Mini-Lesson #3: Learning about Chinese Cultural (3 days)

Guiding Question: What do Chinese symbols reveal about the Chinese

culture?
Catholic Schools Curriculum Standards:
1. Identify symbols, historical figures and culture that played a role in
American history, Georgia history and the history of the Church.
4 SWBAT identify similarities and differences within cultures and geographic
systems.
LDF3.6 Responds appropriately to various questions on orally presented
material.
LC.3.7 Increases vocabulary to demonstrate growth of Interests and
knowledge
Diocese of Savannah Technology Curriculum:
Standard 1: Fundamentals of Technology Students understand the operations
and function of technology systems and are proficient in the use of
technology.
Standard 2: Social and Ethical Implications of Technology A student
recognizes the appropriate uses of information and information technology.
Standard 3: Technology as a Productivity Tool Students use technology tools
to enhance learning, to increase productivity and creativity, to construct
technology enhanced models, to prepare publications and to produce other
creative works.
Standard 4: Technology as a Communication Tool Building on productivity
tools, students collaborate, publish and interact with peers, experts and
other audiences by using telecommunications and media.
Standard 5: Technology as a Research Tool Students utilize technology based
research tools to locate and collect information pertinent to the task, as well
as evaluate and analyze information from a variety of sources.
Digital Information Fluency:
Locating Information Efficiently - What Information Am I Looking For? - Where
Will I Find the Information? - How Will I Get There?
Learners identify key concepts in a research question
Learners create effective and efficient search queries
Learners select digital search tools based on their effectiveness and
efficiency
Learners select and apply appropriate search strategies to effectively and
efficiently locate reliable digital
information related to their academic
learning goal(s)

Evaluating Information Effectively - How Good is the Information?

Learners evaluate the quality of a search result to determine its
usefulness in the search process
Learners evaluate the quality of a search result to determine the
reliability of its content
Learners evaluate the quality of a search result to determine the
reliability of its source
Using information Ethically - How will I Ethically Use the Information?
Learners ethically use digital information
Universal dispositions affecting Information Fluency
Consistently demonstrates confidence in finding a solution when engaged
in the digital information fluency
process
Consistently demonstrates persistence while engaged in the digital
information fluency process
Engages in the digital information fluency process despite distractions
Demonstrates open-mindedness to a variety of strategies and tools when
engaged in the digital information
fluency process
Consistently demonstrates curiosity for exploring ideas when engaged in
the digital information fluency
process
AASL Information Fluency Elements:
1. Inquire, think critically, and gain knowledge.
1.1 Skills
1.1.1 Follow an inquirybased process in seeking knowledge in curricular
subjects, and make the realworld
connection for using this process in
own life.
1.1.2 Use prior and background knowledge as context for new learning
1.1.3 Develop and refi ne a range of questions to frame the search for new
understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of
accuracy, validity, appropriateness for
needs, importance, and social
and cultural context.
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.
1.1.7 Make sense of information gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, confl icting
information, and point of view or bias.
1.1.9 Collaborate with others to broaden and deepen understanding.

1.2 Dispositions in Action

1.2.1 Display initiative and engagement by posing questions and
investigating the answers beyond the
collection of superfi cial
facts.
1.2.2 Demonstrate confi dence and selfdirection by making independent
choices in the selection of resources
and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.6 Display emotional resilience by persisting in information searching
despite challenges.
1.2.7 Display persistence by continuing to pursue information to gain a
broad perspective.
1.3 Responsibilities
1.3.1 Respect copyright/ intellectual property rights of creators and
producers.
1.3.2 Seek divergent perspectives during information gathering and
assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using
information.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
1.4 Self-Assessment Strategies
1.4.1 Monitor own information-seeking processes for eff ectiveness and
progress, and adapt as necessary.
1.4.2 Use interaction with and
feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2. Draw conclusions, make informed decisions, apply knowledge to new
situations, and create new knowledge.
2.1.1 Continue an inquirybased research process by applying
criticalthinking skills (analysis, synthesis,
evaluation, organization)
to information and knowledge in order to construct new understandings,
draw
conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize
information.
2.1.5 Collaborate with others to exchange ideas, develop new
understandings, make decisions, and solve
problems.
2.1.6 Use the writing process, media and visual literacy, and technology
skills to create products that express
new understandings.
2.2 Dispositions in Action
2.2.4 Demonstrate personal productivity by completing products to
express learning.

