Journey through China 1. Question & Research Task SLIDE NAVIGATION Journey through China 1. Question & Research Task Next 1 2 3 4 5 6 Due to your study of Chinese this year, your family is inspired to travel throughout China. They want to see some provinces that are very different from one another. You have a limited amount of time for your trip, so you must choose three provinces in China to visit. Click on the picture to view a video about rural life in China. Consider the following questions: How does the geography of different provinces in China affect their diet? How do climate and the weather affect the way of life in different provinces of China? In which provinces of China do different minority ethnic groups of people live? Xiajiang, China Image Source: CultureGrams In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question: How do geography and climate affect the way of life of minority ethnic groups in different parts of China?

2. Information Sources Next 1 2 3 4 5 6 SLIDE NAVIGATION Next 1 2 3 4 5 6 Use the following resources to help you choose which provinces you will visit in China. Remember to choose provinces that are very different from one another. CultureGrams Open World Book Student from BCPS Digital Content Do a keyword search on “China provinces” for articles about the different provinces CIA World Factbook: China China Today: Chinese cities and provinces Travel China Guide: Chinese Ethnic Groups As you research, take notes using a graphic organizer found on Slide 3. You may cite your sources using NoodleTools, an online citation tool which can be found under Instructional Tools in BCPSOne. Click on the map to view in Chinese. Image Source: CultureGrams

3. Student Activity SLIDE NAVIGATION Next 1 2 3 4 5 6 You will use the resources from the previous slide to take notes about the three provinces that you have chosen to visit in China. Use this graphic organizer to take your notes. Be sure to complete all of the categories including geography, weather/ climate, diet, minority ethnic groups, way of life, URLs where you found the information, and MLA citations of your sources. Please see the rubric for more details about how your notes will be graded. Nomads in Lhasa, Tibet Image Source: CultureGrams

4. Assessment Activity SLIDE NAVIGATION Next 1 2 3 4 5 6 How do geography and climate affect the way of life of minority ethnic groups in different parts of China? Now use your notes from your graphic organizer to create a MS Publisher brochure in Chinese about your journey. Be sure to include all of the information from your notes. Also include a map in your brochure that outlines the provinces that you chose. Be sure to make connections between the different categories in your notes. You can print out an outline map of China from CultureGrams Your librarian can help you select images for your brochure that are copyright-free or from sources in BCPS Digital Content. You will present your brochure orally to the class. Be prepared to speak on the date that your teacher assigns. Be sure to review the rubric to make sure that you have met all of the requirements for your presentation. Li River, Guilin, China Image Source: CultureGrams

5. Enrichment Activities SLIDE NAVIGATION Next 1 2 3 4 5 6 Now that you have learned about some typical foods for the province that you chose, you want to learn how to make a traditional food that interests you. In Chinese, write a recipe for your food. Use the following sources to help you: CultureGrams recipe collection China Highlights: regional cuisines CNN travel: A guide to China’s regional specialties Include your recipe as part of your brochure. Image Source: CultureGrams

6. Teacher Resources 1 2 3 4 5 6 SLIDE NAVIGATION Grade Level and Content Area Maryland State Curriculum 1.2 Understand and interpret the target language in its spoken and written form on a variety of topics. 1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. 3.1 Reinforce and further knowledge of other disciplines through a language other than English. 5.1 Students use the language both within and beyond the school setting. Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. ISTE NETS - National Educational Technology Standards for Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions. Objective: Students will be conduct brief, focused research in order to determine how geography and climate affect the way of life of minority ethnic groups in China. Time Frame: Two ninety minute class periods. Learning Styles addressed in this lesson: Visual, auditory, tactile, reflective, global understanding Notes to the teacher: Collaborate with your school library media specialist to implement this lesson. This Slam Dunk lesson is designed for a level 3+ Chinese class. You may want to use part of the class period before you take your students to the library media center to introduce the Slam Dunk and to show/model what students will be creating. You may wish to use a website such as Edmodo to distribute and collect student assignments electronically. You may want to add point values to the rubrics. If you have an Elmo projector available, you may want to allow students to use it to present their brochures. Last updated: July 2018 Report broken links to BCPS Library Media Programs & Digital Resources 443-809-4035 BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.