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GRASPS Goal Explain and illustrate the adaptations that arctic animals have to survive in the harsh tundra climate. Role Arctic Park Ranger Audience Future park visitors Situation You are a park ranger who will be hosting visitors to your arctic refuge and need to create brochures to distribute to that explain the various ways animals that live in this environment are able to survive the harsh winter climate. Product or Performance Create a brochure of arctic animals and their adaptations Standards Julie Ciarlo
GOAL-To learn about nutrition, the food pyramid, and the importance of living a healthy life. ROLE-The students will plan a menu with a healthy breakfast and lunch. AUDIENCE-The teacher, the principal, and the cafateria lady SITUATION-The students will be in groups of four. Each student will have a task that is essential to the completion of the task. This is a “real world” task because it requires the students to take data from there own life and from websites to compile a menu that the cafeteria can use. Product or Performance The menu will show that they achieved the standards. They will demonstrate knowledge of what a healthy meal is. STANDARDS-They will have to add up their calories they eat for one day. This task will require four digit addition problems. This also includes science standards that deal with health specifically. Tara
GRASPS Goal Plan a Birthday Party using the skill of estimation Role Party Planner Audience Your friends Situation You are planning your best friend’s 10th Birthday Party for twelve kids at Big Al’s and your budget is $185 Product or Performance Budget Proposal Standards 1.1.1 Understand the concepts and symbolic representations of decimals in money and fractions. W
1.1.2 Understand the relative values of decimals in money and fractions. W
1.1.8 Apply estimation strategies involving multiplication and division of whole numbers to predict or determine the reasonableness of answers in situations. W
GRASPS Goal Learn about basic fractions and comparing basic fractions. Role Students will play various fraction games involving pizzas. Audience Teacher. Situation In order to get a real pizza party, students must understand how to divide pizzas equally among the number of people going to the party. Product or Performance Identify fractions by looking at representations of partially eaten pizzas. Draw out what different fractions look like. Standards Students demonstrate number sense for whole numbers and fractions. Students use numerical and computational concepts. Greg
GRASPS Goal To learn about the ancient Athenians and Spartans using research strategies, then use the information to become a member of that community and campaign others to also choose that community. Role Students will first be researchers, then either Spartan or Athenian community members and campaigners. Audience Peers from other classes and grade levels. Situation Learn about Athens & Sparta, and then decide which community you would like to be a part of and create a campaign with your fellow community members to promote their community to the rest of the school ending with a school wide election. Product or Performance An advertisement for the chosen community. Standards Grade 6 : World History 1.2.2 Compare and contrast elements of culture (e.g., society, government, economy, technology, arts, ideas, and beliefs) in the following contexts: • Ancient history Communication 2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language.
GRASPS Goal Students will research and learn about Endangered Species and how people can help to avoid the species becoming extinct. Role Zoologist Audience Zoo visitors Situation Students are zoologists/animal experts hired to make displays for the Endangered species at the local zoo. Product or Performance Zoo displays (for students this may end up being in the form of a poster or display board). Standards Communication: 2.1.1. Analyzes the needs of the audience, situation, and setting to adjust language. Writing: 1.5.1. Publishes in a format that is appropriate for specific audiences and purposes. 2.1.1. Applies understanding of multiple and varied audiences to write effectively.
GRASPS Goal To have students evaluate basketball statistical records over the last 10 ten years in the PAC-10 conference to predict and estimate the number of wins and order of finish for the PAC-10 conference this year. They will summarize and evaluate the date to predict and then write about supporting their predictions.
Role The media members on the west coast are on strike and will not be able to predict the order of finish and number of wins the PAC-10 teams are expected to win this year. It will be up to you to predict the number of wins and order of finish.
Audience The students will research the statistical records of the PAC-10 teams over the last 10 years and record this information in an excel spreadsheet. The students will then predict by estimating the expected winning %, number of wins, and order of finish for conference play.
Situation The situation will include gathering info, adding it and analyzing the data in excel, and create final results that shows %’s, wins, and prediction rankings.
