G Barnett Webquest

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G Barnett Webquest

  1. 1. By Georgann Barnett Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home
  2. 2. <ul><li>In this Webquest, I want you and a partner to discover more about the monuments and memorials in Washington, D.C. and why they are important. Each group will receive a monument or memorial to research. Then you will create two pages for our class digital storybook which will explain the reasons your monument or memorial is in our nation’s capital. </li></ul><ul><li>Let’s take a look at a short video on monuments, memorials, and museums in Washington, DC: </li></ul>Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home
  3. 3. <ul><li>You will use the internet links given to become experts on your monument or memorial. You and your partner will work together to create two pages in our digital storybook that presents your team’s answer to this question: </li></ul><ul><li>“ Why does your monument or memorial exist?” </li></ul>Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home
  4. 4. <ul><li>You will be assigned a partner. Each partner will have a job to do. This will help your partnership work in a better way. </li></ul><ul><li>Your group will be given a monument or memorial to research. You must use the websites given by your teacher to find information on your monument or memorial. If the websites are difficult to understand, you may use dictionaries, or ask the teacher for help in understanding the information. </li></ul><ul><li>You and your partner each have parts to do, but you must agree on how your final pages will look. If one of you needs help or is not sure of something, you must ask your partner how it should be done. </li></ul>Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home
  5. 5. <ul><li>Both group members must find a picture of your monument or memorial to use on your storybook page. Use different pictures. </li></ul><ul><li>The oldest person in your group is Researcher #1. You must write two or three sentences telling the official name of your monument, where it is found, and when it became a monument or memorial. </li></ul><ul><li>The youngest person in your group is Researcher #2. You must write two or three sentences telling who your monument or memorial is for and why they received a monument or memorial. </li></ul>Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home
  6. 6. <ul><li>The following websites are very important because they will give basic information about your choices. These sites are from the National Park Service. </li></ul><ul><li>The Washington Monument </li></ul><ul><li>The Lincoln Memorial </li></ul><ul><li>Vietnam Veterans Memorial </li></ul><ul><li>The Jefferson Memorial </li></ul><ul><li>Korean War Memorial </li></ul><ul><li>The sites below are also great resources to use for discovering information on our nation’s monuments and memorials. </li></ul><ul><li>National Geographic Kids- U.S. Monuments </li></ul><ul><li>Washington, D.C. Memorials and Landmarks- Fact Monster </li></ul><ul><li>Washington, D.C. Monuments and Memorials </li></ul><ul><li>Ben’s Guide to U.S. Government for Kids </li></ul><ul><li>Mixbook (use [email_address] as the email and grade2 as the password) </li></ul>Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home
  7. 7. Click here to print 2 copies of this rubric for your group to turn in to the teacher. Performance Indicator Advanced 4 Proficient 3 Basic 2 Below Basic 1 Points Cooperation Partners worked together on all aspects and sought each other’s help when necessary. Partners final project works together with help given to each other only if prompt by teacher during project. Project works together with minimal cooperation from partners. Project does not work together and partners had no cooperation. Grammar No mistakes in spelling, punctuation or capitalization. One or two mistakes in spelling, punctuation, or capitalization. Many mistakes in spelling, punctuation, and capitalization. Material is illegible due to mistakes in spelling, punctuation, or capitalization. Content Sentences clearly explain all information requested in the task with additional material given. Sentences clearly explain all information requested in the task. Sentences only explain half of the information requested in the task. Sentences do not explain information requested in the task. Use of Technology Students use websites and technology resources provided by the teacher in appropriate manner and cite sources. Students use websites and technology resources provided by the teacher in appropriate manner. Students only access websites for information and do not use other technology resources. Students do not use technology of any kind to publish information. Page Design Page incorporates all pictures and information requested in an easy to read layout. Page incorporates all pictures and information requested. Page incorporates pictures but not all information requested. Page is missing most or all of information requested. Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home
  8. 8. <ul><li>You now know more about our national monuments and memorials! All of you should be proud of yourselves. What other monuments to our nation’s history interest you? Don’t be afraid to discover more! Remember, learning never stops! </li></ul>Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home
  9. 9. <ul><li>Diocese of Erie Curriculum Guidelines </li></ul><ul><li>SS21.19 analyze the historical significance of national landmarks (e.g., the White House, the Grand Canyon, and the Golden Gate Bridge). </li></ul><ul><li>SS22.22 identify and tell the significance of patriotic symbols (e.g., the Statue of Liberty, the Liberty Bell, and the bald eagle). </li></ul><ul><li>SS21.5 investigate ways to learn about our country’s past by using books, exhibits, museums, parks, people, pictures, and technology. </li></ul><ul><li>National Educational Technology Standards for Students </li></ul><ul><li>Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. </li></ul><ul><li>Use a variety of media and technology resources for directed and independent learning activities. </li></ul><ul><li>Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. </li></ul><ul><li>Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. </li></ul><ul><li>Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. </li></ul>Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home
  10. 10. <ul><li>Video on Slide 2:100% Educational Videos. (1998). Washington, D.C. [Segment 6]. Available from http://www.discoveryeducation.com/ </li></ul><ul><li>Jupiterimages Corporation. (2006). Lincoln Memorial (1) [Image]. Available from http://www.discoveryeducation.com/ </li></ul><ul><li>Jupiterimages Corporation. (2006). Washington Monument [Image]. Available from http://www.discoveryeducation.com/ </li></ul><ul><li>Discovery Education. (2005). Dedication of Vietnam War Memorial in Washington. [Image]. Available from http://www.discoveryeducation.com/ </li></ul><ul><li>Discovery Education. (2004). U.S. Capitol [Image]. Available from http://www.discoveryeducation.com/ </li></ul><ul><li>Jupiterimages Corporation. (2006). White House [Image]. Available from http://www.discoveryeducation.com/ </li></ul>Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home

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