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					This week, Miss Salamanca Hiddle will be visiting our Language
Arts class. Sal was in such a hurry to get out to Lewiston and find
her mother that she didn’t pay too much attention to all the
incredible sites she saw along the way. Now that she’s back in
Bybanks, she’d like to learn more about those incredible places
but it is way too hard for her to get back there- remember- she
doesn’t even have a driver’s license! She’s visiting us so she can
find all the answers to her questions about those impressive
landmarks she visited. Your group’s job this week will be to
investigate, research, and discover all the secrets and wonders of
the landmarks she sped through, in order to teach Sal about
these places at the end of the week.

Now, I can already guess your first question:

Which landmarks were they again???

     The Badlands
     The Black Hills
     Yellowstone National Park and Old Faithful
     Mount Rushmore

Also, we will be exploring a little of Lewiston, Idaho to help Sal
discover a little more about her mother’s final resting place.

Remember, this is a group webquest and group effort will be
required to succeed, so each of you need to give 100%. You may
―divide and conquer‖ in order to finish the tasks, BUT I want each
group member to participate in EACH job- so no saying ―you do
job one, I’ll do job two.‖ Doing THAT is against the rules. 

Two small helpful hints for your journey: Throughout this
webquest, two symbols are sprinkled around.




The lightbulb will give you advice or helpful hints.



       The car will take you back to the table of contents.
    Use them to help you navigate your trip.

    With that being said, let’s get started.




    Check out the table of contents below and be sure to read
    through each section before you begin.

                    My advice? First read through the basic jobs,
               then read the specifics.
                                 Next, read through the rubrics to
                          see what is being asked of you.
                                 Now, read the specifics, AGAIN
                                 Then, last, get started checking out
                          the resource pages.
                                 Take some notes as you go through
                          the resource pages, and be sure to
                          document what page you found the info on
                          so you can create a good works cited page
                          later on.



 The
            Map     Postcards Presentation
Jobs-
Basic
   The
              Map       Postcards Presentation
  Jobs-
 Specific
   The
             Mount        The        The Black     Yellowstone Lewiston,           Common
Resources   Rushmore    Badlands       Hills        National    Idaho             Resources
                                                       Park

  The
              Map       Postcards Presentation
 Rubrics
 Other         The                                                                  The
             ―I’m All   Conclusion                                            Teacher/Librarian
              Done‖                                                                 Page
            Checklist




                                     Remember- anytime you are out in the Webquest and you want to com
                                          Table of Contents, just click on the Car symbol like the one to




      For this webquest, you will have three specific jobs to do.
        1. You will create a map of Sal’s journey west
        2. You will create postcards to share with Sal that tell about
           the places she saw
  3. You will create a presentation to share with her that
     highlights the four main locations she visited, as well as
     discuses Lewiston Idaho.

Below you will find 3 sections for each of these three jobs.

       First you will find a better BASIC discussion of your three
jobs
      Second, you will find a SPECIFIC discussion of your jobs,
including a checklist of what I’ll be looking for as I grade.
      Last, you will find RESOURCES that you will be able to use
in order to complete you three jobs.




  1. MAP – the basics

       Go back through the text of Walk Two Moons and track Sal
       and her grandparent’s journey across the country. You do
       not need to track their route home.

       Pinpoint each location on the map

       This will give you a good understanding of where they
       traveled and how each of the locations you will be studying
       fit into the bigger picture of the trip

  2. POSTCARDS – the basics
  Sal received postcards from many of these locations as her
  mother made her trip west. Now, on our trip, we’ll be making
  postcards that WE can give to Sal.

  Our postcards will share basic information about each
  location, as well as contain an illustration of the location.

3. PRESENTATION – the basics

  Last, each of you will need to prepare a presentation for
  Sal. The presentation will be sharing your findings about
  Rushmore, Badlands, Black Hills, Yellowstone, and a little
  about Lewiston, Idaho.

  The presentation can be a PowerPoint, slide show, a series
  of posters or pictures, or an original book.




