This page was published as an HTML post.Therefore, many of the features of a webquest are lost. To find a link to this webquest visit www.classwiki45.wikispaces.com.
Webquest : Colonial America...
Please click on the links below to navigate to that section of the Webquest.
• Introduction
• Task
• Process
• Evaluation
• Teachers:
A WebQuest for 4th Grade Designed by {Gabriella Robinson}Email address: grobinson@greenville.k12.sc.us
Original webquest template design by Dan Schellenberg using valid XHTML and CSS.
Please leave this credit line in your webquest so that others can find the original template. Thanks!
Introduction
This webquest will allow you to take a virtual journey to the time of Colonial America. You will explore Jamestown, Virginia and Colonial South Carolina during this activity. Please read all of the directions carefully and work independently. You may consult with the other students in your group. But do not seek help from your teacher or students who are not working in your group. Your teacher will monitor your group and assist and evaluate your while you work on this activity. Good Luck!
Essential Questions to Answer During This Activity:
Compare your family to a family in Colonial America. How is your family the same? How is your family different ?
Original webquest template design by Dan Schellenberg using valid XHTML and CS
Colonial America
Task
Visit the website below and identify contemporary ideas about the New World and leadership.
http://www.virtualjamestown.org/
1. Identify origins, compositions and goals of the Virginia Company.
Visit the website
http://www.knowitall.org/index.cfm
Click on the link Colonial Dorchester Webquest.
Visit this link while you are at the site.
http://www.teachingushistory.org/lessons/pdfs_and_docs/documents/LessonPlanSoutheasternNativeAmericansLifestyles.html
Follow the directions at this link.
Process
Grouping Time:
The teacher will assign you to groups.
Assignment Time
In your new groups each member will have a topic to explore on the internet. The topics are
Family Life
School
Clothing
Games
Computer Time
Once you have your job –visit the two websites above to learn more about your topic.
Presentation Time
Your group will present the information from your research to the class.
Evaluation
The students will be evaluated using the rubric below
Name: _____________________ Teacher:
Date: ______________________ Title of Work: ______________
Skills Criteria Points
1 2 3 4
Helping
The teacher observed the students offering assistance to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Listening
The teacher observed students working from each other's ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Participating:
The teacher observed each student contributing to the project. None of the Time Some of the Time Most of the Time All of the Time ____
Persuading:
The teacher observed the students exchanging, defending, and rethinking ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Questioning:
The teacher observed the students interacting, discussing, and posing questions to all members of the team. None of the Time Some of the Time Most of the Time All of the Time ____
Respecting:
The teacher observed the students encouraging and supporting the ideas and efforts of others. None of the Time Some of the Time Most of the Time All of the Time ____
Sharing:
The teacher observed the students offering ideas and reporting their findings to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Teachers:
The following standards were used during this lesson:
National History Standards: Standards in Historical Thinking
• Standard 2 : Historical Comprehension
• Standard 3 : Historical Analysis and Interpretation
SC Standards
4-2 The student will demonstrate an understanding of the settlement of North America by Native Americans, Europeans, and African Americans and the interactions among these peoples.
Indicator
4-2.2 Compare the everyday life, physical environment, and culture of the major Native American cultural groupings, including Eastern Woodlands, Southeastern, Plains, Southwestern, and Pacific Northwestern.
Resources:
http://www.teachingushistory.org/index.html
http://www.knowitall.org/index.cfm
http://teacherweb.com/TX/OakHillElementary/ColonialAmericaWebquest/hf0.aspx
http://www.virtualjamestown.org/
http://webquest.org/index.php
http://questgarden.com/search/
Materials Needed
Internet Connection
Computers
SMART Board
Saturday, September 17, 2011
24/7 Technology Workshop
Professional Development Session
Produced by SCET/ITV in ETV Streamline SC
24/7 - Best Practices and Resources, January 2009
Gabriella Robinson
Glogs in the Elementary Classroom
August 19, 2011
Introduction of the Lesson
This lesson has been written for the “24/7” SC ETV Streamline SC, Best Practices and Resources. In this lesson, the students will create an online virtual poster at http://edu.glogster.com/what-is-glogster-edu . The students will learn how to use multimedia and how to create an interactive by using Glogster. During this lesson, the students will research our Solar System. Their final projects will be a Glog based on their research on the Solar System.