Product or Performance They will show that they have used the documentation they gather to make realistic predictions.
Standards The standards will involve the GLE’s involved in estimating and analyzing #’s.
To write a narrative story in a journal with information gathered through research. Represent the information that is gathered as a pioneer traveling the Oregon Trail in a one-page narrative response. The pioneer will discuss the information for a specific city from the list of cities traveled. Travelers The pioneer will document the information about a city along their travel of the Oregon Trail. Narrative Story and Self-Evaluation based on established criteria.
Goal To teach 2nd graders the importance of the food pyramid and nutrition using the 5 food groups to create healthy, nutritious balanced meals for themselves that contain the correct balances/amounts of the food pyramid. Role Student camper Audience Student camper and their family Situation You are a student camping with your family at Camp Wannabehealthy for the weekend. Your job is to create a menu for your family that contains healthy foods from the 5 food groups based on appropriate serving sizes. Product or Performance Camp menu for the weekend, including breakfast, lunch and dinner. Standards kristine Fry
Goal Learners will be able to build their own tongue twister, using their own name and their knowledge of beginning sounds and alliteration. Role Students will explore and research tongue twisters and alliteration on the interne. Then they will produce their own tongue twister, using their own name. They will use a Thesaurus and an organizing worksheet which will help them sort the words into categories: nouns, verbs, pronouns, adjectives… Audience Students will share products with their own classmates, who will then vote on the top ten poems. Situation Personal tongue twister contest – class will vote and top ten poems will be posted on the board. Product/Performance Personal tongue twister (using students’ own names) Standards (6th grade) 2.3.3 Understand literary/narrative devices. • Explain similes, metaphors, alliterative sentences, and onomatopoeia and identify each in literary/narrative passages. 1.2.1 Understand and apply dictionary skills and other reference skills. • Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning. Monica Hughey
Goal By completing this WebQuest the student will demonstrate their knowledge about trees, including the four parts of a tree and the four things trees need to live. They will summarize the parts of the tree and then explain what the four things are that trees need to live.
The goals I have for my students are that they will… Know the 4 parts of a tree. Know the 4 things trees need to live.
Role In this situation the learner will play the role of the observers with inquiries relating to science and the inquiry of trees.
Audience The intended audience is 2nd grade students
Situation The learner will participate in a discussion on trees. This discussion will include what parts a tree has. The intended response for the parts of the tree will be the 4 main parts: roots, trunk, branches, and leaves. The discussion will also include what a tree needs to survive. The intended responses for this discussion will be: water, soil, sun, air.
After the discussion students will engage in a game in which a student comes up to the front and has to act out one of the four parts of the tree, or one of the four things a tree needs to live. Students will take a vote on what they think the student in the front of the classroom is acting out. This process is meant to give children more exposure to the four parts of a tree, and the four things a tree needs to live.
Product or Performance The product that will come from this WebQuest is a worksheet that the students will fill out after they’ve discussed trees and played the guessing game about trees.
Standards GLE 1.2.1- Understand that things are made of parts that go together. GLE 1.3.8- Know that most living things need food, water, and air.
Goal The goal of this project is for students to explore other countries outside the United States of America. Role Government Spy Audience CIA Head of Operations Situation The mission of the students (spies) is to compile information across countries and continents. With the information they provide, other spies will be able to enter the country and culture without being detected as a foreigner. To accomplish this, students will visit four countries outside the United States on three different continents. The students will visit each country (virtually) and search for the information on their top secret information sheets. Product or Performance Top secret information sheets: Name of country Name of continent Highest government official Language Spoken Dominant religions Social groups / Clothing Recreation Food
Standards Geography EALR 3 The student observes and analyzes the interaction between people, the environment, and culture. 3.3 Examine cultural characteristics, transmission, diffusion and interaction
GLE 3.3.1 a Know that people are born into societies that consist of different racial, ethnic, religious, and/or social groups (Location, Region, Place)
GRASPS Goal Traveling the world in a hot air balloon- WORLD GEOGRAPHY Geography: 1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region) Communication: 3.1.1. Understands how to plan and organize effective oral communication and presentation. Role Group work? (Math: hot air balloon thing)- too much? Writing/Art Choice: Passport, journal, e-mail pen pal in that country
Audience Friends, travelers Situation Product or Performance (Math: hot air balloon thing)- too much? Writing/Art Choice: Passport, journal, e-mail pen pal in that country
Power point: Map of where they visit Photo Album: Visit one country in each continent and collect a photo of each: people who live there, an animal that lives there, food, a sport, and a tradition/custom. Collecting evidence
Standards Geography: 1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region) Communication: 3.1.1. Understands how to plan and organize effective oral communication and presentation.