1. MAP – the specifics

  To create this map, you need to go to
  www.google.com/maps

             1. Click on ―sign in‖ in the top right corner
             2. type my email in for ―email‖

                email- lkaiser2@indiana.edu
             password- kaiser

          3. click ―sign in‖

          4. Now, click ―my maps‖ in the top left corner




           5. On the left side, you will now see a list of
              ―Walk Two Moons‖ maps. Look at the example
map to find about where Bybanks, KY is.

           6. Click on the Walk Two Moons- Group ___ Map
that belongs to your group.

          7. play with the features to see what they do




                                                                           Draw

                                       Zoom

                                                                   Makes a pinp



                                                           Moves the map
                                     Un-Zoom




          8. Using the features, map Sal and her
          grandparent’s journey using the pinpoints and
                                                                 I would draw
                                                                 final resting p
            lines, and write a BREIF description of
            each stop in the description box.

            9. Start with Bybanks and end in Lewiston, ID

            10. Be sure to save each time you finish a
  mapping step.

            11. After the presentation is complete I will get
  on and check your map.
                Be sure to check the MAP RUBRIC to be sure
            you are including all parts

2. POSTCARDS – the specifics

       These postcards will be handmade postcards by your
       group members and addressed to Sal. We will ―give‖
       them to her this week.



       The postcards should be:

       1. Handmade AND computer generated- I would like a
          combination of hands-on art and computer
          generated art (Paint computer program)
       2. The four computer made ones may be made in any
          computer art program you have at home, or Paint,
          here at school.
       3. The four handmade ones may be made using ANY
          resources you find in the art cabinet. Be creative.
          They DO NOT have to be white paper with colored
          pencil drawings. (how boring!)
4. I will be expecting a minimum of 8 postcards. Two
   per each study location (Rushmore, Black Hills,
   Yellowstone, Badlands) One computer made and one
   handmade for each location.
5. Since these postcards will not be actually sent in
   the mail, you may make them texturized or raised if
   you wish.
6. I expected each group member to participate in the
   postcard activity- NOT JUST THE ARTY KID.
   Please initial in small letters in the corner of any
   postcard you help work on.
7. ON THE BACK of the postcards, write a simple
   description of the location- kind of a ―who- what-
   when – where – why.‖

Like this:

―The Statue of Liberty was built is 1857 and was a gift
from the aliens on Mars. It is located in Pearl Harbor,
North Dakota and stands for the freedom to wear
purple underwear. It weighs 48 pounds and is 100
inches tall and took 10 days to complete building. It is
made of purple JELLO.‖

         You might want to be sure you’ve got all your facts straight before you
         write them on your postcard.




8. Be sure to title each illustration so we know what
   landmark is being demonstrated
9. You may complete extra postcards for fun or do
   multiple cards of each location if you wish.
         10. Be sure to check the ―Postcard Rubric‖ to be
            sure you are including all parts

3. PRESENTATION – the specifics

   Your presentation will be the last step in your webquest. You
   will be presenting to the class and to ―Sal‖ your findings on
   the following locations:

      The Badlands
      The Black Hills
      Yellowstone National Park and Old Faithful
      Mount Rushmore
      Lewiston, Idaho

You may present in any way you wish AND you may mix and
match different methods if you wish. Remember all the fun
and interesting presentation methods we’ve learned this year-
here’s a reminder:

      Powerpoint
      Posters
      Pictures and images
      Sound and video
      Display Board
      Transparencies and overheads
      Slide shows

I’ll expect each person to talk and present at some point in the
presentation- introducing the group doesn’t count. Plan ahead
and use some time to practice your presentation so it goes off
flawlessly.
Your presentation should include the ―why‖ and ―so what‖ of
each of the landmarks and monuments. Everyone will know the
who’s what’s and when’s- mention those briefly but I’m
interested in hearing what you found that other groups didn’t.
I’ll be looking for interesting answers to questions like:

      Whose idea was it to build Mount Rushmore?
      How does Old Faithful work, and how often does it erupt?
      How big is Yellowstone National Park?
      What ELSE is in Yellowstone BESIDES Old Faithful?
      Does anyone live in the Badlands?