The Teacher will use NASA Images to introduce the students to the unit. The teacher will ask a series of questions to determine the student’s familiarity with the information to be covered in the unit. The teacher will then show the students the learning centers. The teacher will introduce the students to the books, videos, and posters that will help them to gather information about the planets. The teacher will also show the students the computer and a list of internet sites to visit to look for information.
The students will watch the DVD, The Story of the Solar System.
SC Curriculum Standards for 4th Grade Science
4-1 Understanding of Scientific Inquiry-understands the nature of scientific knowledge.
4-2 The Universe and the Solar System, Earth and Space Science-Understands the composition and structure of the universe and the Earth’s place in it.
4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system.
4-3.1- Recall that Earth is one of many planets in the solar system that orbit the Sun.
4-3.2– Explain how the Sun affects Earth.
4-3.4-Explain how the tilt of Earth’s axis and the revolution around the Sun results in the seasons of the year.
4-3.5- Explain how the rotation of Earth results in day and night.
SC Technology Standards for 4th Grade
Basic operations and concepts (Students demonstrate a sound understanding of the nature and operations of technology systems).
Technology Research Tools (Students use technology to locate, evaluate and collect information from a variety of sources).
INSTRUCTION
Goals: The students will:
• Demonstrate an understanding of the Sun and the planets in our solar system.
• Develop an understanding of earth in the solar system.
• Identify the smaller celestial bodies found in space.
• Be able to describe in detail the characteristics of the planets, sun and stars of our solar system.
• Develop an understanding of the history, size and elements of the solar system.
Description: This is a lesson on the Solar System. Students will learn about the Solar System. Specifically, they will discuss what kinds of objects orbit the sun? What are the smaller celestial bodies found in space? In this lesspm, the students will learn the characteristics of each planet, the sun and stars. The students discuss the size, distance, and features of each planet .
Teacher Strategies:
The teacher will:
Visual Aids- The teacher will provide students with Posters, Wall Charts and Bulletin Boards , photos and images of our solar system.
The teacher will place a model of the solar system in the Learning Center for this unit.
Cooperative Groups- The teacher will have students work in groups of 4-5 to research materials online ,as well as in the school library, for this unit.
Class Discussion – The teacher will have the students to read an article from NASA and conduct a class discussion using the questions associated with the reading to clarify student understanding and expand on the information provided.
A Content Reading Selection- The teacher will discuss the meaning of unfamiliar vocabulary words prior to have students read this selection.
An Engagement Activity- The teacher will propose a question, such as ‘Why do you think scientist would want to send a spacecraft to Pluto?” The teacher will have students read the NASA article, “Pluto is No Longer A Planet”.
Online Activities- The teacher will have the students to engage in online activities and to will provide them with a list of websites to conduct their online research.
In addition, each student will create a virtual poster at http://edu.glogster.com/what-is-glogster-edu .
Materials:
Internet, Informational Books, NASA Handouts, Model of the Solar System, Charts, Posters, Graphs, Graphic Organizers, Video ( The Story of Our Solar System) Computer, Internet Access, Telescopes, NASA Images and Handouts, Evaluation Worksheets for Glogs, SMART Board.
The students will need to be aware of the materials available. Also, the class will need a planned trip to the media center. Students will also need to read books on their planet or other research topics.
Introduction of the Unit
The Teacher will use NASA Images to introduce the students to the unit. The teacher will ask a series of questions to determine the student’s familiarity with the information to be covered in the unit. The teacher will then show the students the learning centers. The teacher will introduce the students to the books, videos, and posters that will help them to gather information about the planets. The teacher will also show the students the computer and a list of internet sites to visit to look for information.
The students will watch the DVD, The Story of the Solar System. The children will participate in discussion activities. During this unit, the learners will then participate in small group activities in which they make virtual posters. At the conclusion of research activities, students will give a 5 minute presentation with their virtual posters to the rest of the class.
Research Activities
The students will work in groups: Group 1- Mercury, Group 2-Venus, Group 3- Mars, Group 4- Jupiter, Group 5 – Saturn, Group 6- Uranus, Group 7- Neptune and Group 8- Pluto (Dwarf Planet)
• The students will be assigned to groups to research planets. Some groups may chose to also research other celestial bodies.
