C OMMUNITIES By: Carrie D’Ambrose Home page Introduction Task Process Evaluation Conclusion Teacher Page

COMMUNITIES By: Carrie D’Ambrose

Home page IntroductionTaskProcessEvaluation ConclusionTeacher Page

INTRODUCTION

Help needed!

Our community has lost important documents! Our Mayor is asking the students of PS 143 to help restore the missing documents.

Let’s be community helpers!


TASK

Since our class has been learning about our community, the principal has asked our class to research our community and restore the missing documents.


TASK (CONTINUED1)

Your Task is to: Research our community by taking pictures

and interviewing your classmates. Identify your global address. Identify your community as an urban,

suburban or rural communities and explain why.

Identify community helpers and describe the jobs of different community helpers.


TASK (CONTINUED 2)

You will then need to take all of your information and recreate the proper documents that are missing from our community. These documents will be presented to our Principal and community officials.

Lastly, you will create a display book outlining all of your documents that will be given to our community official for their records. We will keep a copy available in our school library for the staff, students and parents to look at.


PROCESS

Where do we start? You will be assigned into groups of three,

where each member of the group will have a different role.

The Map Maker will Use maps and different classroom charts to

identify our global address. Write a draft paragraph of any information the

student has learned about Queens. Record the information by filling it in the proper

documents.


PROCESS (CONTINUED 1)

The Reporter will Interview classmates using a pre-designed

questionnaire in order to research whether our community is urban, suburban or rural.

Identify our community as an urban, suburban or rural and explain why.

Record the information by filling in the proper documents.



The Advocate will Identify 5 community helpers. Write a draft paragraph about a time one

community helper helped them. Record the information by filling it in the proper

documents.



Once finished researching independently take all of your information and recreate the proper documents that are missing from our community

These documents will be presented to our Principal and community officials in a display book. Home page

IntroductionTaskProcessEvaluation ConclusionTeacher Page

EVALUATION (4) Excellent (3) Good (2)Satisfactory (1) Unsatifactory

Knowledge of content

Evidence of mastery of subject matter, no inaccuracies.

Ample knowledge of subject matter;almost all facts are accurate.

Sufficient knowledge of subject matter; a few inaccuracies

Minimal knowledge of subject matter: many inaccuracies

Presentation

Group demonstrated clear and through understanding of content and could explain all elements of their task.

Group demonstrated through understanding of content and could explain some elements of their task.

Group demonstrated understanding of content and could explain few elements of their task.

Group demonstrated knowledge gained without explanation or elaboration.

Home page Introduction Task Process Evaluation Conclusion Teacher Page

EVALUATION (CONTINUED 1)

(4) Excellent (3) Good (2)Satisfactory (1) Unsatifactory Display Book

Display book offers readers a comprehensive account of the process behind the students WebQuest.

Display book offers readers an accurate account of the process behind the students WebQuest.

Display book offers readers a partial account of the process behind the students WebQuest.

Display book offers readers a minimal account of the process behind the students WebQuest.

Group Particpation

The group worked exceptionally well together; respecting each others ideas and opinions.

The group worked well together and stayed on task.

The group tried to work together, but sometimes would get off track.

The group did not respect each others ideas and opinions.


CONCLUSION

Congratulations

You Did It! Way to go! I am very proud of my class for helping restore some very important document back to our community. All of your research and hard work has paid off class! As a class you were able to: research your community, Identify your global address, identify your community as an urban, suburban or rural and Identify community helpers and describe the jobs of different community helpers.


TEACHER’S PAGE: (INTRODUCTION & LEARNERS)

This web quest is designed as the culminating project for a third grade Social Studies Unit on Communities. It should take the students about three weeks to complete. The students will be using their prior knowledge of this unit to complete this web quest. Prior Knowledge

Writing a global address. Classifying a community as an urban, suburban or

rural Listing community helpers and their jobs. Writing a paragraph. Working collaboratively in a group.


TEACHER’S PAGE: (STANDARDS) New York State Social Studies Standard 3:

People, Places, and Environments communicate about how people live, work, and utilize natural resources•draw or build

maps and diagrams representing their home, school and community locate places within the local community, New York State and United States gather and organize geographic information from a variety of sources and display it in

a number of ways

New York State ELA Standard 1: Students will read, write, listen, and speak for information and understanding

New York State ELA Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

New York State ELA Standard 4: Students will read, write, listen, and speak for social interaction.

ISTE Standard 5: Digital Citizenship

participate in local and global learning communities to explore creative applications of technology to improve student learning.


TEACHER’S PAGE: (PROCESS)

Pre-teach each of the tasks: Identify your global address. Identify your community as an urban, suburban

or rural communities and explain why. Identify community helpers and describe the jobs

of different community helpers.

As a part of the daily lesson. Leave all class/ teacher made materials for these lessons displayed in the classroom. Remind students to refer back to this material when they are working on their individual tasks.


TEACHER’S PAGE: (PROCESS CONTINUED )

Pull different groups for strategy lessons as

needed. Conference with students throughout the

entire process. Be sure to set rules for group work and group

your students heterogeneously! This will allow them to help and learn from each other.


TEACHER’S PAGE: (RESOURCES)

http://www.pbs.org/teachers/connect/resources/1407/preview/

http://www.nationalgeographic.com/xpeditions/lessons/04/g35/citycountry.html

http://learningtogive.org/lessons/unit83/lesson3.html

http://teacher.scholastic.com/lessonrepro/k_2theme/communities.htm

Chantellard, Isabelle. City Mouse & Country Mouse: A Classic Fairy Tale. Abbeville Press, Inc., 1999. ISBN: 0789205130










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C OMMUNITIES By: Carrie D’Ambrose Home page Introduction Task Process Evaluation Conclusion Teacher Page