1. A tour of Spain 1. Question & Research Task
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A tour of Spain 1. Question & Research Task
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Your family wants to go to Spain on vacation and tour the country. Since you are learning about Spain in class this year, they are depending on you to help them plan the trip. You have a limited amount of time for your trip, you so you must choose a route either through northern Spain or through southern Spain.
Click on the map to watch a video about Spain.
As you watch, consider the following:
How has the history of Spain influenced the landmarks and monuments?
Which places of interest are you going to visit and why?
Which peoples influenced La Alhambra?
Why would you go to Barcelona?
Image Source: CultureGrams
Video Source: National Geographic
In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question:
How are the history and culture of Spain reflected in tourist attractions?

2. 2. Information Sources Next 1 2 3 4 5 6
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You will begin in Madrid. If you choose a northern route, you will end in Barcelona. If you choose a southern route, you will end in Málaga. You must have a total of 5 cities.
Use the following resources to help you plan your route.
Scribble Maps (tutorial)
CultureGrams (password required outside of school- see your School Library Media Specialist)
Lonely Planet- Spain
Todo Sobre España
Library of Congress country studies- Spain
As you research, take notes using a graphic organizer found on the next page. You may cite your sources using NoodleTools from the Instructional Tools tab in BCPSOne.
Toledo
Image Source: CultureGrams

3. 3. Student Activity
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You will use the resources from the previous slide to take notes about the five cities that you have chosen for your tour of Spain.
Use this graphic organizer to take your notes. Be sure to complete all of the categories including places of interest/ why you would visit them, historical notes, URLs where you found the information, and MLA citations of your sources.
Please see the rubric for more details about how you will be graded.
La Rambla, Barcelona
Image Source: CultureGrams

4. 4. Assessment Activity
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How are the history and culture of Spain reflected in tourist attractions?
Now use your notes from your graphic organizer to create an interactive online presentation in Spanish about your tour.
You should include a map of your route from an interactive map (such as Scribble Maps) to show what cities you will visit and in what order. You should also include all of the information from your notes.
Use images in your brochure that are copyright-free or from BCPS Digital Content in BCPSOne.
You will share your presentation out loud with 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.
La Alhambra, Granada
Image Source: CultureGrams

5. 5. Enrichment Activities
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Your family is interested in going to the beach while you are in Spain. Find a beach that is relevant to your chosen route (northern or southern) and create a digital postcard for your beach. Use the resources listed below. For an example and further directions, click here.
Postcard creator
Todo Sobre España- costas
Lonely Planet- Spain’s best beaches
Incorporate your postcard and a picture of your beach into your interactive online presentation.
La playa en Barcelona
Image Source: CultureGrams

6. 6. Teacher Resources
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Learning Standards Alignment 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.
AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
Think: Learners display curiosity and initiative by:
I.A.2 Recalling prior and background knowledge as context for new meaning.
Create: Learners engage with new knowledge by following a process that includes:
I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning.
Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes:
I.C.1 Interacting with content presented by others.
Grow: Learners participate in an ongoing inquiry-based process by:
I.D.2 Engaging in sustained inquiry.
P21 Framework: 21st Century Student Outcomes
3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand.
ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information.
Objective: Students will be conduct brief, focused research in order to determine how the history and culture of Spain are reflected in tourist attractions.
Time Frame: Two 90 minute class periods. An additional class period may be required for oral presentations.
Differentiation strategies for this lesson:
Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson. Refer to Digital Content Snapshots & Support resources for as needed.
Notes to the teacher:
Collaborate with your school library media specialist to plan and implement this lesson.
This Slam Dunk lesson is designed for a level 1 Spanish 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 also want to demo the tutorial for Scribble Maps with them.
You may want to add point values to the rubrics.
Last updated: July Report broken links to BCPS Library Media Programs & Digital Resources 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.