Goal:The goal of this webquest is to demonstrate how checks and balances work in the U.S. government. Role: Students will participate in this webquest by assuming the roles of the different branches of government: the judicial, executive, and legislative. Audience: Fifth grade students, studying the different branches of the government. Situation: Students will have the opportunity to come up with a Bill they want to have passed into a law. Groups of students that have at least three people will assume the roles of the judicial, executive, and legislative branches of government through prompts given to them through the webquest. They must review the Bill to see if it has the potential to be passed as a law. The branches will have to act within their jurisdiction to be able to pass or veto the Bill. Standards: There will be a worksheet to fill out that will help me assess whether the students understand the process of bill making. They will fill out the worksheets as a group. I am also considering having a worksheet filled out incorrectly on the webquest, and asking the students to correct it so that it is right. I think this will stretch their thinking more than just filling out a blank worksheet. There is a draft of the Washington state EALRs and GLEs for Social Studies. This is what they say about the branches of government for the fifth grade: EALR: Component 1.2: Understands the purposes, organization, and function of governments, laws and political systems. GLE: Understands the organization of the United States government. Examples: • Explains that the national government is organized into three branches: executive, legislative, and judicial. • Explains who is involved in each of the branches of government. • Explains that the President and the Cabinet are part of the federal executive
GRASPS Goal: Design a map and write a history of a famous shipwreck to share with the class.
Role: Cartographer and/or Historian Audience: Students Situation: Product or Performance: Map and Written History Presentation Standards: 2.2 Describe the patterns humans make on places and regions.
trisha kasper GRASPS Goal To use the concept of balance and properties of solids and the forms of art to construct a sculpture tower based on Dale Chilhuly’s glass tower ‘Fireworks of Glass’ in the Children’s Museum of Indianapolis. Role Artist and Scientist Audience 2nd Grade Class, School (display) Situation Create a sculpture tower of recycled or natural materials. Product or Performance Sculpture tower made of ? recycled materials such as plastic bottles, cardboard, etc.; natural materials such as branches, leaves, rocks, etc. (from Children’s Museum of Indianaopolis, 2006) 1. Students will describe what the sculpture will be about. 2. What kind of experiences and reactions you want you viewers to have when they interact with the sculpture. 3. Where do you want to locate your sculpture? 4. What kind of sculpture and why? 5. What forms do you want to use? Why? What would be the best medium? Will the sculpture eventually fall apart and return to nature if using natural materials or will it be protected? 6. What will you use to support the sculpture? Will you need an armature? How will you attach pieces to it? 8. What colors do you want to use? Why? 9. What steps will you need to take to construct the sculpture? Who will be responsible for each step? Will all team members work together on every step or will different team members do different jobs? Standards Science and Art GLEs 1. SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems. 1.1. Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things. 3. What will the learner demonstrate by completing the product or performance? Summarize, persuade, defend, explain, inform, etc.? The students will construct a tower made of natural or recycled objects to construct a sculpture tower. Students will use what they learn from their science investigation on solids and liquids and the properties described to choose materials that will assist them in constructing a tower. Students determine the size, shape, color, and materials, and purpose and title of their tower and how they want their audience to interact with the sculpture and what is their purpose. For example, if the students choose natural materials and choose to place the sculpture outside like _____________, whose sculptures are made entirely outside of natural materials and then return to their natural state. This is the goal. 4. What situation or scenario will the learner perform or produce? This is part of the “real world” performance task attribute. The students will produce sculptures that will be displayed in the classroom, or outside or in the school. Depending on their purpose such as recycling (if students use recycled objects or natural materials, or art for art’s sake a gallery exhibit) 5. What role will the learner play in this situation? The students roles will be: Artist, Scientist, possibly Reporter, Autobiographer or Biographer if the work is autobiographical or biographical.