You don’t have to answer these questions, but think of
interesting questions people like Sal might have about these
landmarks and find the answers to those.

Also, be sure to keep track of what resources you use-
internet, online encyclopedia, books, etc and turn in a works
cited page. Be sure to format it as we have all year. Feel free
to use http://citationmachine.net/ .

The citation machine handout we’ve used this year is available
at the back of the room in the resource file if you’ve forgotten
how to use Citation Machine.

The sky is the limit when it comes to your presentation- after
a whole year of 7th grade I’m counting on you to impress me. Be
creative and have fun. Remember- your goal is to let Sal know
about all the places her mother and she visited as well as tell
Sal a little about the city of Lewiston, Idaho. Tell her the good
stuff- she doesn’t need to know the bad stuff. Make her feel
good about the place her mother is buried.
  Check out the ―Presentation Rubric‖ to see what I’ll be grading
  your presentation on.




I bet you’re wondering where you’re going to find all the
information about these places, huh? Have no fear- I’ll help you
out.
LOCATION   INFORMATION



           These information pages are all different. Some are picture galleries, some ar
           virtual tours. Some are movies and interactive websites. Some are just pages
           have to read. (Yuck!) Check out all the links to get varied information and to le
           the most about the locations.

Mount
Rushmore
           http://www.nps.gov/moru/

           http://www.pbs.org/wgbh/amex/rushmore/index.html - This is a link to the whole sit
           of the links below go to specific pages of the sites I think are helpful but feel free t
           explore the whole thing.

           http://www.pbs.org/wgbh/amex/rushmore/gallery/index.html

           http://www.pbs.org/wgbh/amex/rushmore/timeline/index.html

           http://www.mtrushmore.net/rushmore2.html

           http://www.pbs.org/wgbh/amex/rushmore/filmmore/ps_records.html

           http://www.nps.gov/moru/historyculture/index.htm

           http://www.travelsd.com/placestogo/rushmore/index.asp

           http://www.pbs.org/wgbh/amex/rushmore/sfeature/pop_carving.html

           http://www.mtrushmore.net/firewk2.html

           http://www.pbs.org/wgbh/amex/rushmore/sfeature/index.html


The
Badlands
           http://www.nps.gov/badl/upload/07Newspaper.pdf

           http://www.nps.gov/archive/badl/exp/nathist.htm
              http://www.badlands.national-park.com/info.htm#his

              http://www.carlheilman.com/virtual.panoramas/360.panoramas/panorama.scroll.badla

              http://www.badlands.national-park.com/



The Black
Hills
              http://www.carlheilman.com/virtual.panoramas/panoramas.click.harney.peak.html

              http://www.fs.fed.us/r2/blackhills/

              http://www.fs.fed.us/r2/blackhills/faq/index.shtml#q2

              http://www.fs.fed.us/r2/blackhills/recreation/heritage/index.shtml



Yellowstone
              http://www.nps.gov/archive/yell/oldfaithfulcam.htm

              http://www.pbs.org/edens/yellowstone/teach1.html#background

              http://www.mountainvisions.com/QTVR/YellQTVR/YellQTVR.html

              http://www.windowsintowonderland.org/GeyserQuest/index.shtml

              http://www.nps.gov/yell/

              http://www.wyomingtourism.org/cms/d/yellowstone_national_park.php?cmp=KNC-
              WY07&HBX_PK=YellowstoneGroup&HBX_OU=50

