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- firstname.lastname@example.org 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.