For this weeklong history lab, students will visit 10 stations and learn about 9 of China's inventions as they attempt to answer the essential question: Which Chinese invention was most beneficial?At the stations, students will examine sources that include an advertisement, Instagrams, and even create a wet compass. Afterwards, they will present a persuasive presentation that convinces the teacher/shark to invest. To prepare the stations, you just have to:
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1. Print Lab Exhibits for each station. I print 4 each so that each within the 4-member student group can read along. I print them on card stock and in color. One station requires paperclips, a bowl of water, a piece of cork and a magnet. Another station requires the ability to watch a Video on Gunpowder so make sure you download it. I have the QR Code on the evidence so if your students have iPads and the QR Code Reader app, they can use that. 

I place them in big envelopes and place a Shark Tank China Sticker that identifies the evidence on each envelope. 

2. Copy a Student Journal for each student. 

3. Use the Lab Powerpoint Presentation  and the attachments that go within the presentation: Timer for Lab Powerpoint, Pitch Video, Shark Tank Trailer

4. With collaboration at the forefront of my mind, I design the labs to require no intervention on my end. Students rotate through the stations. They become used to hearing the bell at the end of the timer that signals its time to move and they move to the next station without prompting. 

Because they are able to collaborate and do the work completely independent of me, I am able to focus on their collaboration techniques. I listen for their use of the Collaborative Roles and give them feedback and assess their collaboration using the Collaboration Scoring Guide. 

5. After they have examined each lab, they should be placed in one of 9 groups to prepare for their presentation. Assign each group a different invention and then review the Presentation and Rubric. Students might benefit from seeing a Presentation Example.

Time Allotment
My students complete the lab-stations in two 50 minute periods. Day 3 was spent preparing the presentation. Day 4, we reviewed the presentation rubric before spending the rest of the day rehearsing in groups. Day 5 was spent on presentations, which took 30 minutes. 

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