              http://www.yellowstone-natl-park.com/


Lewiston,
Idaho
              http://www.cityoflewiston.org/

              http://www.cityoflewiston.org/lewictin.htm
Common
Resources
            Remember that this year we have extensively used Inspire as a resource. You could c
            do an Inspire search to find more information about any of these places. (Prob
            Lewiston,                                       ID
            Directions for using Inspire
            Remember that our school subscribes to world book online. Feel free to login to Wo
            and do any necessary searches there as well.
            The school library does have some books on these national parks- the books have
            been pulled for you and are on a cart in the classroom- feel free to use any and/
            them if you wish.
            Citation Machine handouts we have used all year. Use the one in your folder or t
            available in the resource file at the back of the room. Directions for using Citation M
            Inspire handouts we have used all year. Use the one in your folder or they are ava
            the resource file at the back of the room.
Not so fast. Check through the following checklist to see if
you are REALLY finished:
o I researched all five locations and have interesting
  and new information to present to ―Sal‖ on each of
  them.
o I have made 8 postcards- 4 on the computer and 4
  handmade
     o The postcards depict the 4 main locations-
       Rushmore- Yellowstone-Black Hills- Badlands
     o The postcards have basic info on the back of
       them the ―what and where‖ if you will
o I have created my map of Sal’s journey, pinpointed her
  stops, and checked the book to see if I got them all. I
  connected the dots on the map AND gave a brief
  explanation of each stop in the description box
o I have printed my map and have it ready to hand in
o I have made a works cited page, following the format
  we have used all year- it is printed and ready to turn in
o I have a great visual presentation- like a series of
  posters, or a PowerPoint, and I know what I’m going to
  say and describe about each page or picture.
o I have checked each rubric carefully and I know I will
  do awesome.
o My group has practiced our presentation. We know
  what to say and when to say it. There will be no
  confusion when it’s our turn to go.
When you’ve finished your webquest, completed all
activities, and checked off each spot on the checklist,
YOU’RE DONE!!!
Sal is going to be so excited to hear all about the fantastic
places she ―Saw‖ along the way and she is glad that you have
had a chance to learn about them- and even see some of
the- too.

Your presentations will begin next week and I know Sal and
myself are eager to hear all about how bad the Badlands
are, how big Mount Rushmore is, how often Old Faithful
erupts, and why the Black Hills are Black. Sal is especially
interested in hearing some positive things about Lewiston,
where her mother is buried. She’d like to know what it is
known for, and what fun things there are to do when she
goes back to visit.

Thanks for helping her learn more about her journey!
WALK TWO
MOONS                  1                 2                   3                   4

Map Rubric

  Locations     Student failed    Student             Student            Student went
                to include most   included some       included most      above and beyond,
                locations         of Sal’s stops in   every important    including all stops
                                  her journey         or significant     made by Sal
                Only 3 or so                          stop made by
                listed            Only 5 or so        Sal                Every Stop listed
                                  listed                                 in book
                                                      Every
                                                      significant stop
                                                      listed in book

 Descriptions   Student failed    Students gave a     Student gave       Student gave
                to give brief     few                 good               great descriptions
                descriptions of   descriptions        descriptions for   for each
                stops             but was lacking     stops              significant stop
                                  in them or was                         that told what
                                  incorrect in                           happened at this
                                  description                            location or why it
                                                                         was significant to
                                                                         the story

 Correctness    Student was       Student was         Student was        Student ALWAYS
                completely        mostly correct      nearly always      located the
                incorrect in      when targeting      correct in         correct spot in
                given locations   points of           pinpointing the    which Sal and her
                and               stopping            stopping           family stopped
                descriptions                          locations
WALK TWO
MOONS                    1                   2                  3                   4

Postcard
Rubric

                 Student turns        Student turns      Student turns      Student turn in 8
  Postcards      in fewer than 4      in 4-5             in 6-7             quality postcards-
                 postcards- or -      postcards all      postcards- all     all pictures of
                 not all pictures     pictures of        pictures of        appropriate
                 are of               appropriate        appropriate        locations
                 appropriate          locations          locations
                 locations

                 Student fails to     Student            Student does a     Student does a
  Explanation    give explanation     includes who-      good job writing   great job writing
                 or who-what-         what-when-         the who-what-      the who-what-
                 when-where-          where-why of       when-where-        when-where-why
                 why of locations     locations but      why of             of locations and
                                      the information    locations. Some    the information is
                                      is weak and        may lack good      correct
                                      brief.             details.

