Title III Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

1. What are the different characteristics of the culture of China?
2. What are the similarities and differences of the social and cultural aspects of China and the United States?
3. How would you use maps to learn about China?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

  (ELA) Standard #1: Students will read, write, listen, and speak for information and understanding.

Benchmark: Students will write a compare and contrast essay comparing the Chinese culture with the U.S. culture.

(MST) Standard: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

Benchmark: Students will use the internet to research and gather information on China.

(Social Studies) Standard #2 (Key Idea) Students will identify the main points of social and cultural aspects of world communities (geography, religion, government, family traditions, food, shelter, clothing, transportation, celebrations, education, and cultural traditions.)

(Social Studies) Standard #2 (Key Idea) Students will compare the social and cultural similarities/differences of world communities.

(Social Studies) Standard # 3 (Key Idea) Students will interpret various types of maps and timelines for data and information.

INITIATING ACTIVITY

KWL

Materials: Large postal box, items relating to Chinese culture such as: chopsticks, Chinese ceramics, i.e. vase, calligraphy, stuffed panda, dragon, silk, postcards, picture of an emperor in ceremonial dress, Chinese books, rice, etc.

Procedure: Before introducing the unit on China, the teacher gathers some items representing China's culture. Place the items in the postal box, and address it to the class. Put a return address of a city in China and use some Chinese characters when addressing the box. Put some ideograms on the outside of the box. To build interest, have the box delivered to the classroom and have the students predict where the box is from and what might be in the box from the markings on it. Chart their answers. Next, using Think- Pair -Share teacher will open the box and as each item is taken out, ask: What do you think it is? What is it made out of? (Wood, ceramic, etc.) What do you think it is used for? Who would use it? Why? How? When? What do we use in our culture that is like this?

After this discussion, explain to students about the planned unit on China. Do a KWL chart together as a group to see what "they already know" about China. Leave the chart in a place where all students can see and add to throughout the unit.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

 Title: Day 1- Introduction to Map of China

Students will be given a geographical map of China. Students will use the Think-Pair-Share process. Students will think independently and then will work with a partner to write down 3 things that they learned about China from looking at the given map. Next, each pair will share responses with the entire class and responses will be charted by the teacher.

Title: Day 2- Mapping Activity

Students will be given a map of China with a sheet of directions. Students will draw, color, locate, and label the mountain ranges, deserts, waterways, cities, etc.

Title: Day 3- Relief Map of China

Teacher will send home a list of materials from the list below that the teacher cannot supply for students to collect so they can work cooperatively to construct a large 3-D table relief map of China.

Materials:

Large piece of plywood or heavy cardboard for map outline

Crinkled small brown paper bags or cone shape folded paper or sugar cones to represent mountains

Newspaper to fill paper bags for mountain forms if using paper bags

Rough grade sheets of sandpaper to represent deserts or playground sand

Rice grains and green paint to represent rice paddies

Small bamboo stalks or straws with thin leaves glued on to represent bamboo forests

Clay, playdough, or salt dough to create models of pandas, tigers, monkeys, fish, elephants, and cranes

Plant and animal drawings and pictures from the Internet or from travel brochures of China

Blue, yellow, green tissue paper to represent rivers

Legos or blocks to represent the Great Wall of China

Assorted colors of paints and markers

References to the physical features of China (Internet, maps of China, books, other activities)

Glue

Students will brainstorm and create a class list of the physical features of China. The list should include: desert, mountains, fertile farmland, cities, rivers, the Great Wall.

Title: Day 4- Continuation of Relief Map Activity

From the previous day's list, group students according to categories and class size. Each group will be responsible for creating that feature or land form for the class map. Have groups brainstorm which materials could be used, or the teacher can suggest some such as sandpaper for the desert region.

(Teacher will create a large, black line outline map of China from cardboard or poster board as large as possible.) *Do not cut the outline map of China out, as students can assign bordering countries to the map.

