WebQuest

Earth Invasion

**Teacher Page**

A WebQuest for 5th Grade Social Studies

Designed by Christine Pang
pangc@pacificu.edu

Introduction

This lesson was designed as an assignment for our educational technology course at Pacific University. Our task was to choose a Social Studies topic and create a webquest for the appropriate grade level.

This 5th grade Social Studies lesson/quest on Earth's continents will allow students to work with about 3 of his/her peers, and use pre-selected website links to research their continent and become the "experts." Each group will be responsible for ensuring collaborative team work, developing a research plan of action and an accompanying organizational tool, researching their continent, creating some sort of display of their information (brochure, poster board, etc.), presenting their project to the class, and finally a self- and group-reflection and brief summary of what they learned through this project.

Learners

This lesson/quest is designed for 5th grade Social Studies, based on Oregon's benchmarks (but may vary depending on your state). Though this quest is mainly a study of geography, it also incorporates reading, technology, writing, and public speaking. It will also work to develop social skills, as groups will need to work together and cooperate with one another.

Prior knowledge and/or experience may include:
-How to navigate the internet
-How to find research
-How to take notes

Curriculum Standards

The standards and benchmarks that this WebQuest will address are as follows. Please note that though the entire benchmark may not be addressed, at least a part of it will be.

Oregon Social Studies Standards Addressed:

SS.05.GE.03.01 Identify the names of the continents and their relative size, shape, and location

SS.08.GE.03 Locate and identify on maps and globes the regions of the world and their prominent physical features.

SS.08.GE.03.01 Identify the location of major mountain ranges, deserts, rivers, cultural regions and countries in the world.

Oregon Language Arts Standards Addressed:

EL.05.RE.17 Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, news stories, and almanacs.

EL.05.RE.19 Find information in specialized materials (e.g., thesaurus, almanac, newspaper).

Oregon Health Standards Addressed:

HE.03.HS.04 Demonstrate positive communication skills.

Additional learning outcomes:
-Creating a plan of action
-Decision-making
-Communication
-Team work
-Research Analysis
-Creative production
-Public speaking
-Self- and group-reflection

Process

This is a lesson that may take several working periods, days, weeks, etc., however long you feel your students need. I suggest doing daily check-ins with each group at the end of their work period, to see how much they got done, how much more they need to do, and how long they think they would need. Though it is important not to rush them through the research process, I can also understand how you wouldn't want to spend too much time on this one lesson/quest. Having access to at least one computer minimum per group, will help the process to go by quicker, as you won't have people waiting around to get on to do some research. Another suggestion is to pick out books that your school library may have on the continents, ahead of time, so that while some are on the computer researching, others may be reading through books, almanacs, encyclopedias, etc.
*Note: It is very important to stress the fact that this is a group project! Most of their grade will derive from their cooperation and collaboration with one another.

Step 1:
Decide how you want to split your class into groups. Because we are excluding Antarctica for this Quest, there are 6 groups. My suggestion would be to have the students work by table groups or whoever they sit next to. This will eliminate the sometimes chaotic process of "choosing," allowing students to work with peers with whom they may not usually interact with. When the groups are decided, randomly distribute one continent to each group. This will be the continent in which they will research and present on.

Step 2:
When groups have received their continent, they must discuss with their teammates what is important to know about their continent. They must develop a plan of action of any sort, in which they will conduct their research, as well as an Organization tool that will assist them in organizing their research as they find it. Each group must run it by you and get the okay, before they can even start researching. What you are really looking for here, is an indication that the groups thought about what they wanted to find out about their continent, and how they would go about it.

Step 3:
Research! On the student page are links to educational websites that contain information about each continent. Some may use the computers, some may use resources from the library, depending on what is available of course, or some can be working together. No one should be doing nothing during work periods. This is their time to become the "experts" on their continents. At this time, you should circulate amongst groups, making sure everyone is working and using the organizational tool they created.
*Note: At the end of each work period, check in with each group to see the progress they've made and how far along the process they are.

Step 4:
When groups are done with their research, they are encouraged to sit down as a group and review the information they have, since some may've found information that others did not. It also nice to be on the same page as they go into the presentation. Their task here is to create some sort of display for all of their information, in its final form. They could make brochures, poster boards, handouts, etc. I would suggest leaving out construction paper, tag board, small poster boards, etc. for students to use, but announce that they are not limited to these materials. You may also consider having examples for students to look through to get ideas. The examples should serve as simply that, ideas, a springboard from which students can be creative, so they do not need to be related to continents. This is another step that may take some time. Students may choose to type up their information or write it, but nice, neat work should be emphasized.

