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W5 PDS NSD Living History

Page history last edited by Ms. Edwards 11 years, 6 months ago

 

Connecting Perspectives

Honor the Past to Plan the Future

Living History | Linking Friends | Honoring Pasts | Valuing Visions

A WebQuest for 5th Grade Language Arts and Humanities

Designed by Sheri Edwards, Kim Trefz

email

 

Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page


Introduction

 

You've been asked by the Board of Directors of the Museum of Living History to help design an exhibit about "Kids: Connecting Perspectives!" The Board feels that people don't know enough about or appreciate how kids can understand each other, and they're hoping that you can pull together a selection of examples that will dazzle and educate the audience.

 

Task

 

Your team's task is to create an annotated display with at least five symbols to show similarities in the stories, histories, and key ideas with which you and your team school have known and lived. Your display explains how histories and stories guide key goals and expectations, and how each living culture has similar goals and expectations. Your display shows the connections in pictures, photos, objects, etc. as well is in an essay.  Your essay will explain the display and what you learned about "Connecting Perspectives: Different Kids; Similar Goals and Ideas."

 

Your display could be: museum cube, Animoto, VoiceThread, powerpoint, wiki.

 

Process

 

  1. First, explore these sites to get an overview of the kinds of things that might be in your exhibit.
    1. Key Ideas:    W5 PDS and Nespelem Places   Writing Place Paragraphs  W5 PDS NSD Who We Are   W5 Personal Flag
    2. Stories:  Naming the Animal People
    3. History: Nespelem-- A Walk Through Time    Bookmarks for PDS and NSD (Discovery Password Required for some)
  2. Create a page on the wiki for your ideas. Here are tools to help your research: Click here.
  3. Within your team, develop some rules for selecting the specific items for your exhibit. What qualities does something need to have? What should you be sure to include because it will interest your audience?
    1. Example: We will use colors from both schools (red and blue; red and white) in each item to show we are connected.
    2. Use a storyboard to sketch and label your ideas. Download hardcopy here.
  4. Now, divide up the task of finding objects based on your criteria. You may distribute the work based on different subcategories of objects or by themes.
  5. Decide together as a team on a final set of exhibits.
  6. Consult your partner school team through the wiki.
  7. Prepare your exhibit using whateve medium you've been assigned.
  8. Describe and show your exhibit to your audience and your partner team.

 

Sample Displays

 

Museum Box on Writing

Slideshows and VoiceThreads

Animoto


Evaluation

 Each team member will be evaluated for project work and collaboration.

 

Professional

4

Journeyman

3

Apprentice

2

Novice

1

Score

 

Quality and Breadth of the Criteria Developed for Selection

 

Criteria for selection shows understanding;

synthesizes connections with complete generalizations for key ideas, histories, and stories

Criteria for selection shows understanding;

 creates connections with generalizations for key ideas, histories, and stories

Criteria for selection shows some understanding;

 creates connections with generalizations for some key ideas, histories, and stories

Criteria for selection shows some understanding;

 creates connections with generalizations for one key ideas, histories, or stories
 

 

Breadth of the Items Selected

 

Five different ideas are thoroughly and thoughtfully explained and symbolized in the display Five different ideas are  explained and symbolized in the display At least three different ideas are  explained and symbolized in the display At least two different ideas are  explained and symbolized in the display  

 

Creativity

 

The five different symbols each demonstrate at least three: originality, fluency, flexiblility, or elaboration. The five different symbols each demonstrate at least two: originality, fluency, flexiblility, or elaboration. The symbols each demonstrate at least two: originality, fluency, flexiblility, or elaboration. The symbols each demonstrate at least one: originality, fluency, flexiblility, or elaboration.  

 

Quality of the Way the Exhibit is Displayed or Explained

 

Display/symbols look professional for grade level; every thing is organized, logical, artistic:

arrangement, art, labels, format, essay

Display/symbols look professional for grade level; most are organized, logical, artistic:

arrangement, art, labels, format, essay

Display/symbols are neat for grade level; attempt to be organized, logical, artistic:

arrangement, art, labels, format, essay

Display/symbols need improvement for grade level; needs help in some areas: to be organized, logical, artistic:

arrangement, art, labels, format, essay
 

 

Connected Perspectives

 

Each component (history, stories, key ideas -- goals/expectations) thoughtfully compared for similarities; connections symbolized. Each component (history, stories, key ideas -- goals/expectations) compared for similarities; connections symbolized. At least two components (history, stories, key ideas -- goals/expectations) compared for similarities; connections symbolized. At least one component (history, stories, key ideas -- goals/expectations) compared for similarities; connections symbolized.  

 

Collaboration

 






https://whatelse.pbwiki.com/Collaboration-Rubric
 

 

Writing

 






http://whatelse.pbwiki.com/Six-Trait-Presentation-Collaboration-Rubric
 

Conclusion

 

You will have:

  • compared the key ideas: goals and expectations of each school
  • read and compared stories familiar to each school
  • read and compared histories for each area
  • found similarities among key ideas, stories, histories
  • recognized connections among key ideas, stories, histories
  • created symbols to represent each connection
  • created an annotated display to present your understanding

Credits & References

 

 

 

 

For more information on WebQuests, see The WebQuest Page and Design Patterns

 

 


 

We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest.

 

Designed by Bernie Dodge, adapted by Sheri Edwards


Based on a template from The WebQuest Page    Design Patterns

 

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