Title: Day 5- Continuation of Relief Map Activity

Cooperative groups will organize materials to use for their category. Students will work cooperatively to plan what they will make, how they will go about it, and will then begin making their product.

Title: Day 6- Construction of Relief Map

Students will work together to assemble their features and regions on the class map.

Title: Day 7- Written Reflection of Relief Map Activity

Students will use constructed responses to reflect on the above map activity. Questions to be answered would be: Name 3 geographical features that China has.

Choose one feature and how it effects the people in that area.

 Assessment: A blank map will be given to each student. Students will be responsible for labeling the different landmarks of China on the map.

Title: Day 8- Government

Teacher will read from the book, China the Land by Bobbie Kalman. Upon completion, students will complete a Central Idea Graphic organizer on communism with the teacher.

Title: Day 9- Compare and Contrast Democracy and Communism

Students can use Think-Pair-Share to discuss the similarities and differences between communism and democracy. Next, together students will use the knowledge generated to complete a Compare and Contrast organizer.

Title: Day 10- Chinese New Year Listening Activity

A selection on Chinese New Year will be read to the students twice. The first time students will just listen to the passage. During the second reading students will take notes. Upon completion of second reading, students will answer questions on the Chinese New Year by written response.

Title: Day 11- Lucky Red Envelope

Teacher will read the Lucky Red Envelope Story. After completing the story, students will follow directions to make their own "red envelope."

Materials: Lucky Red Envelope Story

Red envelope template

Red construction or drawing paper

Scissors

Clear tape

Glue

Markers

Procedure: Have students trace and cut out the lucky red envelope pattern out of red construction or drawing paper. Follow directions for folding and taping envelope together. After students finish making the envelope, they can decorate the front with a picture and the words, "Gung Ho Fat Choy" meaning Happy New Year. Teacher can place a single penny in each student's envelope.

Title: Day 12 Chinese Lanterns

Students will construct a Chinese Lantern in honor of the ending of the Chinese New Year which ends with a Lantern Festival. (Students will work cooperatively to assist other students who may need help with the measuring, folding, cutting or constructing of the lantern.)

Materials: One 12x18 sheet of colored construction paper, one 1x8 strip of red, yellow, black, or green paper for handle, Chinese symbol sheet, scissors, glue, ruler, colored strips of crepe paper (48 inches long), markers or colored pencils

Procedure: Decorate the symbols on paper with markers or colored pencils. Cut out each symbol and glue it securely to one side of the paper. Fold the paper lengthwise with the symbols on the outside. Cut slits one inch apart along the folded edge, stopping about one inch from the open end. Unfold the paper and spread glue along the two short ends. Bend the paper around and press the two short ends together until the glue dries. Glue the 1"x8" strip to the inside of the lantern's top opening to create a handle.

Title: Day 13: Comparing Chinese New Year and American New Year

Using Numbered Heads students will brainstorm facts about Chinese New Year and American New Year. Students will share their knowledge with the class and teacher will chart responses. Students will then complete a Venn Diagram on the Chinese New Year and American New Year independently.

Title: Day 14: Moon Festival Listening Activity

A selection on the Moon Festival will be read to the students twice. The first time students will just listen to the passage. During the second reading students will take notes. Upon completion of second reading, students will answer questions on the Moon Festival by written response.

Title: Day 15: Making Moon Cakes

"Moon cakes" are a traditional Chinese recipe made to celebrate the Moon Festival or Mid-Autumn festival. Students will work collaboratively with the teacher to make "moon cakes."

Materials: Homemade dough, or "ready to use" dough, rolling pin, 1 small jar of grape jam, oven, round cookie cutter (2"), knife, fork, spatula, spoon, cookie sheet, plate, napkins, oven mitts.