2.3 Responsibilities
2.3.1 Connect understanding to the real world.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
2.3.3 Use valid information and reasoned conclusions to make ethical
decisions.
2.4 Self-Assessment Strategies
2.4.2 Refl ect on systematic process, and assess for completeness of
investigation.
2.4.3 Recognize new knowledge and understanding.
2.4.4 Develop directions for future investigations.
3. Share knowledge and participate ethically and productively as members of
our democratic society.
3.1.1 Conclude an inquirybased research process by sharing new
understandings and refl ecting on the
learning.
3.1.2 Participate and collaborate as members of a social and intellectual
network of learners.
3.1.3 Use writing and speaking skills to communicate new understandings
eff ectively.
3.1.4 Use technology and other information tools to organize and display
knowledge and understanding in
ways that others can view, use, and
assess.
3.1.6 Use information and technology ethically and responsibly.
3.2 Dispositions in Action
3.2.1 Demonstrate leadership and confi dence by presenting ideas to
others in both formal and informal
situations.
3.2.2 Show social responsibility by participating actively with others in
learning situations and by
contributing questions and ideas
during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
3.3 Responsibilities
3.3.1 Solicit and respect diverse perspectives while searching for
information, collaborating with others, and
participating as a member of
the community.
3.3.2 Respect the diff ering interests and experiences of others, and seek
a variety of viewpoints.
3.4 Self-Assessment Strategies
3.4.1 Assess the processes by which learning was achieved in order to
revise strategies and learn more effectively in the future.
3.4.2 Assess the quality and eff ectiveness of the learning product.
3.4.3 Assess own ability to work with others in a group setting by

evaluating varied roles, leadership, and

other viewpoints.

demonstrations of respect for

Principles of Inquiry-Based Learning:

Authentic - The students will connect to the real world because they will be
learning about an actual, thriving culture and then they will research another
culture to create an alphabet book about the culture. Knowing about
different cultures opens the students' eyes to the fact that not everyone lives
the same way, has the same things, and believes the same things. By
learning about different cultures the students will be able to compare and
contrast their culture with other cultures and possibly learn from their
mistakes.
Deep Understanding - Through the use of technology, the students will gain a
deeper understanding of the Chinese culture because they will be able to
research on the web, listen to inteviews, and watch videos to gain
knowledge. With the use of the internet, the students will be able listen to
music and watch videos about the way of life for the Chinese and their
celebrations.
Performances of Understanding - The students will show their understanding
by blogging questions and commenting on classmates' blogs and by creating
a flip book.
Assessment - The students will be assessed by following the rubric listed
below that accompanied the assignment.
Appropriate Use of Technology - Students will research the Chinese culture
using the search engines and present their findings using web sites.
Connection with Experts - Students will learn from on-line sources both
factual and through online interviews about the Chinese culture.
Student Success - Student success will be measured by the teacher and
peers in their groups by completing the rubrics for each project.
Ethical/Citizenship - Students will learn about using technology responsibly
and ethically as they research and use resources on the internet.
Engage, Enhance and Extend:
Engage: The students will be engage because they will be using the
Flipsnack site to create flip books.
Enhance: The students will be able to research the Chinese culture and learn
how to make flip books.
Extend: The students will be able to use the flip books for other classes or
just for fun outside of school.

Objectives: Students will learn about the Chinese culture.

Procedure:
Have the students look up on the internet the definition for the word culture.
Have volunteers read their definition they found.
Lead into a discussion about how the everyday objects, or artifacts, used by
a culture can come to symbolize that culture as well. Explain to students that
every culture has artifacts that have cultural, religious, social, or medicinal
significance, and we can learn a lot about others' cultures and our own
culture by becoming cultural anthropologists.
Have the students go to the Thinglink address on the board and explore
some of the African culture and their symbols.
Tell students we are going to learn about the Chinese culture. Ask them to go
to their blogs and list some things they already know about the Chinese
culture and questions about what they would like to learn about the Chinese
culture. This will be ongoing throughout the rest of the unit. Have the
students comment on other classmates' facts and questions.
Have students go to the ebook reader address on the board and listen to the
story D is for Doufu: An Alphabet Book of Chinese Culture. As they listen, the
students will jot down answers to their questions and any other questions
they think of while listening to the story. Also, the students will jot down
words they do not know.
After listening to the story, the students will look up the definitions of the
unfamiliar words and create a list. Have volunteers share some of their words
with the definition they found.
The students will then listen to the story again with their list.
The students will then get in their small groups and using Flipsnack create a
flip book with key facts about the Chinese culture they learned by listening to
the story.The flip books will be on the class website and the students' blogs.
The FlipSnack project rubric will be given to each student to complete and
the teacher will complete one.
Note: To continue the unit, the students will research a culture and create an
alphabet book about the culture.
Assessment:
Blog project rubric: Did the students post on their blog facts and questions
about the Chinese culture? Did the
students comment
on at least three of his classmates' blogs? Were the comments related
to the Chinese culture? Were the comments positive and
thoughtful?
FlipSnack project rubric: Does the book contain at least six pages? Are the
facts about the Chinese culture?
Did everyone work cooperatively? Did everyone
have a part to complete?