• The students will find interesting facts about their planets and begin to work on their posters.
• The students will generate a list of questions to which they will like to find the answer. ( Scientific inquiry)
• The students will use encyclopedias, magazines, and astronomy texts to research this project.
• The students will also use these websites to research the project: www.nasa.gov
www.solarviews.com, www.planetary.org, , www.wikipedia.org, www.wikibooks.org., www.enchantedlearning.com/calendar/solarsystem, www.enchantedlearning.com/subjects/astronomy,
Online Activities- Class 6
Groups - 6,7, and 8 will complete these activities
Dur ing this class all groups will conduct activities on the computers.
Groups will rotate using the computers in 20 minutes intervals.
While other groups are using the computers students will read library books.
The students will view/listen to videos and podcasts , photo galleries at the following sites :
www.nasa.gov, www.pbs.org/wgbh/nova/sciencenow, www.amazing-soace.stsci.edu,
www.solarviews.com, www.librarythinkquest.com
The students will be encouraged to visit www.wikepdia.org, and www.wikibooks.org and to leave comments.(leaving comments is optional)
Glogs
Each student will complete his or her research activities. The students will then create virtual posters which use videos, images, drawings, text or other tools to create an interactive. The students will then evaluate their fellow students Glogs as they evaluate the Glogs of the students in their groups .
Below are examples of Glogs the students can use as models:
http://se97355.edu.glogster.com/neil-armstrong/
http://www.fourmilab.ch/earthview/
http://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/0072482621/78778/Lunar_Nav.swf::Lunar%20Phases%20Interactive
http://karascience.edu.glogster.com/
These tutorials and videos will also be helpful to you:
http://www.schooltube.com/user/Glogster
http://www.schooltube.com/video/e37c13bfdcd233ce5169/Detailed-Tutorial-on-Glogster-EDU-Online-teaching-and-learning-tool
http://www.schooltube.com/video/2df0579837fc4b5da52a/Discovery-Education-recommends-Glogster-EDU
Suggested Books to Read:
The Star Witness
The Kingfisher Young People’s Book of Space
The Universe by Seymour Simon
Galaxies by Seymour Simon
Visual Dictionary of the Universe
The New York Public Library Amazing Space: A Book of Answers for Kids
Assessment:
The final assessment will be based on this criteria:
Students were highly engaged in class discussion; worked well in their research groups;
produced colorful and creative Glogs, viewed other Glogs.
Below a sample rubric for multimedia assessment can be found at http://www.4teachers.org/
http://www.ncsu.edu/midlink/rub.senst.htm
Multimedia Project Rubric
by Dan Senstock, Winner Multimedia Mania, Middle Grades Division
Evaluator: Project Name:
Students:
Preliminary Work Inc. Poor Avg. Good Excellent
Students completed storyboards prior to computer creation. 1 3 5 7 10
Students used primary and secondary research which included factual and interesting information. 1 3 5 7 10
Students included a minimum of _____ different resources. 1 3 5 7 10
Students created a running bibliography. 1 3 5 7 10
Students asked for permission of any copyrighted material. 1 3 5 7 10
Students focused topic into workable subtopics. 1 3 5 7 10
Design
Students showed evidence presentation synthesis. 1 3 5 7 10
Stack contains all elements. . .text, graphics, sound, video, animation 1 3 5 7 10
Stack contains all presentation elements. . .introduction body, conclusion. 1 3 5 7 10
Students show design elements. . .contrast between text and background, graphics, video are not obtrusive and enhance the presentation. 1 3 5 7 10
Multimedia elements are visible, adequate font choices, color schemes, sizes and styles are appropriate. 1 3 5 7 10
Navigation is easy and understandable. 1 3 5 7 10
Content
Information is relevant and interesting 1 3 5 7 10
Students have used creativity in the design. 1 3 5 7 10
Students have used correct punctuation, complete sentences, grammar and spelling. 1 3 5 7 10
Students showed complete understanding of presented material. 1 3 5 7 10
Students used knowledge of file size manipulation to control the size of the presentation. 1 3 5 7 10
Students have labeled necessary video, graphics, maps for further understanding. 1 3 5 7 10
Students have used a majority of original artwork, animations, video, graphics, sounds etc. 1 3 5 7 10
Presentation
The presentation is fluent from beginning to end. 1 3 5 7 10
Students understand presentation media such as LCD panels, projectors, sound equipment, video equipment, etc. 1 3 5 7 10
Students prepared and checked equipment prior to 1 3 5 7 10
Overall synthesis of the presentation. 1 3 5 7 10
Total: ________
• Back for More Rubrics and Handouts
Last Updated on 8/31/98
Produced by SCET/ITV in ETV Streamline SC
24/7 - Best Practices and Resources, January 2009
Gabriella Robinson
Glogs in the Elementary Classroom
August 19, 2011
Introduction of the Lesson
This lesson has been written for the “24/7” SC ETV Streamline SC, Best Practices and Resources. In this lesson, the students will create an online virtual poster at http://edu.glogster.com/what-is-glogster-edu . The students will learn how to use multimedia and how to create an interactive by using Glogster. During this lesson, the students will research our Solar System. Their final projects will be a Glog based on their research on the Solar System.
