Geography of China Web Quest
Upcoming SlideShare
Loading in...5
×
 

Geography of China Web Quest

on

  • 2,322 views

 

Statistics

Views

Total Views
2,322
Slideshare-icon Views on SlideShare
2,319
Embed Views
3

Actions

Likes
1
Downloads
29
Comments
0

2 Embeds 3

http://www.slideshare.net 2
http://www.fachak.com 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Geography of China Web Quest Geography of China Web Quest Presentation Transcript

    • A Tour of China Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10 th Grade World Geography Designed by Brian Hicks [email_address] Credit (3 )
    • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credit (1) [ Teacher Page ] Imagine that you are traveling to China. Your only goal of the trip is to absorb the culture. You decide the best way to organize your thoughts is by writing a journal of your experiences. When you start planning out the trip you realize that China has a variety of different geographical features. You must decide which three geographical regions you are going to travel. You are also very interested in how the geography of a region affects the people living in that region. Your journal will connect the geography with the people. Credits
    • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You must pick three places to travel that have distinct geographical differences from each other. In your journal you are going to describe the geography as if you were there in person. You are then going to describe the people you see and how they interact with their unique environment. Use your imagination! Title Credit (2 )
    • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In order to get the experience, you are going to visit the websites listed below. While you are browsing, take notes so that you can start forming your journal. Visit all the websites before you start writing your journal. Once you have visited all the websites pick three areas you would like to write about. Start your journal by describing these areas based on what you have found from the websites listed. If you need additional resources use a search engine. Once you have the geography in place start describing how the people of that area have adapted to their environment. This may also require additional research.
            • http://www.hpwt.de/Ming2e.htm
            • http://geography.about.com/library/cia/blcchina.htm
            • http://www.kidport.com/RefLib/WorldGeography/China/China.htm
            • http://www.hpwt.de/China/Geographiee.htm
            • http://chinadatacenter.org/chinageography/
            • http://www.travelchinaguide.com/intro/climate.htm
            • http://depts.washington.edu/chinaciv/timeline.htm
            • http://depts.washington.edu/chinaciv/geo/proper.htm
            • http://www.china-inc.com/education/geography/
            • http://www.askasia.org/teachers/essays/essay.php?no=10
            • http://china.mrdonn.org/geography.htm
    • Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Teacher Name: B Hicks Student Name:     ________________________________________ CATEGORY 10 8 6 4 Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character. Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological order. Very little of the historical information was accurate and/or in chronological order. Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters. Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters. Required Elements Student included more information than was required. Student included all information that was required. Student included most information that was required. Student included less information than was required.
    • Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credit (4) [ Teacher Page ] To conclude, you must share your journal with someone else in the class. Be sure that your journal focuses on how the geography affects the people. When you both have shared your travel loges discuss how the geography in America has affected its people. Try to think of 3 examples in America. Credits
    • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • http://www.flickr.com/photos/webel/64438599/ Steve Webel
      • http:// www.flickr.com/photos/strangeinterlude/190234/ James Spurrier
      • http://www.flickr.com/photos/34771728@N00/2216645444/
      • http://www.flickr.com/photos/scenery/2133182079/ Luo Shaoyang
      • http:// www.flickr.com/photos/gdraskoy/370287318/ George Draskóy
      • The WebQuest Page and The WebQuest Slideshare Group
    • Put the Title of the Lesson Here (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credit (5) Teacher Page A WebQuest for x10th Grade World Geography Designed by Brian Hicks [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Credits
    • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was made for Colorado State University's class ED 331. The main focus of this web quest is to evoke historical empathy for the people in China. My view as a social studies teacher, in an increasingly globalizing world, is that it is important to help students deepen their understanding of different cultures by helping them learn how to empathize. This web quest is designed to put students in the shoes of the people they are studying. Evaluation Teacher Script Conclusion
    • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is geared for 9 th or 10 th grade world geography. However, the main premise of this lesson can be applied for any history class studying China. Some things that students will need to know before beginning this lesson are the themes of geography. A working understanding of the theme “human environment interaction” is required for this lesson. Evaluation Teacher Script Conclusion
    • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Standards:
      • 1.2 Students use chronology to organize historical events and people.
        • Describing how history can be organized, using various criteria ( for example, thematically, chronologically, geographically) to group people and events.
      • 1.3 Students use chronology to examine and explain historical relationships.
        • Distinguishing between cause-and-effect relationships and events that happen or occur concurrently or sequentially.
      •  
      • 3.1 Students know how various societies were affected by contacts and exchanges among diverse peoples.
        • Describing and explaining the circumstances under which past and current societies have interacted and changed, resulting in cultural diffusion
      • Objectives:
            • Be able to locate China on a map
            • Be able to identify the 2 major rivers in China
            • Be able to explain how the rivers have influenced Chinese diet
            • Be able to explain how the geography of China has allowed for isolationist policies
      Evaluation Teacher Script Conclusion
    • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • In order to get the experience, you are going to visit the websites listed below. While you are browsing, take notes so that you can start forming your journal. Visit all the websites before you start writing your journal. Once you have visited all the websites pick three areas you would like to write about. Start your journal by describing these areas based on what you have found from the websites listed. If you need additional resources use a search engine. Once you have the geography in place start describing how the people of that area have adapted to their environment. This may also require additional research.
      • http://www.hpwt.de/Ming2e.htm
      • http://geography.about.com/library/cia/blcchina.htm
      • http://www.kidport.com/RefLib/WorldGeography/China/China.htm
      • http://www.hpwt.de/China/Geographiee.htm
      • http://chinadatacenter.org/chinageography/
      • http://www.travelchinaguide.com/intro/climate.htm
      • http://depts.washington.edu/chinaciv/timeline.htm
      • http://depts.washington.edu/chinaciv/geo/proper.htm
      • http://www.china-inc.com/education/geography/
      • http://www.askasia.org/teachers/essays/essay.php?no=10
      • http://china.mrdonn.org/geography.htm
      • Variations:
      • The idea of making a travel journal can be used for different themes related to geography. For example, this format could be used to help students understand and explore the vast varieties of geography in China.
      Evaluation Teacher Script Conclusion
    • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Materials needed:
        • Access to the internet
        • Computers for individual students, or groups.
      Evaluation Teacher Script Conclusion
    • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Teacher Name: B Hicks Student Name:     ________________________________________ CATEGORY 10 8 6 4 Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character. Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological order. Very little of the historical information was accurate and/or in chronological order. Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters. Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters. Required Elements Student included more information than was required. Student included all information that was required. Student included most information that was required. Student included less information than was required.
    • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Again, this lesson is valuable because it teaches students to empathize with different cultures. Given the rate of cultural exchange due to globalization, this is a valuable skill that must be taught to encourage life long learners. Evaluation Teacher Script Conclusion