                 Student draws        Student does a     Student does a     Student displays
Creativity and   in pencil on plain   sloppy job.        nice job. Art is   a variety of
 Art Quality     white or lined       Little time was    neat and           creative and
                 paper- no            spent trying to    presentable but    artistic
                 artistic effort      create creative    nothing overall    techniques.
                 visible and work     artistic images.   interesting or     Student clearly
                 is sloppy. (If                          creative.          attempted to
                 pencil drawing/                                            portray images in
                 graphite is                                                artistic and
                 your medium of                                             appealing way.
                 choice, please
                 discuss with me
                 before hand so
                 we can
                 determine your
                 quality
                 standards.)
WALK TWO
MOONS                 1                2                3                 4

Presentation
Rubric

    Format     Student stood    Student          Student          Student created
               at the front     attempted a      created a        quality program- a
               and read off a   presentation     presentation     PowerPoint,
               paper            but it was       that was good    poster, display
                                difficult to     but simplistic   board, overheads,
                                see/ read OR                      etc. or a
                                was messy and                     combination of
                                confusing OR                      the above.
                                media did not
                                work.
    Visuals    Student          Student          Student had      Student program
               presentation     presentation     some visuals.    was filled with
               had NO visuals   had one or two                    visuals- lots of
                                visuals                           pictures or videos
                                                                       from internet-
                                                                       models created by
                                                                       student, or
                                                                       posters or
                                                                       pictures drawn.

Presentation   Student            Student was        Student was       Student
               mumbled and        difficult to       clearly audible   presented loudly
               was difficult to   understand but     and people        and
               hear- when         improved a bit     could hear.       enthusiastically.
               prompted           when prompted      Student did not   Everyone had a
               failed to get                         seem eager or     clear
               any better                            interested in     understanding of
                                                     presentation.     what they were
                                                                       discussing.

Information    Student had        Student relayed    Student did a     Student shared
               gibberish for      only the basics-   good job          interesting and
               information-       the who’s,         relaying          informative bits
               clearly, no        what’s and         information but   of information. In
               research had       when’s.            some info given   addition to basic
               been done                             was basic and     info, student
                                                     showed a lack     shared in-depth
                                                     of research       info too,
                                                     depth. Some       explaining the
                                                     elaboration was   how and why of
                                                     done on a few     the landmarks.
                                                     topics.           Student had
                                                                       clearly
                                                                       researched and
                                                                       understood all
                                                                       that was asked of
                                                                       him.

Preparedness   Student was        Student was        None              Student was
               clearly            mostly                               clearly well
               unprepared and     prepared but                         prepared, started
               had no idea        had some mini-                       quickly and
               what to do         conferences                          efficiently
               when his turn      with his group                       without messing
               came. Materials    mates about                          around up front.
               were not at        when and                             Student knew his
               school or were     where.                               part and did not
               not ready.         Materials were                       have to whisper
                                  ready but                            with group mates
                                  clearly group                        in order to
                                     had not                             understand when
                                     practiced.                          and what to do.
                                                                         All materials were
                                                                         in class on time
                                                                         and ready to go
                                                                         when group was
                                                                         called.

Overall Quality   Presentation       Presentation       Student did a    Materials
                  was messy          was just OK.       good job.        presentation and
                  and/or poor.       Materials were     Materials were   discussion was
                  Student was        uninteresting or   nice and         impressive.
                  not knowledge      poor and           information as   Clearly good work
                  about topic or     presentation       good. Overall    had been done all
                  prepared.          was weak.          though, not      week long.
                                                        exceedingly
                                                        impressive.
 Works Cited      Fails to turn in   Turns in works     None             Includes a works
                  Works cited        cited page but                      Cited Page-
                  page               page is error                       turned in with
                                     filled or                           final documents
                                     formatted
                                     incorrectly
This webquest has been created by Lora Kaiser, June 2007,
Indiana University L595

Tips and Tricks

   This webquest was created for 7th grade Language Arts
    students who have just completed the novel Walk Two
    Moons.

   This webquest should take about 2 weeks to complete, and
    approximately 3 days for students to present their findings
    to each other. It might be beneficial to have headphones on
    the computers as many of the sites have audio.

