Student Page for Ms. Kendall’s 3 rd Grade[Teacher Page ] Title Class Introduction Designed by Task Samantha Kendall Process email@example.com Evaluation Conclusion Credits Based on a template from The WebQuest Page
Student Page[Teacher Page Introduction ] Title Justine Gordon, curator of the Akron Art Introduction Museum, drove to work one Monday Task morning thinking it would be just like any other day at the museum. She could have Process never imagined what was awaiting her Evaluation when she arrived! As she walked into the Conclusion museum, she noticed that all of the art work was gone! “There are several tours scheduled today” Justine thought I have hidden A L L of the artwork from your museum frantically, “what am I supposed to do?” in schools throughout the city of A kron. B etter yet, I Just then she noticed a piece of paper have removed all of the labels, so you have no way of attached to one of the bare walls that was knowing which pieces are which! L et the games begin! previously covered in beautiful artwork. She crossed the room quickly and began to read Dropping the note to the floor, Justine ran thethe nearest phone and dialed a number. to note: “I need as many students as possible to help me search the city for the missing Credits artwork!” she exclaimed. “If each student can locate and identify at least three
Student Page[Teacher Page The Task ] Title Introduction You will gather in groups of three Task and search the school for the Process artwork that has gone missing from Evaluation The Akron Art Museum. Each group Conclusion should find three pieces (one per person) and return to our classroom once finished. Any classroom with an open door can be searched. If a door is closed, do not enter that room. Stay inside the building, as the note left at the museum indicated that all artwork was hidden inside the schools. Finding the artwork is only half of your job! Next, you must use Credits the internet to research and identify
Student Page[Teacher Page The Process ] 1. After you have been assigned to your group of three Title students, start searching! Remember, any room with an Introduction open door is fair game. Be creative, the artwork could Task be hidden where you least expect it! Process 2. Be sure to continue searching until each person in your group has a piece of art to bring back to our Evaluation classroom. Conclusion 3. Once you have returned to the room, find an open computer. Your group will only need one, as this is intended to be a task accomplished by working together. Make sure each person in your group has a chance to work on the computer and do some online research. Keep in mind that you need to know the name of the piece, the artist, and the culture from which it came. Listed below are a few websites to get you started. These websites are also examples of useful internet resources. 4. After you have identified all of the necessary information on the artwork you found, label the back of Websites to get you each piece with that information. Place the artwork and the list of the sources your group used on the table started: in the center of the room, return to your own seats, and Credits work quietly until the rest of the http://www.nga.gov/k http://kids.usa.gov/art/index.shtml students are finished.
Student Page Evaluation[Teacher Page Digital Citizenship: Art/Internet Project ] Title Teacher Name: Ms. Kendall Introduction Student Name: ________________________________________ Task CATEGORY 4 3 2 1 Process Characteristics Student identifies multiple significant Student identifies multiple significant Student identifies 1 or Student cannot identify 2 significant characteristics that Evaluation characteristics that characteristics that characteristics that distinguish this artists distinguish this artists distinguish this artists distinguish this artists work or period/school. Conclusion work or school/period work or this from others and uses school/period from work or this school/period from these to recognize others. others. other works by this artist. Influence of culture Student is able to give Student is able to give Student is able to give Student has difficulty several detailed a couple of examples of one example of how describing how the examples of how the how the time period(s) the time period(s) in time periods in which time period(s) in which in which an artist lived which an artist lived artists lived influenced an artist lived influenced his/her influenced his/her their work. influenced his/her work. work. work. Use of online resources Student is able to use Student is able to use a Student is able to use Student has difficulty several online couple online resources one online resources using online resources resources for the for the research for the research for the research research portion of this portion of this project, portion of this project, portion of this project, project, as well as as well as identify but has some trouble as well as identifying identify proper proper resources. identifying proper proper resources. resources. resources. Ability to work in Student exhibits Student exhibits skills Student exhibits skills Student has difficulty groups advanced skills in in teamwork, in teamwork in regards working as a team, and teamwork, including compromises on most to working well with does not do their fair the ability to aspects and is willing to others, but does less share of the work. compromise as well as do their portion of the work than other Credits do their fair share of work. the work. members of the group.
Student Page[Teacher Page Conclusion ] Title Upon completion of this project, you will have not only helped Curator Gordon return all of the Introduction artwork to The Akron Art Museum, but you will Task also: Process Evaluation - Know more about what kind of art different cultures produce, including your own Conclusion - Be able to identify pieces of art by looking at the style in which they were created - Understand how to use the internet as a way to help solve mysteries such as this! - Have a better understanding of how to identify useful internet resources as opposed to sources that should not be used Credits Questions you may consider for further
Student Page[Teacher Page Credits & References ] Title Introduction Task - Images obtained through Process Evaluation Google Images Conclusion - Ohio Department of Education (August 2011.) K-12 Social Studies Standards. Credits
Cur r iculum Standards[Student Page Teacher Page ] (Teacher) Title Social Studies Standards Introduction Learners Addressed Standards Process “Whenever possible, students should have Resources opportunities to learn social studies in real- Evaluation world contexts. They should be able to examine artifacts, read primary sourceTeacher Script materials, engage in authentic experiences Conclusion and take field trips. Research shows that learning is enhanced when students make meaningful connections between new information that they are learning and their own experiences. Combining social studies instruction with the study of other disciplines, such as art and literature, helps to reinforce the learning within each Credits discipline. It also helps the students to