Step 5:
After groups complete their display, they must submit a self- and group-reflection. I would suggest writing on the board exactly what you are looking for (For example, Do you feel like you contributed your share of work? Do you feel like your group members contributed their share of work? What do you think you did well as a group? What do you think you should've done differently? Please include reasons for why and why not. Please include reasons to support your responses. etc.) so that your expectations are clear. This is students' opportunity to express to you how they felt his/her group worked as a team, and anything they feel it necessary for you to know about their work. Assure them that what they write will be kept confidential (in case they are worried about their peers finding out what they wrote). This is the only thing that students will be graded individually for.

In addition to their self- and group-reflection, students will also be requried to write you at least one paragraph of summary of what they learned through this research project. It can be about a mountain range or desert that they discovered was on their continent, or it can be about who they are in a group setting. This is just a chance for to see whether or not they learned anything or got anything out of this lesson.

Step 6:
To end this lesson, each group will present their work to the class. Every member must participate in the presentation, and they should last around 5 minutes! As they're are presenting, look to see that they are sharing all of the wonderful information they found. Being that they have become the "experts" of their continent, they should be able to answer questions that are posed to them by you and their classmates.

*Your role throughout this Quest:
-Make sure groups are working together and on-task during work periods
-Check in with groups at least once during each work period (and make note of progress, to determine how much more time will be allowed)
-Depending on the skill level of students, they may need assistance with getting online and using the links provided
-Before the lesson, see if your school library has any resources that they students can use to find information (atlases, encyclopedias, books, etc.)
-Provide materials for the displays

Variations:
-If you have a computer lab that is available for your class to use, that would great! This way more than one student can be on the computer at once. However, if you do not have a lab, or it is unavailable, make use of what you have in your own classroom. This may also mean having students do research throughout the day whenever they can. Also, you can send a newsletter home to parents, explaining what this lesson is about, and see if they would allow their child to do some research at home as well.
-If you have any group finish significantly faster than the others, first have them back and see if there is any other information they can find. If they are absolutely done, and you agree, challenge them to find information on Antarctica.

Resources Needed

*Access to computers and internet (either in the computer lab or in the classroom)- at least one per group is highly recommended.
*A printer
*Atlases, almanacs, encyclopedias, books, etc.- whatever you can find that contains valuable information to this project.
*Materials for displays: construction paper, tag board, poster board, markers, etc.
*Because these are group projects, it will be managable if it is just you in the classroom. If students are using the computer lab or the library, make sure someone is there to supervise them and help them when needed. And if you are fortunate enough to have parents and/or aides that come in to the class, have them circulate the room in case any groups need help (though they should be limited to just helping them with basic questions).
*Website links (as provided for students on student page):

North America:
http://www.factmonster.com/atlas/northamerica.html

http://www.factmonster.com/ce6/world/A0835918.html

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-no056500a&article_id=211&chapter_id=5&chapter_title=Geography&article_title=North_America

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-ri053300a&article_id=233&chapter_id=5&chapter_title=Geography&article_title=Rivers

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-ro062000a&article_id=236&chapter_id=5&chapter_title=Geography&article_title=Rocky_Mountains

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-ap123700a&article_id=238&chapter_id=5&chapter_title=Geography&article_title=Appalachian_Mountains

South America:
http://www.factmonster.com/atlas/southamerica.html

http://www.factmonster.com/ce6/world/A0846027.html

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-so150900a&article_id=213&chapter_id=5&chapter_title=Geography&article_title=South_America

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-ri053300a&article_id=233&chapter_id=5&chapter_title=Geography&article_title=Rivers

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-an098300a&article_id=239&chapter_id=5&chapter_title=Geography&article_title=Andes

Africa:
http://www.factmonster.com/atlas/africa.html

http://www.factmonster.com/ce6/world/A0802668.html

http://www.geographia.com/indx06.htm

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-af033800a&article_id=206&chapter_id=5&chapter_title=Geography&article_title=Africa

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-sa007100a&article_id=217&chapter_id=5&chapter_title=Geography&article_title=Sahara

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-ar127700a&article_id=216&chapter_id=5&chapter_title=Geography&article_title=Arabian_Desert

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-ri053300a&article_id=233&chapter_id=5&chapter_title=Geography&article_title=Rivers

Europe:
http://www.factmonster.com/atlas/europe.html

http://www.factmonster.com/ce6/world/A0817876.html

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-eu068100a&article_id=210&chapter_id=5&chapter_title=Geography&article_title=Europe

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-ri053300a&article_id=233&chapter_id=5&chapter_title=Geography&article_title=Rivers

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-al075300a&article_id=240&chapter_id=5&chapter_title=Geography&article_title=European_Alps

Asia:
http://www.factmonster.com/atlas/asia.html

http://www.factmonster.com/ce6/world/A0805015.html

http://www.geographia.com/indx04.htm

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-as157900a&article_id=208&chapter_id=5&chapter_title=Geography&article_title=Asia

