Climate (Topic F, Stage 2)

Quick links to the Modes on this page:
Content | Communication Culture Structure Setting | Sample Assessment

Content: Expands language-learning opportunities, enables students to make connections, and reinforces knowledge from other content areas of the curriculum.

World Language
Standard

Objective

Relevant core Standard

2.0 Students acquire information,
recognize distinctive viewpoints, and further their knowledge of other
disciplines.

 

2.1 Students address topics related to self and the
immediate environment.

  • Recognize the Chinese names of the countries borrowed from English. (Content 1.0, Culture 1.3)
  • Identify the five continents and world climate zones.
  • Identify the continent where each country is located.
  • Recognize major climate zones: tropical 亚热带, dry 热带, temperate 温带, cold 寒带 and polar 地极气候. [Look at the Koepen system: continental not cold]
  • Identify the major climate zones in the Chinese-speaking world.
  • Compare climate zones in the Chinese-speaking world with those in the United States.
  • Students share how climate influences their lifestyle focusing on housing, food, and entertainment practices.
Earth Science, G1.3.b, G.1.3.c
Social Studies, G.1.1.2.4, Math, G.1.1.1
Social Studies, G.2.2.4

 Communication: (interpersonal, interpretive, and presentational modes): Culturally-appropriate listening, reading, viewing, speaking, signing, and writing occur as a real-world shared activity among language-users.

World Language
Standard  

 
Objective  Relevant Core Standard

2.0 Students use created language (sentences and strings of sentences).

 

2.1 Students engage in oral, written or signed (ASL) conversations

  • Ask and tell about typical weather conditions in each climate zone. 1.0, 1.1, (Academic)
  • Ask and tell about specific weather conditions in various parts of the Chinese-speaking world.  1.0, 1.1, (Academic)
  • Ask and tell factors that affect climate. 2.0, 2.1 (Academic)
  • Ask and tell about seasonal weather conditions in a Chinese-speaking region of the world and how it impact people’s lives. 2.0, 2.1 (Real-World)
  • Hold a conversation about the best times to visit various parts of the world using climate information as a guide. 2.0, 2.1 (Real-World)
  • Give climate information on vacation destinations in Chinese-speaking regions of the world, and discuss with a partner the best time of year to vacation in each place.  2.0, 2.1 (Real-World)
 
2.2  Students interpret written, spoken or signed (ASL) language
  • Watch a video texts regarding the climate of Chinese speaking cultures, then choose the English summary that best describes each culture.   2.2 (Academic)
  • Watch a video about the climate in a Chinese-speaking region of the world, and from a set of weather pictures, choose which weather condition would be typical in that climate.  2.2 (Academic)
  • Given climate information on vacation destinations in Chinese-speaking regions of the world, choose the best time of year to vacation in each place. 2.2 (Real-World)

*Available Resources: 黄义达's 蓝天 (song)

 
2.3  Students present to an audience of listeners, readers or ASL viewers.
  • Write about and give a brief oral presentation on the climate in a Chinese-speaking region of the world using maps, pictures, drawings, charts, or other visuals. 2.3 (Academic)
  • Using visual images and simple text sentences illustrate how climate conditions create differences in housing, food, and entertainment practices.  2.3 (Academic)
 

2.4 (Functions)  Students initiate, participate in, and close a conversation, ask and answer questions.

2.5  Students demonstrate understanding of the general meaning, key ideas, and some details in authentic texts.

2.6  Students produce and present a simple written, oral, or signed (ASL) product in a culturally authentic way.

  • Share with classmates climates they prefer classmates both at home and abroad (Real-World, without context) 2.4 (Real-World)
  • Identify a country’s climate type based on a simple description. (dual immersion) 2.5 (Academic)
  • Produce an entry for a online travel journal about the climate of a Chinese-speaking country. 2.6 (Real-World)
  • Tell how climate affects lifestyle in Chinese-speaking regions of the world (e.g. foods: noodles or grains, clothing materials and style, humidity's effect on building materials). 2.6 (Academic)
  • Tell about the weather conditions in a Chinese-speaking country/region as it relates to its climate ( e.g., 台风, 龙卷风, 季风雨) 2.6 (Academic)  [does china have special named winds?  Like the Santa Ana's?]

*Available Sources: [正负2度C] 几米漫画版

Science, G.1.4. b, G.2.4.a, G.2.4.e, G.3.5.e
Math, G.1.1.2, G.2.1.1
Science, G.1.3.b
Social Studies, G.1.2.4, Theatre, G.2.2.3

 CultureIdeas, attitudes, and values shape culture and language: from literature, the arts and science, to daily living practices, to shared traditions, and common patterns of behavior acceptable to a society.

World Language
Standard 
 Objective Relevant Core Standard

2.0 Students choose an appropriate response to a variety of situations.

2.1  Students demonstrate understanding of the roles products, practices, and perspectives play in the culture.

2.2  Students state similarities and differences within the target cultures and among students’ own cultures.

2.3  Students state reasons for cultural borrowings.

  • Recognize housing style differences based on the climate in China and other Chinese-speaking regions. 2.1 (Academic)
  • Tell about how climate affects the food, housing and living environments in China and other Chinese-speaking regions. 2.2 (Academic)
  • Compare the climates of  Chinese speaking culture with your own. 2.2 (Academic)
  • Compare the climate among three regions in the target cultures. 2.2 (Academic)
  • Tell simple facts about the major disasters in the Chinese history and in other countries due to its climate (e.g., 八七水灾, 吐鲁番高温) 2.2 (Academic)
  • State in simple sentences the similarities and differences between your own regional climate with those in China or other Chinese-speaking region and how these factors affect the environment, housing, food, and entertainment practices 2.2 (Academic)
  •  Tell that Chinese adopts English names for hurricanes and typhoons. 1.3 (Real-World)  [How do teachers know this?]
Social Studies, G.1.1.2, G.1.1.3, G.1.1.4
Math, G.1.1.2, G.1.1.1
Visual Arts, G.1.2.8

 Structure: Each language has unique structural elements and patterns used to convey meaning.  These can be verbal or nonverbal (e.g., grammar rules and vocabulary, or gestures)

World Language
Standard  
Objective  Relevant Core  Standard

2.0 Students use sentence-level elements (morphology and/or syntax) to understand concrete and factual topics.

2.1 Students use sentence-level elements (morphology and/or syntax) to produce informal communications.

2.2 Students identify similarities and differences in the sentence level elements (morphology and/or syntax) of the languages they know.

  • Identify and use the structures “比较” and “最”.  2.0, 2.1
  • Use appropriate adjectives to describe weather and climate 2.0
  • Visit a Chinese weather forecast website to gather information on climate and weather, and write a brief summary of the information learned.  2.0 (Real-World), 2.1 (Academic)

 

  • 2.2 Identify differences in the formation of comparisons in Chinese and English.

 

 

 Setting: Language learning within created settings, situations, and contexts help students comprehend meaning and learn to use language in culturally appropriate ways.

World Language
Standard  
 Objective Relevant Core Standards

2.0 Students use language in interpersonal settings.   

2.1 Students participate in age appropriate cultural or language use opportunities outside the classroom.

  • Students share how they should prepare and respond to natural disasters 2.0

 

  • Students participate in an informal conversation with a group of Chinese young people and talk about the effects of global warming on climate 2.1 [Suggest how this could be done]
 

Sample AssessmentBased on ACTFL’s 3 Modes

Interpersonal

 Interpretive Presentational

TBA

TBA

TBA