The Teacher will use NASA Images to introduce the students to the unit. The teacher will ask a series of questions to determine the student’s familiarity with the information to be covered in the unit. The teacher will then show the students the learning centers. The teacher will introduce the students to the books, videos, and posters that will help them to gather information about the planets. The teacher will also show the students the computer and a list of internet sites to visit to look for information.
The students will watch the DVD, The Story of the Solar System.
SC Curriculum Standards for 4th Grade Science
4-1 Understanding of Scientific Inquiry-understands the nature of scientific knowledge.
4-2 The Universe and the Solar System, Earth and Space Science-Understands the composition and structure of the universe and the Earth’s place in it.
4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system.
4-3.1- Recall that Earth is one of many planets in the solar system that orbit the Sun.
4-3.2– Explain how the Sun affects Earth.
4-3.4-Explain how the tilt of Earth’s axis and the revolution around the Sun results in the seasons of the year.
4-3.5- Explain how the rotation of Earth results in day and night.
SC Technology Standards for 4th Grade
Basic operations and concepts (Students demonstrate a sound understanding of the nature and operations of technology systems).
Technology Research Tools (Students use technology to locate, evaluate and collect information from a variety of sources).
INSTRUCTION
Goals: The students will:
• Demonstrate an understanding of the Sun and the planets in our solar system.
• Develop an understanding of earth in the solar system.
• Identify the smaller celestial bodies found in space.
• Be able to describe in detail the characteristics of the planets, sun and stars of our solar system.
• Develop an understanding of the history, size and elements of the solar system.
Description: This is a lesson on the Solar System. Students will learn about the Solar System. Specifically, they will discuss what kinds of objects orbit the sun? What are the smaller celestial bodies found in space? In this lesspm, the students will learn the characteristics of each planet, the sun and stars. The students discuss the size, distance, and features of each planet .
Teacher Strategies:
The teacher will:
Visual Aids- The teacher will provide students with Posters, Wall Charts and Bulletin Boards , photos and images of our solar system.
The teacher will place a model of the solar system in the Learning Center for this unit.
Cooperative Groups- The teacher will have students work in groups of 4-5 to research materials online ,as well as in the school library, for this unit.
Class Discussion – The teacher will have the students to read an article from NASA and conduct a class discussion using the questions associated with the reading to clarify student understanding and expand on the information provided.
A Content Reading Selection- The teacher will discuss the meaning of unfamiliar vocabulary words prior to have students read this selection.
An Engagement Activity- The teacher will propose a question, such as ‘Why do you think scientist would want to send a spacecraft to Pluto?” The teacher will have students read the NASA article, “Pluto is No Longer A Planet”.
Online Activities- The teacher will have the students to engage in online activities and to will provide them with a list of websites to conduct their online research.
In addition, each student will create a virtual poster at http://edu.glogster.com/what-is-glogster-edu .
Materials:
Internet, Informational Books, NASA Handouts, Model of the Solar System, Charts, Posters, Graphs, Graphic Organizers, Video ( The Story of Our Solar System) Computer, Internet Access, Telescopes, NASA Images and Handouts, Evaluation Worksheets for Glogs, SMART Board.
The students will need to be aware of the materials available. Also, the class will need a planned trip to the media center. Students will also need to read books on their planet or other research topics.
