WebQuest: Central America
Separate challenges for 7th & 8th graders
Introduction Task Process Evaluation Conclusion
8th grade: You have just been hired by a famous children's book publisher! Your first job (so you'll want to impress your boss) is to work with a team to collaboratively (together) design a picture book which teaches about a specific Central American country. You have some flexibility in the design of the book: though your country of study will be assigned to you, you may choose which cities & sights to showcase in your book. You will use as a template the children's pull-the-flap book, Around the World, PiggyWiggy by Diane Fox. It is available to review in Sra. Thompson's room.
7th grade: Columbus Spanish Immersion Academy is undergoing a teacher shortage- therefore you have been hired as part of a team to design, prepare, and present a lesson and assessment about a particular Central American country. Though your country will be assigned to you, your lesson subtopics are endless! Will you tell your students about food, customs, cultures, travel to particular cities, architecture, sports? Your interests should guide your lesson presentation.
PART ONE: RESEARCH Before you design your book or lesson, do some research in order to narrow your focus. Use the websites below, as well as other non-Web sources, like books, magazines, travel agent interviews, videos, etc. to find out your information.
PART TWO: PLAN Whether you are putting together an artistic & informative picture book, or preparing a lesson, there is much to prepare prior to presenting (aaah, alliteration, those p's!).
8th grade- we will decide as a group what preparation needs to be done before you put marks in your board books.
7th grade-
· Must include a lesson plan- 1 per group
· Must include at least one handout that leaves blanks for students to complete- 1 per group
· Must use at least one visual aid- can be the chalkboard, overhead(s), poster of your creation… - 1 per person in your group
· Each person must present a part of the lesson
Remember to click on links within these sites too- there is a lot of valuable information tied to each of these pages. General informational sites have been provided- it is up to you to choose and research major topics within the country you’ve chosen. Use the tips provided and don’t forget to check the VALIDITY of the sites you view! Also, don't forget that you'll need non-Web sources as well, so don't forget a trip to the library- maybe through the Columbus Metropolitan Library's website: http://www.cml.lib.oh.us/ !
Also- these lists are not all inclusive. You will need to search on your own AFTER you've checked out these sites thoroughly.
*Don’t forget to use www.unitedstreaming.com as a resource for videos!
Central America
http://www.worldatlas.com/webimage/countrys/camerica.htm good map, with links to each country for individual maps
http://www.infoplease.com/ce6/world/A0811093.html short, but a few good statistics
http://newslink.org/nonuscen.html links to current newspapers for each country- good for current events
http://freespace.virgin.net/adrian.ball/index.htm these folks kept and online journal & photos of the year + that they spent traveling the world- does include some countries we’re focusing on this year- find them!
http://magma.nationalgeographic.com/ngexplorer/0709/articles/mainarticle.html from National Geographic for kids, focus on Mayan culture
http://magma.nationalgeographic.com/ngexplorer/0309/adventures/ explore a Mayan temple
http://magma.nationalgeographic.com/ngexplorer/0609/games/game_intro.html more on Mayan culture, in game format
http://www3.nationalgeographic.com/places/countries/country_nicaragua.html though this page focuses on Nicaragua, scroll down a bit to click on a fact sheet for each country
Panama
http://www.centralamerica-photo.com/panama-map.php photos from vacationing tourists- see the links at the right or click cities on the map. May not help with research, but will give you a good visual of what you’re studying.
http://www.lonelyplanet.com/worldguide/panama/history?a=culture use the links on the left please
Guatemala
http://www.care.org/vft/guatemala/journal.asp a virtual field trip from folks working with a humanitarian organization, CARE
http://www.guatemalaweb.com/2/visiting_guatemala.htm info. on specific cities
http://www.mapasdeguatemala.com/mapas/ in Spanish, an interactive map
http://www.guatemalaweb.com/mapas2/gua/visit_guatemala.htm Guatemala City interactive map
http://www.guatemalaweb.com/2/welcome.htm Produced by a travel company, so watch for bias, but still has good info.
El Salvador
http://www.pbs.org/itvs/enemiesofwar/elsalvador3.html since the 1990’s
https://www.cia.gov/library/publications/the-world-factbook/geos/es.html
Honduras
http://www.lonelyplanet.com/worldguide/honduras/history?a=culture lots of info- use the links on the left
https://www.cia.gov/library/publications/the-world-factbook/geos/ho.html
http://www.hondurasbutterfly.com/ more than just butterflies if you use the links at the top of the page
Costa Rica
http://www.centralamerica-photo.com/costarica-map.php photos from vacationing tourists- see the links at the right or click cities on the map. May not help with research, but will give you a good visual of what you’re studying.
http://magma.nationalgeographic.com/ngexplorer/0605/articles/mainarticle.html Costa Rican bugs!
http://news.nationalgeographic.com/news/2007/03/070316-costa-rica-video.html a rain forest video I hope you can view
http://www.pbs.org/edens/costarica/index.html A PBS site filled with great links & info
http://www.pbs.org/wgbh/nova/sharks/ brief, about sharks living off Costa Rica
http://www.geographia.com/costa-rica/ variety of info.
http://www.cocori.com/library/crinfo/nutshel.htm
http://www.cocori.com/library/index3.htm#around traveling in Costa Rica
http://www.cocori.com/photo/index.htm nice photo gallery
http://www.sio.ucsd.edu/volcano/ Costa Rican volcanos
Nicaragua
http://www.pbs.org/now/photo_essay12/1.html A photo essay, partly to ‘sell’ a book by the author, but still contains great photos and good info.
