Welcome Teachers!
This webquest meets the following 7th Grade Michigan GLECs:
Social Studies
7-W2.1.3 Examine early civilizations to describe their common features (ways of governing, stable food supply, economic and social structures, use of resources and technology, division of labor and forms of communication).
7-W3.1.3 Compare and contrast characteristics of ancient civilizations.
Language Arts (informational text)
R.IT.07.01 Analyze the structure, elements, features, style and purpose of informational text.
Technology
METS 6-8 Use a variety of technology resources, including the internet, to increase learning and productivity.
About The Webquest:
This is an inquiry based research project which involves the students actively engaging in and constructing their own learning. The teacher is meant to be a facilitator but should model ample examples to guide students into the activities, and to demonstrate what is required to meet set requirements of each task. This webquest takes the students through a variety of activities in order for them to gain knowledge and understanding of the features of a particular ancient civilization (GLEC 7-W2.1.3). In order to differentiate instruction, the activities involve many learning styles which allow for each student to maximize their information and be able to apply it to the tasks. They do research through a video (METS 6-8), textbook chapter analysis (GLEC R.IT.07.01), website research (METS 6-8), as well as group and classroom discussion. I have included individual, partner, and small group work throughout the tasks, again to maximize their learning experience and differentiate. All of the activities include record sheets or graphic organizers for the students to keep track of their research, many of these are also used as assessments for the teacher. The final project is for them to create a brochure of their civilization and then show it off to the class through a presentation, a rubric has been included for this task. The culminating activity is a debate between the two civilizations, using the information they have gathered, students are expected to participate in the debate and fill in a venn diagram on the two civilizations (GLEC 7-W3.1.3).
Materials:
In choosing materials for this webquest I took into consideration the learning styles and ability levels of the students I am working with this year. I know that many of the students that I am working with are visual learners, therefore, I felt it was important to include the video activity in the beginning of the webquest to engage them. I added the collaborative listening-viewing guide so they could record their findings, to use in their brochures later, as well as work together with their peers to maximize their learning. I have students at a variety of different ability levels so I thought that for tackling the material in our textbook, History Alive: The Ancient World by Wendy Frey, putting the students into groups and having them use the textmapping activity would enable me to place high, medium and low level students in the same groups, and they could work together to gain an understanding and make connections to the text. As for the research portion, on-line, I again paired my students for a variety of reasons: I think that learning to work together is very important skill, it also allowed me again to pair some of my stronger students with students who need some assistance, and it is conducive for our computer lab. For the on-line research portion, I choose a variety of websites that I felt were kid-friendly, in both aesthetics and text. I chose the websites for them to do their research, in order to make sure it was valid information and to save time.
Supplies Needed and Documents:
Pencils or Pens
Markers or Colored Pencils
Paper for Brochures
Utensil Bags for Textmapping
Computer Lab Access
Collaborative Listening-Viewing Guide
Textmapping Directions
Online Research Form
Venn Diagram
Assessments:
The students are assessed throughout this webquest by turning in the handouts that go with each activity, a point breakdown is given on the evaluation page of this webquest. They are also assessed daily by the teacher, through both participation points and anecdotal notes that are kept on checklist. The assessments mentioned above are formative assessments. The brochure and presentation are scored with a rubric that I have included in this section, and the students will also be required to take the district tests on each chapter, these assessments will be summative.
Rubric