Introduction of the Unit
The Teacher will use NASA Images to introduce the students to the unit. The teacher will ask a series of questions to determine the student’s familiarity with the information to be covered in the unit. The teacher will then show the students the learning centers. The teacher will introduce the students to the books, videos, and posters that will help them to gather information about the planets. The teacher will also show the students the computer and a list of internet sites to visit to look for information.
The students will watch the DVD, The Story of the Solar System. The children will participate in discussion activities. During this unit, the learners will then participate in small group activities in which they make virtual posters. At the conclusion of research activities, students will give a 5 minute presentation with their virtual posters to the rest of the class.
Research Activities
The students will work in groups: Group 1- Mercury, Group 2-Venus, Group 3- Mars, Group 4- Jupiter, Group 5 – Saturn, Group 6- Uranus, Group 7- Neptune and Group 8- Pluto (Dwarf Planet)
• The students will be assigned to groups to research planets. Some groups may chose to also research other celestial bodies.
• The students will find interesting facts about their planets and begin to work on their posters.
• The students will generate a list of questions to which they will like to find the answer. ( Scientific inquiry)
• The students will use encyclopedias, magazines, and astronomy texts to research this project.
• The students will also use these websites to research the project: www.nasa.gov
www.solarviews.com, www.planetary.org, , www.wikipedia.org, www.wikibooks.org., www.enchantedlearning.com/calendar/solarsystem, www.enchantedlearning.com/subjects/astronomy,
Online Activities- Class 6
Groups - 6,7, and 8 will complete these activities
Dur ing this class all groups will conduct activities on the computers.
Groups will rotate using the computers in 20 minutes intervals.
While other groups are using the computers students will read library books.
The students will view/listen to videos and podcasts , photo galleries at the following sites :
www.nasa.gov, www.pbs.org/wgbh/nova/sciencenow, www.amazing-soace.stsci.edu,
www.solarviews.com, www.librarythinkquest.com
The students will be encouraged to visit www.wikepdia.org, and www.wikibooks.org and to leave comments.(leaving comments is optional)
Glogs
Each student will complete his or her research activities. The students will then create virtual posters which use videos, images, drawings, text or other tools to create an interactive. The students will then evaluate their fellow students Glogs as they evaluate the Glogs of the students in their groups .
Below are examples of Glogs the students can use as models:
http://se97355.edu.glogster.com/neil-armstrong/
http://www.fourmilab.ch/earthview/
http://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/0072482621/78778/Lunar_Nav.swf::Lunar%20Phases%20Interactive
http://karascience.edu.glogster.com/
These tutorials and videos will also be helpful to you:
http://www.schooltube.com/user/Glogster
http://www.schooltube.com/video/e37c13bfdcd233ce5169/Detailed-Tutorial-on-Glogster-EDU-Online-teaching-and-learning-tool
http://www.schooltube.com/video/2df0579837fc4b5da52a/Discovery-Education-recommends-Glogster-EDU
Suggested Books to Read:
The Star Witness
The Kingfisher Young People’s Book of Space
The Universe by Seymour Simon
Galaxies by Seymour Simon
Visual Dictionary of the Universe
The New York Public Library Amazing Space: A Book of Answers for Kids
Assessment:
The final assessment will be based on this criteria:
Students were highly engaged in class discussion; worked well in their research groups;
produced colorful and creative Glogs, viewed other Glogs.
