You may remember that several years ago a librarian from Japan visited our school.   Mr. Nakamura toured our building, spent time observing classes, spoke with students and shared information with us about Japan.  As a special gift, he gave us a Japanese copy of The Little House which you may have seen in the Media Center.
        Because his students in Japan cannot make a similar visit to our school, you have been asked to send them an introduction to Maryland.

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       You will gather information from 3 different kinds of sources - print, CD, and online -  and write a letter or create a poster to introduce a Japanese student to our state.  Your finished product must fit into a 10" x 13" envelope.  You will also be asked to compare and evaluate the usefulness of  the information sources that you use.
        If you think of another way you would like to present the information you gather as an introduction to Maryland for a Japanese student, you may discuss it with your teacher.  Remember your finished product must fit in an envelope as described above.

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        Online - Internet Sites

          1.   www.state.md.us

          2.  www.drudolph.org/kids.html

          3. www.mdisfun.org/kids/default.asp
 

        CD - Offline Electronic Resource

                 Encarta 98
 

        Print

           1.  The World Book Encyclopedia

           2.  The World Almanac for Kids
 
 
 
 

        Directions for using the online and CD resources are located at those computer stations.
 
 

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        You will be working in small groups for the first part of this project, with a partner for part of the information gathering, and on your own to create the final project.  Read all the steps in this section before you begin.

    1.  To get you started, brainstorm with your table group to identify what kind of information you should include in your letter or on your poster.  Answer the following question by creating a list of questions.   You may assume that this student has studied the United States just as you have studied Japan.  Your table group will need a recorder to write each of your questions on a separate sticky note and a presenter to share these questions with the class.

    2.  Share the findings of your group with the class.  The presenter will speak for your group and post the sticky notes across the board.  A question that is the same or similar to one already presented should be placed under that question.
          As a class, identify the five most important questions from all those presented.   You will be searching for the answers to these questions in the resources listed above.
 

    3.  With a partner, go to one of the three resource stations, follow the directions listed there, and search for the answers to the five questions.  You will be given a chart based on the sample below  to help you record the information you find.  Since we will be comparing sources, you will be trying to locate the answer to each question in each resource.  Once you have finished at one resource station, move on to the next empty station.

                   Sample chart -
 

    4.  When you have located all the information you need and used each resource, you may begin your project.  Look in the Evaluation section below for the scoring tool for your project.

If you are writing a letter -

Remember that your letter is an introduction to Maryland for a Japanese student but you may also want to include a brief introduction of yourself.
 

If you are creating a poster -

Remember that your poster must fit in a 10" x 13" envelope.  You may do your poster on larger size newsprint and fold it to fit in the envelope.
 

If you have thought of a different project -

Check with your teacher for approval before you begin working.  Remember that your project must introduce a Japanese student to Maryland.
 

    5.  Complete your project by the announced date.  You may work at home or at school during Open Media Time.   Several students will be asked to share their projects with the class.  The class will also be comparing and evaluating the resources used during a discussion period.
 

    6.  Compare and evaluate the information sources that you used by completing the Resources Survey.  Be ready to discuss your evaluation with the class.
 

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      This activity will be graded using the following scoring tool.
 

Introducing Maryland to Japan   Brainstorming - all members of the group will get the same score   All members of the group contributed to the discussion. The group worked in a cooperative manner. Five or more questions were developed and presented.  The group worked without prompting.  4 - True      3 - Mostly true     2 - Somewhat true     1 - Not at all true     Locating Information - each partner will get the same score   Directions were followed at each resource station.  Both partners located information.  Partners worked together in a cooperative manner.   4 - True      3 - Mostly true     2 - Somewhat true     1 - Not at all true     Individual Project - Individual score (will be multiplied by 3)   Maryland Information Chart is completed. Project is completed on time. Project is neat and appropriately done. Information is accurate.  Resources Survey is completed. 4 - True      3 - Mostly true     2 - Somewhat true     1 - Not at all true 3 times Individual Project Score _______     Total Score _______

Use the following survey to compare and evaluate the information sources that you used.
 

Resources Survey Complete the following to assess the information resources you used for your project.   Rank the resources from 1 to 5 with 1 being the resource that provided the most information and 5 being the resource that provided the least amount of information.   ___Print 1 ___Print 2 ___CD  ___Online 1 ___Online 2   ___Online 3 Rank the resources from 1 to 5 with 1 being the resource that was easiest for you to use and 5 being the resource that was most difficult for you to use.     ___Print 1 ___Print 2 ___CD ___Online 1 ___Online 2  ___Online 3   Rank the resources from 1 to 5 with 1 being the resource that was the most fun to use and 5 being the resource that was the least amount of fun to use.     ___Print 1 ___Print 2 ___CD ___Online 1 ___Online 2  ___Online 3     If you could use just one resource for this project, which one would be best?  Why?             Tell one thing you liked about each resource.     Print 1         Print 2         CD         Online 1       Online 2       Online 3

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            You have had the opportunity to use several different types of resources to gather information for your project. The product you created could  be sent to a Japanese student as an introduction to Maryland.
            As you have used the various resources, you have had an opportunity to compare and determine when and how each can best be used.  You are now ready to continue your quest for information by using the best source to meet your need.

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