Colonial America WebQuest

By Amy Cleveland

Context:

This lesson was designed for fifth graders at Tobias Elementary. It is to coincide with their unit on Colonial America. This WebQuest will take one week to complete. Students will be researching new immigrants during Colonial America and their lives. They will complete a week long journal, create an art project, and a “Wordle” based on what they have learned.

Objectives:

By the end of this WebQuest students will be able to research about Colonial America and it’s people by finding and reviewing five online resources and two books.

By the end of this WebQuest students will demonstrate their understanding of the hardships and lives of Colonial Americans by creating a journal, Wordle, and artwork.

By the end of this unit students will be able to understand how to cite resources by creating a works cited sheet for their final project.

Benchmarks:

Students will meet the Oregon State Social Studies Standards:

SS.05.HS.05 Understand how individuals, issues, and events changed or significantly influenced the course of U.S. history from pre-history through the period of the American Revolution.

SS.05.HS.05.01 Identify and understand the groups living in the Western Hemisphere before European exploration, their ways of life, and the empires they developed.

SS.05.HS.05.03 Understand the impact of individuals through the period of the American Revolution, on ideas, ways of life, or the course of events in U.S. history.

SS.05.HS.05.04 Understand the colonial experience and how it led to the American Revolution.

Preparation:

-WebQuest (with website links)

-Computers (with internet access)

-Journals (White card stock for front and back of journal, lined paper, blank white pages.)

-Tea and/or coffee water to create antique paper

-Tray to lay paper in coffee water

-Pens, pencils, color crayons, paint, markers, colored pencils, chalk, etc.

-Scissors

-Glue

-Colored paper

-Twine to bind journals

Lesson Introduction:

Day One: 45 minutes

Since this WebQuest will come during our unit on Colonial America, students will be familiar with some of the history. Before we head to the computer lab I will explain that each student is to log onto the computer and read through the entire WebQuest. After everyone has finished reading, there will be time for questions. I will clarify any questions or concerns that may have seemed confusing or unclear. Then students will have twenty-five minutes to begin reviewing some of the websites, taking notes, and citing their resources. (Students have already learned how to cite sources in a previous lesson). They will have two days in the computer lab during this week to find their internet sources. Students will write in their journal for the remaining 15 minutes (any other time needed will become homework). At the of each lesson a few minutes will be given for students to either partner share or share as a class something they have learned or something they are writing about.

Day Two: 45 minutes

Students will go to school library and use their library time to find books on Colonial America. They have also been given advance notice that they may use the public library to find other books. Students will take notes, summarize, and cite their book sources. I will also have books available from my own personal library that students may use to find information. This will take 30 minutes. For the remaining 15 minutes students will write a journal entry. At the end of each lesson a few minutes will be given for students to either partner share or share as a class something they have learned or something they are writing about.

Day Three: 45 minutes

Students will be given art supplies and paper to create any artistic expression of what they have learned about life during Colonial America. They can create a poem, draw or paint a picture, write song lyrics, etc. I will have colored construction paper, scissors, glue, paint, paint brushes, markers, crayons, etc. available for the students to use. Students can use the entire 45 minutes for their art project or they can also take time to write for 15 minutes in their journal. If they elect not to write in their journal, this will become homework. At the of each lesson a few minutes will be given for students to either partner share or share as a class something they have learned or something they are writing about.

Day Four: 45 minutes

Students will go to the computer lab to research any extra additional websites that they may need for their journal project. I will also demonstrate how the Wordle website  works. I will have a Wordle that I have created with 15 words about Colonial America. They are to then create their own Wordle, select the design, and color of their Wordle. They will save this document to the classroom folder on the computer. Each of them will then print it off in color (if available). Students can then take the last 15 minutes to write in their journal. At the of each lesson a few minutes will be given for students to either partner share or share as a class something they have learned or something they are writing about.

Day Five: 45 minutes

Students will dye their card stock using coffee/tea water. They will do two 8x11” sheets for the journal covers. They will write their final entry for their journal. Students will also be given time to finish their artwork, journal entries, or their works cited page. I will show students how the journals will be put together and bound after they are finished. Students will be given the weekend to finish their journal and all materials will be sent home with them (including the twine to bind their journal). At the of each lesson a few minutes will be given for students to either partner share or share as a class something they have learned or something they are writing about.

Closure:

The following Monday- 30 minutes:

Students will be given the opportunity to read aloud their a journal entry, show off their art piece, read their Wordle, or explain something they have learned. We will discuss the differences of how life would be like in the mid 1600’s as a fifth grade student in comparison to how they live today.

Differentiation:

I have made this unit challenging, but have tried to create the activities that are different so that students can express themselves and what they have learned. For students who want to do more, I will give extra credit for each extra journal entry, wordle, or art project that is included in the journal.

For my ESL students I will ask their ESL teacher to have them work on their project if possible during their daily ESL classes. I will also if need be direct them to iGoogle Language Translator. This is a great site where students can copy text if they need it a website or paragraph translated.

Lesson Assessment:

Each student will be assessed based on the rubric given prior to the WebQuest. They will also be graded based on their demonstration of their own understanding of Colonial America. Each student will be graded on their own work and will not be compared to their peers.

Teacher Reflection:

I have created a thorough and thoughtful WebQuest, however, I do know that there is a lot of work involved in this project and it will require thoughtful work on the student’s part. It will be challenging, but I believe there is so much for them to learn through this project. I have planned two days in the computer lab, which right now we only receive one day a week. I will have to work with the Technology Coordinator to figure out when we can have our second day in the lab. There are two computer labs in my school with enough for each student to use their own. I also think it is important since this is a week long project that I give students the chance to finish their project over the weekend.