Below a sample rubric for multimedia assessment can be found at http://www.4teachers.org/
http://www.ncsu.edu/midlink/rub.senst.htm
Multimedia Project Rubric
by Dan Senstock, Winner Multimedia Mania, Middle Grades Division
Evaluator: Project Name:
Students:
Preliminary Work Inc. Poor Avg. Good Excellent
Students completed storyboards prior to computer creation. 1 3 5 7 10
Students used primary and secondary research which included factual and interesting information. 1 3 5 7 10
Students included a minimum of _____ different resources. 1 3 5 7 10
Students created a running bibliography. 1 3 5 7 10
Students asked for permission of any copyrighted material. 1 3 5 7 10
Students focused topic into workable subtopics. 1 3 5 7 10
Design
Students showed evidence presentation synthesis. 1 3 5 7 10
Stack contains all elements. . .text, graphics, sound, video, animation 1 3 5 7 10
Stack contains all presentation elements. . .introduction body, conclusion. 1 3 5 7 10
Students show design elements. . .contrast between text and background, graphics, video are not obtrusive and enhance the presentation. 1 3 5 7 10
Multimedia elements are visible, adequate font choices, color schemes, sizes and styles are appropriate. 1 3 5 7 10
Navigation is easy and understandable. 1 3 5 7 10
Content
Information is relevant and interesting 1 3 5 7 10
Students have used creativity in the design. 1 3 5 7 10
Students have used correct punctuation, complete sentences, grammar and spelling. 1 3 5 7 10
Students showed complete understanding of presented material. 1 3 5 7 10
Students used knowledge of file size manipulation to control the size of the presentation. 1 3 5 7 10
Students have labeled necessary video, graphics, maps for further understanding. 1 3 5 7 10
Students have used a majority of original artwork, animations, video, graphics, sounds etc. 1 3 5 7 10
Presentation
The presentation is fluent from beginning to end. 1 3 5 7 10
Students understand presentation media such as LCD panels, projectors, sound equipment, video equipment, etc. 1 3 5 7 10
Students prepared and checked equipment prior to 1 3 5 7 10
Overall synthesis of the presentation. 1 3 5 7 10
Total: ________
• Back for More Rubrics and Handouts
Last Updated on 8/31/98
Sunday, September 11, 2011
Webquest
This webquest can best utilized at idealjob-gabby.blogspot.com or classwiki45.wikispaces.comWebquest : Colonial America...
Please click on the links below to navigate to that section of the Webquest.
• Introduction
• Task
• Process
• Evaluation
• Teachers:
A WebQuest for 4th Grade Designed by {Gabriella Robinson}Email address: grobinson@greenville.k12.sc.us
Original webquest template design by Dan Schellenberg using valid XHTML and CSS.
Please leave this credit line in your webquest so that others can find the original template. Thanks!
Introduction
This webquest will allow you to take a virtual journey to the time of Colonial America. You will explore Jamestown, Virginia and Colonial South Carolina during this activity. Please read all of the directions carefully and work independently. You may consult with the other students in your group. But do not seek help from your teacher or students who are not working in your group. Your teacher will monitor your group and assist and evaluate your while you work on this activity. Good Luck!
Essential Questions to Answer During This Activity:
Compare your family to a family in Colonial America. How is your family the same? How is your family different ?
Original webquest template design by Dan Schellenberg using valid XHTML and CS
Colonial America
Task
Visit the website below and identify contemporary ideas about the New World and leadership.
http://www.virtualjamestown.org/
1. Identify origins, compositions and goals of the Virginia Company.
Visit the website
http://www.knowitall.org/index.cfm
Click on the link Colonial Dorchester Webquest.
Visit this link while you are at the site.
http://www.teachingushistory.org/lessons/pdfs_and_docs/documents/LessonPlanSoutheasternNativeAmericansLifestyles.html
Follow the directions at this link.
Process
Grouping Time:
The teacher will assign you to groups.
Assignment Time
In your new groups each member will have a topic to explore on the internet. The topics are
Family Life
School
Clothing
Games
Computer Time
Once you have your job –visit the two websites above to learn more about your topic.
Presentation Time
Your group will present the information from your research to the class.
Evaluation
The students will be evaluated using the rubric below
Name: _____________________ Teacher:
Date: ______________________ Title of Work: ______________
Skills Criteria Points
1 2 3 4
Helping
The teacher observed the students offering assistance to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Listening
The teacher observed students working from each other's ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Participating:
The teacher observed each student contributing to the project. None of the Time Some of the Time Most of the Time All of the Time ____
Persuading:
The teacher observed the students exchanging, defending, and rethinking ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Questioning:
The teacher observed the students interacting, discussing, and posing questions to all members of the team. None of the Time Some of the Time Most of the Time All of the Time ____
Respecting:
The teacher observed the students encouraging and supporting the ideas and efforts of others. None of the Time Some of the Time Most of the Time All of the Time ____
Sharing:
The teacher observed the students offering ideas and reporting their findings to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Teachers:
The following standards were used during this lesson:
National History Standards: Standards in Historical Thinking
• Standard 2 : Historical Comprehension
• Standard 3 : Historical Analysis and Interpretation
SC Standards
4-2 The student will demonstrate an understanding of the settlement of North America by Native Americans, Europeans, and African Americans and the interactions among these peoples.