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-go056400a&article_id=218&chapter_id=5&chapter_title=Geography&article_title=Gobi

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-ri053300a&article_id=233&chapter_id=5&chapter_title=Geography&article_title=Rivers

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-hi069300a&article_id=237&chapter_id=5&chapter_title=Geography&article_title=Himalayas

Australia:
http://www.factmonster.com/atlas/country/australia.html

http://www.factmonster.com/ce6/world/A0805376.html

http://www.factmonster.com/ipka/A0107296.html

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-au176900a&article_id=209&chapter_id=5&chapter_title=Geography&article_title=Australia

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-gr087200a&article_id=219&chapter_id=5&chapter_title=Geography&article_title=Great_Victoria_Desert

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-ri053300a&article_id=233&chapter_id=5&chapter_title=Geography&article_title=Rivers

http://worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=x-gr084100a&article_id=247&chapter_id=5&chapter_title=Geography&article_title=Great_Barrier_Reef

Evaluation

The following rubric describes how you will grade students on this project. Since it is a group project, all group members will receive the same grades for the first 5 categories (Research Plan, Group Work, Research, Final Product, and Group Presentation). This means that it is all of theirr responsibilities to make sure each member of their group is participating equally! Individual grades will be given for students' Reflection & Summaries, based on what they turn in to you. Point totals from each category will be added up and divided by 23 to determine their final grades for this project.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Research Plan/ Organizational Tool	Group appeared to have spent very little time in developing a research plan of action. No organizational tool was created.	Group presented a research plan of action OR an organization tool.	Group presented a well thought out plan for how they would approach their research. Organizational tool was equally well thought out and carefully and thoughtfully designed, as to help them in their research.	Scoring not available
Collaborative Group Work	One or more individuals did not contribute at all to group work. Member(s) were not supportive of one another; did not try to engage or include everyone. Group was off-task during work periods.	One or more individuals contributed little to none to group. Group was off-task during work periods.	For the most part, all members contributed to group work. Group was on-task during work periods. Group appeared to have some difficulty working together.	All members contributed to group work equally. Group was on-task during work periods. Group was able to settle any disputes or disagreements on their own.
Research on Continent	Group appeared to be disorganized in their research- did not use Organization tool at all. Group did not take advantage of all of the resources provided for them.	Group used only the resources provided for them, but did not use their Organizational tool.	Group found great research and used their Organization tool to guide them through and help organize their research. Group used only the resources provided for them.	Research is outstanding- beyond the suggested! It is obvious that the group used their Organizational tool to guide them through and help organize their research. Group used resources beyond what was provided for them.
Final product (Handout, poster, brochure, etc.)	Final product is messy, disorganized, and lacks relevant information about continent. It appears as if no time was put into the creation of this display.	Final product lacks neatness, clarity, and relevant information about continent. It is clear that group simply "threw it together."	Final product is somewhat creative, neat and clear, but lacks relevant information. Group could have spent a little more time on display.	Final product is creative, neat, clear, and contains relevant information about continent. Group obviously put thought and time into display.
Group Presentation	Group appears unprepared for presentation. Not all members have a part in the presenation. Group is unable to answer questions.	Group appears slightly unprepared for their presentation. Not all members have a part in the presentation. Group is able to answer some of the questions without looking at notes.	Group appears to be prepared for their presentation, but could have used some more practice. All members have a part in the presentation. Group is able to answer most of the questions without looking at notes.	Group is well-prepared for their presentation. All members have a part in the presentation. Group is knowledgable about their continent and are able to answer questions confidently.
Individual Reflection and Summary	Student turned in a reflection, but did not include an assessment of how he/she and his/her group memebers contributed to this project. Summary was missing.	Student turned in reflection and a summary, but appears to have put little to no effort into it.	Student turned in a well thought out reflection about his/her own contributions as well as his/her group members' contributions to this project. Student include a one paragraph summary about what he/she learned through their research.	Student turned in a well thought out reflection about his/her own contributions as well as his/her group members' contributions to this project. Student included more than one paragraph about what he/she learned through their research. It is clear that this student put time and effort into this reflection.

Conclusion

This hands-on, research project will give students the opportunity to use a number of resources to find valuable information about their assigned continent. Because each continent is assigned to only one group, it will allow students the feeling of being the "expert." The emphasis placed on this being a group project, will require students to work with peers who may not necessarily be their friends, and make them find a way to get the job done.

Credits & References

World Map: NASA free images: http://www.images.jsc.nasa.gov/
Continent Poem: http://teachers.net/gazetter/DECO2/continents.html
Continent Images: http:?/www.pics4learning.com

Links:
http://worldalmanacforkids.com
http://www.geographia.com
http://www.factmonster.com

Last updated on August 15, 1999. Based on a template from The WebQuest Page