Teacher Information
This lesson was developed as part of Missouri's eMINTS Project (enhancing Missouri's Instructional Networked Teaching Strategies).
Throughout this lesson, students will research the discovery, exploration, and settlement of the United States on the fifth grade curriculum. They will work in groups of four to become experts on certain topics. Once they complete their research, they will teach each other the aspect that they learned, and create a monument that describes their specific explorer. Each student will be responsible for a specific part of the monument selection and creation of the monument. They will have to work together cooperatively in order to accomplish their task.
Learners
This lesson is anchored in fifth grade social studies and communication arts.
In order to complete this Webquest, learners will need beginning computer skills such as keyboarding, using the internet, and researching. They will also need to have background knowledge in correct spelling and grammar skills, and how to use a dictionary as a resource.
StandardsISTE Standards Addressed 1.Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2.Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3.Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.
NET-S StandardsMO Show-Me Standards AddressedGOAL 1 Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.
Students will demonstrate within and integrate across all content areas the ability to
3a.C. SS3 1.8 Discovery, Exploration and Settlement of the United States, and Outline the discovery, exploration and early settlement of America
Communication Arts Standards Addressed:
Follow a writing process to: independently use a simple graphic organizer in prewriting.
Follow a writing process to: generate a draft.
Follow a writing process to: routinely revise, edit and proofread.
Follow a writing process to: independently publish writing.
In writing, use classroom resources and dictionary to verify correct spelling.
Identify concepts and ideas in written text to complete an organizer.
Locate and use various resources to find information on key words and questions.
Identify relevant information and record main ideas and important details in own words.
In addition to the specific content areas, this WebQuest also encourages students to engage in higher level thinking skills by applying these concepts to the real world in creating a speech, or report about their famous explorer. They are also required to work as a team to accomplish this task, which is an important skill to practice for their future. They connect their WebQuest experience with the real world by answering the essential question: Why is it still important to recognize the accomplishments of people from the past? What would North America be like today if the explorers would not have discovered America?
Modifications and Accommodations
Here are some suggestions for modifications and accommodations for diverse learners:
In order to make accommodations for students who struggle with reading, partner them with a stronger reader. They can work together on the same role throughout the WebQuest. For a struggling writer, I would allow for extra time to write their speech or report and pair them with another student to follow the writing process. I would allow the same thing for a struggling typist.
If the final product seems too difficult for some students, have them orally read their speech or report aloud and have the teacher or another student type their final speech or report.
Throughout this lesson, students will research the discovery, exploration, and settlement of the United States on the fifth grade curriculum. They will work in groups of four to become experts on certain topics. Once they complete their research, they will teach each other the aspect that they learned, and create a monument that describes their specific explorer. Each student will be responsible for a specific part of the monument selection and creation of the monument. They will have to work together cooperatively in order to accomplish their task.
Learners
This lesson is anchored in fifth grade social studies and communication arts.
In order to complete this Webquest, learners will need beginning computer skills such as keyboarding, using the internet, and researching. They will also need to have background knowledge in correct spelling and grammar skills, and how to use a dictionary as a resource.
StandardsISTE Standards Addressed 1.Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2.Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3.Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.
NET-S StandardsMO Show-Me Standards AddressedGOAL 1 Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.
Students will demonstrate within and integrate across all content areas the ability to
- 3. design and conduct field and laboratory investigations to study nature and society.
4. use technological tools and other resources to locate, select and organize information.
- 5. comprehend and evaluate written, visual and oral presentations and works.
6. discover and evaluate patterns and relationships in information, ideas and structures.
3a.C. SS3 1.8 Discovery, Exploration and Settlement of the United States, and Outline the discovery, exploration and early settlement of America
Communication Arts Standards Addressed:
Follow a writing process to: independently use a simple graphic organizer in prewriting.
Follow a writing process to: generate a draft.
Follow a writing process to: routinely revise, edit and proofread.
Follow a writing process to: independently publish writing.
In writing, use classroom resources and dictionary to verify correct spelling.
Identify concepts and ideas in written text to complete an organizer.
Locate and use various resources to find information on key words and questions.
Identify relevant information and record main ideas and important details in own words.
In addition to the specific content areas, this WebQuest also encourages students to engage in higher level thinking skills by applying these concepts to the real world in creating a speech, or report about their famous explorer. They are also required to work as a team to accomplish this task, which is an important skill to practice for their future. They connect their WebQuest experience with the real world by answering the essential question: Why is it still important to recognize the accomplishments of people from the past? What would North America be like today if the explorers would not have discovered America?
Modifications and Accommodations
Here are some suggestions for modifications and accommodations for diverse learners:
In order to make accommodations for students who struggle with reading, partner them with a stronger reader. They can work together on the same role throughout the WebQuest. For a struggling writer, I would allow for extra time to write their speech or report and pair them with another student to follow the writing process. I would allow the same thing for a struggling typist.
If the final product seems too difficult for some students, have them orally read their speech or report aloud and have the teacher or another student type their final speech or report.