Indicator
4-2.2 Compare the everyday life, physical environment, and culture of the major Native American cultural groupings, including Eastern Woodlands, Southeastern, Plains, Southwestern, and Pacific Northwestern.
Resources:
http://www.teachingushistory.org/index.html
http://www.knowitall.org/index.cfm
http://teacherweb.com/TX/OakHillElementary/ColonialAmericaWebquest/hf0.aspx
http://www.virtualjamestown.org/
http://webquest.org/index.php
Materials Needed
Internet Connection
Computers
SMART Board
Please click on the links below to navigate to that section of the Webquest.
• Introduction
• Task
• Process
• Evaluation
• Teachers:
A WebQuest for 4th Grade Designed by {Gabriella Robinson}Email address: grobinson@greenville.k12.sc.us
Original webquest template design by Dan Schellenberg using valid XHTML and CSS.
Please leave this credit line in your webquest so that others can find the original template. Thanks!
Introduction
This webquest will allow you to take a virtual journey to the time of Colonial America. You will explore Jamestown, Virginia and Colonial South Carolina during this activity. Please read all of the directions carefully and work independently. You may consult with the other students in your group. But do not seek help from your teacher or students who are not working in your group. Your teacher will monitor your group and assist and evaluate your while you work on this activity. Good Luck!
Essential Questions to Answer During This Activity:
Compare your family to a family in Colonial America. How is your family the same? How is your family different ?
Original webquest template design by Dan Schellenberg using valid XHTML and CS
Colonial America
Task
Visit the website below and identify contemporary ideas about the New World and leadership.
http://www.virtualjamestown.org/
1. Identify origins, compositions and goals of the Virginia Company.
Visit the website
http://www.knowitall.org/index.cfm
Click on the link Colonial Dorchester Webquest.
Visit this link while you are at the site.
http://www.teachingushistory.org/lessons/pdfs_and_docs/documents/LessonPlanSoutheasternNativeAmericansLifestyles.html
Follow the directions at this link.
Process
Grouping Time:
The teacher will assign you to groups.
Assignment Time
In your new groups each member will have a topic to explore on the internet. The topics are
Family Life
School
Clothing
Games
Computer Time
Once you have your job –visit the two websites above to learn more about your topic.
Presentation Time
Your group will present the information from your research to the class.
Evaluation
The students will be evaluated using the rubric below
Name: _____________________ Teacher:
Date: ______________________ Title of Work: ______________
Skills Criteria Points
1 2 3 4
Helping
The teacher observed the students offering assistance to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Listening
The teacher observed students working from each other's ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Participating:
The teacher observed each student contributing to the project. None of the Time Some of the Time Most of the Time All of the Time ____
Persuading:
The teacher observed the students exchanging, defending, and rethinking ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Questioning:
The teacher observed the students interacting, discussing, and posing questions to all members of the team. None of the Time Some of the Time Most of the Time All of the Time ____
Respecting:
The teacher observed the students encouraging and supporting the ideas and efforts of others. None of the Time Some of the Time Most of the Time All of the Time ____
Sharing:
The teacher observed the students offering ideas and reporting their findings to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Teachers:
The following standards were used during this lesson:
National History Standards: Standards in Historical Thinking
• Standard 2 : Historical Comprehension
• Standard 3 : Historical Analysis and Interpretation
SC Standards
4-2 The student will demonstrate an understanding of the settlement of North America by Native Americans, Europeans, and African Americans and the interactions among these peoples.
Indicator
4-2.2 Compare the everyday life, physical environment, and culture of the major Native American cultural groupings, including Eastern Woodlands, Southeastern, Plains, Southwestern, and Pacific Northwestern.
Resources:
http://www.teachingushistory.org/index.html
http://www.knowitall.org/index.cfm
http://teacherweb.com/TX/OakHillElementary/ColonialAmericaWebquest/hf0.aspx
http://www.virtualjamestown.org/
http://webquest.org/index.php
Materials Needed
Internet Connection
Computers
SMART Board
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