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W5 PDS NSD Living History

This version was saved 15 years, 1 month ago View current version     Page history
Saved by Ms. Edwards
on February 8, 2009 at 8:34:36 pm
 

 

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

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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 NSD Who We Are
    2. Stories:  Naming the Animal People
    3. History: Nespelem-- A Walk Through Time
  2. 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?
  3. 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.
  4. Decide together as a team on a final set of exhibits.
  5. Prepare your exhibit using whateve medium you've been assigned.
  6. Describe and show your exhibit to your audience.

Evaluation

 

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. You may want to have separate rubrics for individual and group work.

 

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

 

Quality of the Criteria Developed for Selection

 

Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.  

 

Breadth of the Items Selected

 

Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.  

 

Creativity

 

Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.  

 

Quality of the Way the Exhibit is Displayed or Explained

 

Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.  

 

Stated Objective or Performance

 

Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.  

 

Stated Objective or Performance

 

Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.  

 

Stated Objective or Performance

 

Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.  

Conclusion

Put a few sentences here that summarize what they will have accomplished or learned by completing this activity or lesson.

You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. To foster the habit of lifelong learning, give them links to additional information here that they can pursue on their own.


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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