webquestMrs. Haley's Fifth Grade
Dawson Elementary
Austin Independent School District
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This is a webquest for fifth grade students which integrates Social
Studies and Language Arts. Students should be comfortable with the technology used during this webquest and should have experience working independently and in a group work setting. Classroom management should allow for movement and "Accountable Talk" to take place. Ideally, the class would have access to a computer lab for 30 minutes everyday. If this is the case, this webquest should take about 6 days to complete. If you do not have daily access to a computer lab, this trip will take you up to 12 days. If you would like to shorten the time, you may make hard copies of some of the information and set it up as a center activity. You will want to meet with each group daily and each subgroup (gms, etc.), at least once to discuss roles and progress. |
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Before beginning this unit, play pin the flag on the states. Each
student will be blindfolded, one at a time, and given a tiny flag with
their name on it. They will then pin their flag on a large map of
the United States. When they take off their blindfold and see the
state they flagged, they will have to tell a fact about that state.
If they land on a state someone else already flagged, have them say North,
South, East or West before they take off the blindfold. Then, move
their flag to the closest state in the direction stated.
Move quickly through this activity, so the students will not lose interest. After the students have finished this activity, explain that they will be learning more about the United States in the upcoming week. Move students onto the Introduction, using an LCD projector. |
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When you meet with the GM group, you will want to work on an
organizational chart. The teams will be collecting a lot of
information. It is important for them to have a tool to help organize
themselves. It is also important for the gm to see that they play an important part in the presentation process. They will be doing a little bit of everything. Encourage "accountable talk" among the subgroup to help bring about solutions to possible frustrations and to facilitate peer support. |
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The Marketing Directors will need help getting their
graphic organizer together. They will need to figure out
what types of things attract people to an area. This subgroup
will probably need to do a lot of sharing. Share with them travel brochures from various cities to help them with their task. |
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The Vice Presidents' group will also need help getting a
graphic organizer together. You can use a pre made organizer,
or work with this subgroup to design one. It may be advantageous
for you to print out some ballplayers stats and demonstrate how to use
the tool. |
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Again, while you're meeting with the CFOs, you will want to guide their
use of a graphic organizer
. Remember that this subgroup will be working with numbers.
Share with them travel brochures and tourism sites. |
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Daily, the teacher should chose materials to read aloud to the students
that tie into this theme. Some ideas include reading the sports page
from the newspaper, reading travel information from different states, or reading
biographies of famous football players. During SSR, students should have the same types of materials available to read. A guided reading lesson may include finding two articles about the same football game from each teams hometown paper, the class then can compare how each paper put their own spin on the story. I consider reading for information on the Internet a guided reading activity. Word Wall Words could be cheered using a quarterback call and using referee type hand motions. There are endless opportunities to use Working With Word activities during this webquest. You can do a Making Words (click on Word In Words) activity using a football term, or a state as the secret word. There are also a lot of compound words in football. How many compound words do your students know. Have them brainstorm in their groups to see how many they can come up with! Make sure you use time in your Writing Block to model letter writing, and facilitate Writers Workshop. P
lease let me know what ideas you
are incorporating into this activity. |
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At the end of this unit each student will have a map activity and
a persuasive letter to turn in for a grade. Also, they will take
part in a presentation to the class. With your class, develop criteria charts for all three activities. From the criteria charts you develop with your class, create a rubric. I like to do these with my students, but, as long as I am taking it from the criteria chart, I don't feel bad if I run out of time and must do it myself. I have created some sample rubrics for this unit. In addition to the assessment activities listed here, I plan on holding my students accountable for knowing the states and capitals. I will use a blank map and have the students label the states and capitals -- extra credit if they can name football teams and cities! Here is a practice game!  |
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Grade 5 |
(5.6) Geography. The student uses geographic tools to collect, analyze,
and interpret data. A,B (5.7) Geography. The student understands the concept of regions. C (5.8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. B,C (5.13) Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system. A (5.25) Social studies skills. The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. A,B,C,D,E,F (5.26) Social studies skills. The student communicates in written, oral, and visual forms. A,B,C,D,E (5.27) Social studies skills. The student uses problem solving and decision making skills, working independently and with others, in a variety of settings. A,B |
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Grade 5 |
(1) Listening/speaking/purposes. The student listens actively and purposefully
in a variety of settings. A,B,C 3) Listening/speaking/appreciation. The student listens to enjoy and appreciate spoken language. A, C (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. A, B,D,F (7) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. D 8) Reading/variety of texts. The student reads widely for different purposes in varied sources. B,C (9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. A,B,E (10) Reading/comprehension. The student comprehends selections using a variety of strategies.A,B,C,G,I,J,L (13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. A,B,C,D,E,F,G,H (15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. B,C (16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language, including capitalization, punctuation, and penmanship, to communicate clearly. A.B 17) Writing/spelling. The student spells proficiently. A,C,D (18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing B,C 19) Writing/writing processes. The student selects and uses writing processes for self initiated and assigned writing. B,C,D,E,F,G,H,I 20) Writing/evaluation. The student evaluates his/her own writing and the writing of others. A,B,C 21) Writing/inquiry/research. The student uses writing as a tool for learning and research C,D,E,F (22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. A 23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. B,C (25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others A,B |
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