Adventure in America

A WebQuest on The United States of America

Designed by Angela Walsh

AngelaWalsh@pacificu.edu

Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

 

Introduction

This lesson was designed as part of an Educational Technology course at Pacific University. My fourth grade placement will be studying states later next spring. I designed this WebQuest with this grade in mind in hopes that I will be able to use it with my students in the future.

Learners

This lesson is designed specifically to fit within the 4th grade social studies curriculum. This lesson also involved reading, writing, and art.

Learners will need to have a basic knowledge of the internet and computer use. Students will little or no experience would be able to learn quickly because of the simplicity of the lesson design. Learners will also need to have some experience with brochures. Bringing in a wide variety of brochures for students to look at and evaluate prior to the lesson would be a good idea. Students who are used to word processing will have an easy time completing the brochure by computer. However, creating a brochure by hand is also acceptable for this lesson. Learners will also need to have an understanding of sentence structure, paragraph structure and conventions in writing.

Curriculum Standards

Social Science Standards Addressed:

• Identify and locate major landforms, bodies of water, vegetation, and climate found in the regions of the United States.
• Identify the type of economic activity, population distribution, and cities found in regions of the United States.

Technology Standards Addressed:

• Access, organize, and analyze information to make informed decisions, using one of more technologies.

Arts Standards Addressed:

• Identify the creative process used, and the choices made, when combining ideas, techniques, and problem solving to produce one's work.

Writing Standards Addressed:

• Identify audience and purpose.
• Choose the form of writing that best suits the intended purpose.
• Edit and proofread one's writing, as well as that of others.
• Use simple sentences and compound sentences in writing.
• Spell correctly: roots, inflections, suffixes, prefixes, syllables, homophones.
• Correctly use apostrophes to show possession and contractions.
• Use multiple reference materials as aids to writing.
• Use note-taking skills.
• Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills.

Process

Step 1: Choose 1 state and write your name on the state sign-up sheet. Only 1 investigator per state please!

*Teacher note: Post a sign-up sheet with the 50 states listed. Students draw numbers and sign-up lottery style to avoid hurt feeling with wanting the same state.

Step 2: Print out a state fact sheet to help you in your investigation. You may work together with one or two other investigators to gather information about the states you've chosen. However, the final brochure will be individual work only!

*Teacher note: Having students work in groups of 2 or 3 for the information collection assures that students who are not familiar with internet web sites will have another partner or 2 who may have more experience in order to scaffold their peers.

Step 3: Locate information about your state and fill in the state facts sheet.

Teacher note: This graphic organizer specifically states what is required on the brochure as well as provide one place to record all necessary information. Furthermore, it provides an organizational framework for creating the brochure.

Use the web sites below to collect information.

*Teacher note: Additional sources could be used such as encyclopedias or other non-fiction books about the states.

50 States

Stately Knowledge

Enchanted Learning

Fact Monster

America's Story

World Almanac

Step 4: After you have finished the state facts sheet, convert the information into complete sentences. Organize the sentences into paragraphs by topic. Work together with your investigative team to edit each others work. Use the word wall, dictionary, and spell checkers to correct spelling errors. Remember to check for capitals and punctuation.

*Teacher note: Students will be using their writing skills in creating "stories" for each category of their brochure.

Step 5: Plan the layout of your brochure. Use an 8 1/2 x 11 sheet of paper folded in thirds to sketch out your plan. Allow plenty of space for print and pictures.

*Teacher note: At this time, the brochures introduced at the beginning of the 2 week lesson could be revisited to discuss design and layout and to provide inspiration for student work. Students will need some guidance in learning how to fold their brochure.

Step 6: After you have the layout of your brochure planned and sketched out, create the brochure, either by computer or by hand. Remember, your brochure will be used by the United States government and will be seen by people around the world. Present your best work!

*Teacher note: When I designed this lesson, I wanted to consider that some students are stronger in computer skills than others, and some students are stronger in their art skills than others. With this in mind, I decided to offer an option of computer generated or hand made brochure. Furthermore, I required that no more than half of the pictures be printed from the computer to encourage students to create some of their own pictures.

Resources Needed

Resources/supplies needed include:

• Samples of brochures
• Computer with internet access
• Printer
• Paper
• Coloring supplies (pencils, markers, crayons, scissors, etc.)

*Teacher note: The teacher will need to track student progress and supervise students while they access the internet. Further supervision will be required during group work. Lab time may need to be arranged or scheduled.

Evaluation

Your brochure and performance will be evaluated using the following rubric. The scores from all categories will be averaged together to arrive at a final grade.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Brochure Information	A few pieces of the required information are included with little detail.	Much of the required information is included with some detail and description.	All required information is included with clear descriptions and interesting details.	Brochure contains more information than required with very clear descriptions and many interesting details.
Brochure Layout/Design	There is no clear layout. Information is listed on the paper. There are few or no illustrations or pictures. Information is difficult to locate.	Layout is somewhat clear. There are few illustrations or pictures. Text is not displayed in an attractive manner. Some information is difficult to locate.	Layout is clear. There are several illustrations or pictures intermixed with the text. Information is easily located. Design shows originality.	Layout is clear and engaging. Illustrations and pictures are intermixed with text in an attractive manner. Front cover grabs attention. All information is easy to locate. Design shows originality and creativity.
Organization of Text	Topics are missing clear beginnings and endings. Text is difficult to follow. Details are randomly placed.	Some topics contain beginnings and endings. Text can be followed. Details are not effectively placed.	Order and structure are clear. Text is easy to follow with details that fit where placed.	Order and structure move reader easily through the text. Creative details that enhance the text.
Conventions	Numerous errors in word usage, spelling, capitalization, and punctuation.	Word usage, spelling, capitalization, and punctuation are usually correct with some errors that distract the reader.	Word usage, spelling, capitalization, and punctuation is usually correct with minor errors that do not distract the reader.	Word usage, spelling, capitalization, and punctuation that is correct and effective with so few errors that reader easily skips over them.
Cooperation and Effort	Student did not function well with group and showed very little cooperation. Student showed very little effort and was often off-task during work time.	Some cooperation with group. Student showed some effort and was somewhat on task during work time.	Student showed good communication and cooperation with group. Student showed good effort and was on task for the majority of work time.	Student worked exceptionally well with group showing strong communication and cooperation. Student showed clear effort and was on task during work time.

Conclusion

I believe this lesson is important for students who are beginning to explore the world around them. Researching other states enlarges their scope of thinking and will lead to further curiosity and investigation beyond our country to other countries of the world. In addition this lesson is helpful in introducing students to the use of technology, like the internet and word processing programs. It also works on cooperative learning skills.

Credits & References

The image of the United States was taken from the Factmonster web site.