General Research - Webquest Activity: China Travel Itinerary
Webquest
Summary: Students will conduct
research on places of interest and importance in China and create
a travel itinerary for potential student visitors to China. This activity
is designed to engage students in information literacy and research
skills. It does not necessarily support work towards a specific Minnesota
Academic Standard; however, it can help develop a classroom culture
of engagement with the Trade Mission to China.
Subject Area Focus: General Research
Educational Level: Teachers may adapt the activity for the
various grade levels. Intermediate, Middle
LEARNING ACTIVITY FOR STUDENTS
Introduction
Scenario: In two months, a group of Minnesota students will be visiting
China for three weeks. These students are the same age as you
are and are very interested in Chinese culture and language.
Traveling with them will be some adult chaperones as well, parents
and teachers from the students' school.
The coordinator of the trip has called you for your help. She is
having problems deciding where she should take the students in China.
What places and events should the students see to get a full picture
of China -- its history and geography, its people and resources?
Task for Students
Your task is to develop a complete itinerary (a travel plan)
for the visit by the Minnesota students and chaperones to China.
Where will they go? What will they see? What background information
will you provide so that they can get the most from their trip?
Your itinerary will include a complete schedule for the three weeks
of the visit. Also included will be introductory information about
key places they will visit, people they will meet, and events they
will attend. You will also create a map and a budget for the trip.
The final product could include use of a multimedia, video or Web
presentation.
Directions
Itineraries Analysis
Preview other itineraries. What is an itinerary? What elements
do they include? How are they presented? To find out, call
a local travel agent to get samples or visit:
St. Olaf College Lifelong Learning. See any
of the current programs listed for sample itineraries: http://www.stolaf.edu/depts/cll/travel/.
Cruise Itinerary from Expedia.Com. Select one of the featured
cruises at the bottom of the page. Then see the itinerary map
and itinerary. Click on the various "ports of call" to
get information about the cities to be visited. (Note: Yours
will be more informative!): http://cruises.expedia.com/.
Audience Analysis
Learn about your audience. What do they currently know about China?
What will they be most interested in seeing? What information will
you need to collect for them so that the trip is meaningful and fun
for them.
Write a short profile of who the students are, what they might want
to see in China, and what they are hoping to get from this trip.
Microsoft Encarta Online Encyclopedia: http://www.encarta.com.
http://encarta.msn.com/encnet/refpages/search.aspx?q=China&Submit2=Go.
CIA World Factbook: http://www.cia.gov/cia/publications/factbook/geos/ch.html.
China Research
Identify potential places to visit, people to meet, and events to
attend in China. Initially spend some time exploring the many options
available throughout the country. Then, work with your group to identify
a tour itinerary that will give the visitors a good and balanced
overview of the history, geography, communities and individuals of
China.
Your budget is $50 per day per person. This is to cover all meals
and entrance fees for places and events. You will need to make choices
about how to spend this money. For example, if one event is a $40
concert, then you will have to select meal sites that are below budget
for the day or balance it with a day with no event admission costs.
Note that the coordinator of the trip is going to be responsible
for finding lodging and making specific travel arrangements. Your
responsibility is to plan the meals, places, people, and events.
Resources
Microsoft Encarta On-Line Encyclopedia: http://www.encarta.msn.com.
http://encarta.msn.com/encnet/refpages/search.aspx?q=China&Submit2=Go.
CIA World Factbook: http://www.cia.gov/cia/publications/factbook/.
Travel China Web Site: http://www.travelchinaguide.com.
China Tour: http://www.chinatour.com.
Fodor’s: http://www.fodors.com.
The Lonely Planet: http://www.lonelyplanet.com.
Reality Check
Do a reality check. Does your plan make sense?
Map it Out: Is it possible for the students and their chaperones
to travel through China to the various places you have selected in
three weeks? While the trip coordinator will make the reservations
for the accommodations and the specific travel plans, you need to
make sure that your itinerary is feasible for three weeks.
Create a map that shows the travel route, noting each of places
where the students will stop. Then have another group check your
schedule to give you feedback on whether or not it seems feasible.
Resources
Yahoo Maps: http://maps.yahoo.com/.
Cost It Out
Does your itinerary fit within the budget for meals and for event/place
admission costs? Create a budget that shows how you will stay within
the $50 per person per day limit.
Pull It All Together
Pull it all together. Present a finished itinerary that includes
a complete schedule for the three weeks and short descriptions about
the places, events, and people listed in the itinerary. Within
the short descriptions, explain WHY you selected each item for the
itinerary. Make sure that the descriptions are written in your own
words or are properly credited. Also, remember to give credit
for sources, direct quotes and images that you use.
Sample Outline
Day 1
First place
Description
Why selected
Source
Second place
Description
Why selected
Source
Day 2
First place
Description
Why selected
Source
Pull together all the pieces--the itinerary, map, and budget--to
present to the coordinator of the trip and to the Chinese students
who will be traveling.
Evaluation
Here is a rubric that students may use to ensure they are meeting
expectations for the work. Teachers may have additional expectations
to add.
Objectives |
Beginning
1 |
Developing
2 |
Accomplished
3 |
Exemplary
4 |
Inquiry Process |
Collects data and records
minimal information from limited sources. |
Collects data and records
limited relevant information from multiple sources. |
Collects data and records
sufficient relevant information from a variety of sources. |
Collects data and records
comprehensive relevant information from a variety of
sources. |
Content |
Demonstrates some understanding
of the history, geography, and resources of the state.
Selects some Minnesota places, people, and events. |
Demonstrates a basic understanding
of the history, geography, and resources of the state.
Selects some people, places, and events that are representative
of the state. |
Demonstrates a strong understanding
of the history, geography, and resources of the state.
Selects a variety of people, places, and events that
are representative of the state. |
Demonstrates advanced understanding
of history, geography, and resources of the state.
Selects people, places, and events that provide a
variety of balanced and integrated representation of
the state. |
Product |
Poorly communicates findings/displays
information and has many errors. |
Adequately communicates findings/displays
information in a simple format. |
Clearly and accurately communicates
findings/displays information in an appropriate format. |
Clearly and creatively communicates
findings/displays information in a well-planned, original
format. |
Conclusion
Congratulations. By completing this webquest exercise, you have
learned more about China. You have created an interesting itinerary
for travel in our state. Making decisions about where to visit and
explaining why these places are worth visiting have helped you develop
important skills in a variety of areas.
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