http://www.lonelyplanet.com/worldguide/nicaragua/ a travel guide, so watch for bias, but be sure to use links on the left
http://gorp.away.com/gorp/publishers/avalon/nicaragua_topten_intro.htm travel destinations
https://www.cia.gov/library/publications/the-world-factbook/geos/nu.html
8th grade: Your group will be evaluated on the following criteria relevant to your picture book.
| CATEGORY | 4 | 3 | 2 | 1 |
|
Knowledge Gained |
All students in the group can accurately answer all questions related to facts in the picture book. |
All students in the group can accurately answer most questions related to facts in the picture book. |
Most students in the group can accurately answer most questions related to facts in the picture book. |
Several students in the group appear to have little knowledge about the facts presented in the picture book. |
|
Content - Accuracy |
All facts in the book are accurate. At least three per page, focused on each place to visit. |
99-90% of the facts in the book are accurate. Three per page, may not all be on topic. |
89-80% of the facts in the book are accurate. May not include three per page, or may be off topic. |
Fewer than 80% of the facts in the book are accurate. Lacking three topical facts per page. |
|
Graphics/Pictures |
Graphics go well with the text and there is a good mix of text and graphics. At least two fold-out or 3-D items are included, designed to teach. |
Graphics go well with the text, but there are so many that they distract from the text. Two fold outs are included, but lack function. |
Graphics go well with the text, but there are too few and the book seems "text-heavy". May be missing one of two fold outs. |
Graphics do not go with the accompanying text or appear to be randomly chosen. Fold outs are non functional if included. |
|
Format- Picture book |
Follows class example: a picture book designed to create interest in a particular country, goes with main character to 'visit' places. |
Though picture book in format, may not create interest in the places focused on. |
May not follow format- ie, not about a character visiting places in the country. |
Does not tell a picture book story, seems disjointed. |
7th grade: Your group will be evaluated on the following criteria relevant to your lesson plan & presentation.
|
4 |
3 |
2 |
1 |
|
|
Content |
Shows a full understanding of the country, presenting detailed material relevant to chosen subtopics. |
Shows a good understanding of the country & subtopics, but may not be very thorough. |
Shows a good understanding of some parts of subtopics, but little detail provided. |
Does not seem to understand the topic very well. |
|
Preparedness |
Students are completely prepared and have obviously rehearsed. |
Students seem pretty prepared but might have needed a couple more rehearsals. |
Students are somewhat prepared, but it is clear that rehearsal was lacking. |
Students do not seem at all prepared to present. |
|
Comprehension |
Students are able to accurately answer almost all questions posed by classmates & teacher about the topic. |
Students are able to accurately answer most questions about the topic. |
Students are able to accurately answer a few questions about the topic. |
Students are unable to accurately answer questions about the topic. |
|
Enthusiasm |
Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Teacher-like behaviors evident! |
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. |
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. |
Very little use of facial expressions or body language. Did not generate much interest in topic being presented. |
|
Vocabulary |
Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. |
Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. |
Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. |
Uses several (5 or more) words or phrases that are not understood by the audience. |
|
Uses Complete Sentences |
Always (99-100% of time) speaks in complete sentences. No umms, likes, ands, repetition. |
Mostly (80-98%) speaks in complete sentences. |
Sometimes (70-80%) speaks in complete sentences. |
Rarely speaks in complete sentences. |
|
Posture and Eye Contact |
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. |
Stands up straight and establishes eye contact with everyone in the room during the presentation. |
Sometimes stands up straight and establishes eye contact. |
Slouches and/or does not look at people during the presentation. |
|
Lesson plan outline |
Lesson plan outline is complete & detailed. Group follows outline. |
Lesson plan outline is complete & detailed, but group fails to follow the plan. |
Lesson plan outline is lacking in detail, but group follows their plan. |
No outline, or seriously lacking in detail. Presentation lacks structure as a result. |
|
Visual Aids |
Each group member uses an appropriate & clear teaching tool to enhance the lesson- may be chalkboard, overhead, powerpoint, poster, etc. |
Each person uses a visual aid which clearly attempt to enhance the lesson, though may be a bit confusing or hard to read. |
Each person uses a visual aid, but teaching value is not immediately evident. |
Missing visual aids or those used have no value. |
|
Class Handout |
Group handout is creative & meaningful, helpful for review of material, and requires student completion. |
Group handout is functional for review, but lacks creativity. Minor student completion required. |
Group handout is functional, but confusing in design. Little to no student completion required. |
No group handout, or handout is not helpful as a review tool. |
Lesson plan requirements: Complete on looseleaf if you have lost your copy from class.
LESSON PLAN
Group members: _____________________________________________
Topic (country): __________________________________________
Subtopics (3): _______________________________________
_______________________________________
_______________________________________
New vocabulary/terms of note:
Outline of presentation
(teacher: _________________) subtopic: ______________________
(visual aid-type_______________ used for____________________________)
(teacher: _________________) subtopic: ______________________
(visual aid-type_______________ used for____________________________)
(teacher: _________________) subtopic: ______________________
(visual aid-type_______________ used for____________________________)
How did it feel to take on the role of a teacher/author/illustrator? How did it make you feel? What were your greatest moments? Challenges?