Procedure: Roll out dough to about 1/4" thickness. Cut into rounds with a cookie cutter. Place rounds on a cookie sheet and let rest for a few minutes. Prick the rounds with a fork to prevent puffing while cooking. Bake the rounds or "moon cakes" until puffed, light golden in color and cooked through. Remove sheet from oven to a cooling rack using oven mitts. Let cool. With a spatula, remove the "moon cakes" to a plate. Spread jam on one moon cake and top it with another moon cake. If the moon cakes are thick, split them in half then spread jam inside. Eat.

Title: Day 16: Vocabulary

Teacher will read, A True Book of China by Ann Heinrichs. Before reading, students will be given a list of key vocabulary to look for. As teacher reads, students will take notes on key vocabulary words. Upon completion of the story, students will be divided into groups. Each group will be responsible for completing a Central Idea Graphic Organizer for one vocabulary word.

Title: Day 17: Continuation of Vocabulary

Half of the group will present the previous day's graphic organizer to the class. The class together will discuss and refine each organizer. Each group will then rewrite their "final" product.

Title: Day 18: Continuation of Vocabulary

The other half of the group will now present their graphic organizers to the class. Again, the class will discuss and refine each organizer. Each group will then rewrite their "final" product and teacher will make copies of all organizers from both days and will distribute to the class.

Title: Day 19: Gathering Information on China and the United States

Students will work with a partner to gather facts on China and the United States using the internet and Encarta. Students will have already been instructed on how to use Encarta and the internet. Students will use teacher-made form to record information.

Title: Day 20: Review of information sheet from previous day

Teacher can use overhead projector to record student's responses on information sheet. Students will share gathered information, and any mistakes can be corrected by individual students'.

Title: Day 21: Reading To Acquire Information

Teacher will read, China the People by Bobbie Kalman. Students will listen and discuss elements of the story that were read. This will give students some prior knowledge for an upcoming activity.

Title: Day 22: Video

Students will watch video titled: "Rebecca Goes to China." Again this video will give students some prior knowledge for an upcoming activity. Students will use the Bookends Strategy before and after viewing the video.

Title: Day 23: Guest Speaker

A Chinese guest speaker, person who has visited China, or person(s) who have knowledge about China will come into the classroom to talk about the culture of the Chinese people. This will give another opportunity for students to gain some knowledge about culture of China.

Title: Day 24-29: Group Project

Students will be placed in groups of 3 or 4. Each group will be assigned a topic to research. Suggested topics would be: food, clothing, shelter, language, customs and traditions. Students in each group will be assigned a specific role. For example: artist, writer, speaker. Each group will be responsible for researching and organizing a written and oral presentation to be given to the class on a particular date. (Each presentation should also include visuals.) Students will use an organizer to gather the information for their presentation. Students will use the internet and specific websites to find information. Some websites to use are: http://www.chinavista.com , http://nis.accel.worc.k12.ma.us/www/projects/china/kidschina.html , http://www.chinavista.com/experience/index.html .

Title: Day 30: Group Presentations

Each group will present orally the topic that they were assigned to research. Teacher will use generated rubric to grade both the research report and oral presentation.

Assessment: A written evaluation will be given to each student. This will consist of fill-in-the-blanks, multiple choice, and short essay type questions.

CULMINATING PERFORMANCE
Include rubric(s)

 Upon completion of the unit students will demonstrate their knowledge of China by writing a compare and contrast essay comparing the country of China with the United States.

Task Component 4 Points Each 3 Points Each 2 Points Each 1 Point Each

PRE-REQUISITE SKILLS

 Students should be able to read basic maps, charts, and graphs. Students should know that China is located on the continent of Asia. Students should know some of the culture and traditions of the United States. Students should know how to log on the computer and access the internet and Encarta. 

MODIFICATIONS

In the event modifications are needed, such as extended time or material read aloud, the resource teacher will be contacted for additional assistance. 

UNIT SCHEDULE/TIME PLAN

TECHNOLOGY USE

Students will use Encarta and the internet, accessing various websites to research the country of China and the United States.