison to younger students.

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- good job thinking about the possible technology limitations of the students in the class (internet access, computer literacy, etc.)
- something to think about: how much negotiation of meaning will actually be needed to accomplish some of the tasks? (some of them may not really require that much language use)