   It was designed with groups of three or four in mind as the
    information is plentiful about these five locations.

   Students should spend 2 to 3 days reading and exploring the
    info and mapping Sal’s journey. Then, students will need
    approx. 5 more days to create their postcards and design
    and execute their presentation PowerPoint, poster, etc. as
    well as create their works cited page.

   I would suggest rotating through the groups several times
    each period in order to keep kids on task as well as to
     answer questions, reaffirm understanding and guide
     students.

   For management’s sake, you may wish to give each group a
    daily group for their progress, ―sportsmanship,‖ work ethic,
    etc, and report these grades to the students each day to
    give them positive or negative feedback on their daily work
    as needed.

Other Resources that would be helpful in the teaching of Walk
Two Moons:

Web Resources:
There are LOTS of internet resources available for Walk
Two Moons Units and Webquests. Below is a sample of
them. I like to google terms like:
   ―walk two moons‖
   ―walk two moons unit‖
   ―walk two moons project‖
   ―sharon creech walk two moons‖
   ―sharon creech‖
   ―walk two moons webquest‖
   ―walk two moons novel study‖


A sample of web resources:
http://studentweb.fontbonne.edu/~ayat565/webquest/
http://www.sparknotes.com/lit/twomoons/
http://www.sdcoe.k12.ca.us/score/walk/walktg.htm
http://www.learnnc.org/lessons/JanetFore5232002242
http://www.emints.org/ethemes/resources/S00001439.s
html
http://www.carolhurst.com/titles/walktwomoons.html
http://www.sharoncreech.com/index.html
http://www.glencoe.com/sec/literature/litlibrary/walktw
omoons.html

Book Resources:
http://www.amazon.com/Guide-Using-Moons-Classroom-
Literature/dp/0743931602
http://www.amazon.com/Newberys-Net-Thematic-
Technology-
Connections/dp/1891917021/ref=si3_rdr_bb_product/10
5-5779605-5642046


7th Grade Language Arts Standards

     7.4.5 Identify topics; ask and evaluate questions; and develop ideas leading
      to inquiry, investigation, and research.
     7.4.6 Give credit for both quoted and paraphrased information in a
      bibliography by using a consistent format for citations and understand the
      issues around copyright and plagiarism.
     7.4.7 Use a computer to create documents by using word-processing skills
      and publishing programs; develop simple databases and spreadsheets to
      manage information and prepare reports.
     7.5.5 Write summaries of reading materials that:
      • include the main ideas and most significant details.
      • use the student’s own words, except for quotations.
      • reflect underlying meaning, not just the superficial details.
     7.5.7 Write for different purposes and to a specific audience or person,
      adjusting style and tone as necessary.
     7.5.3 Write or deliver a research report that has been developed using a
      systematic research process
      the topic, gathers information, determines credibility, reports findings) and
  that:
      • uses information from a variety of sources (books, technology, multimedia)
  and documents sources independently by using a consistent format for citations.
      • demonstrates that information that has been gathered has been
  summarized and that has been refined through this process.
      • demonstrates that sources have been evaluated for accuracy, bias, and
  credibility.
      • organizes information by categorizing and sequencing, and demonstrates
  the distinction of one’s own ideas from the ideas of others, and includes a
  bibliography (Works Cited).
   7.7.3 Organize information to achieve particular purposes and to appeal to
      the background and interests of the audience.
   7.7.4 Arrange supporting details, reasons, descriptions, and examples
      effectively.
   7.7.5 Use speaking techniques — including adjustments of tone, volume, and
      timing of enunciation (clear speech); and eye contact — for effective
      presentations.
   7.7.10 Deliver research presentations that:
      • pose relevant and concise questions about the topic.
      • provide accurate information on the topic.
      • include evidence generated through the formal research process, including
      the use of a card catalog, Reader’s Guide to Periodical Literature, computer
      databases, magazines, newspapers, and dictionaries.
      • cite reference sources appropriately.




All graphics used are from Microsoft Clip Art.