Briefly describe the following components of your WebQuest.
Goal – Task To build a sculpture tower using the solids and liquids investigation on towers.
GRASPS GOAL: To relate the issue that support or dissent of a war is not a black and white issue but a complex one ROLE: A college student that is studying at the local college, a relative of a soldier serving in Vietnam, a soldier in Vietnam, and a board of trustees from both those in favor of the US involvement and against it. AUDIENCE: Friends, family and the community Situation: There is a meeting at the local college as to whether to board should issue a statement condemning the war or not Product or Performance: You can create speeches, posters, or open letters to be read aloud to the board. No more than 3 minutes when read. Standards: Work will be judged on content and research of your position. Signs and posters will be added as extra credit.
17 comments:
GRASPS
Goal Explain and illustrate the adaptations that arctic animals have to survive in the harsh tundra climate.
Role Arctic Park Ranger
Audience Future park visitors
Situation You are a park ranger who will be hosting visitors to your arctic refuge and need to create brochures to distribute to that explain the various ways animals that live in this environment are able to survive the harsh winter climate.
Product or Performance Create a brochure of arctic animals and their adaptations
Standards
Julie Ciarlo
GOAL-To learn about nutrition, the food pyramid, and the importance of living a healthy life.
ROLE-The students will plan a menu with a healthy breakfast and lunch.
AUDIENCE-The teacher, the principal, and the cafateria lady
SITUATION-The students will be in groups of four. Each student will have a task that is essential to the completion of the task. This is a “real world” task because it requires the students to take data from there own life and from websites to compile a menu that the cafeteria can use.
Product or Performance The menu will show that they achieved the standards. They will demonstrate knowledge of what a healthy meal is.
STANDARDS-They will have to add up their calories they eat for one day. This task will require four digit addition problems. This also includes science standards that deal with health specifically.
Tara
GRASPS
Goal Plan a Birthday Party using the skill of estimation
Role Party Planner
Audience Your friends
Situation You are planning your best friend’s 10th Birthday Party for twelve kids at Big Al’s and your budget is $185
Product or Performance Budget Proposal
Standards 1.1.1 Understand the concepts and symbolic representations of decimals in money and fractions. W
1.1.2 Understand the relative values of decimals in money and fractions. W
1.1.8 Apply estimation strategies involving multiplication and division of whole numbers to predict or determine the reasonableness of answers in situations. W
Brooke
GRASPS
Goal Learn about basic fractions and comparing basic fractions.
Role Students will play various fraction games involving pizzas.
Audience Teacher.
Situation In order to get a real pizza party, students must understand how to divide pizzas equally among the number of people going to the party.
Product or Performance Identify fractions by looking at representations of partially eaten pizzas. Draw out what different fractions look like.
Standards Students demonstrate number sense for whole numbers and fractions. Students use numerical and computational concepts.
Greg
GRASPS
Goal To learn about the ancient Athenians and Spartans using research strategies, then use the information to become a member of that community and campaign others to also choose that community.
Role Students will first be researchers, then either Spartan or Athenian community members and campaigners.
Audience Peers from other classes and grade levels.
Situation Learn about Athens & Sparta, and then decide which community you would like to be a part of and create a campaign with your fellow community members to promote their community to the rest of the school ending with a school wide election.
Product or Performance An advertisement for the chosen community.
Standards Grade 6 :
World History 1.2.2 Compare and contrast elements of culture (e.g., society, government, economy, technology, arts, ideas, and beliefs) in the following contexts:
• Ancient history
Communication 2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language.
Luisa
GRASPS
Goal Students will research and learn about Endangered Species and how people can help to avoid the species becoming extinct.
Role Zoologist
Audience Zoo visitors
Situation Students are zoologists/animal experts hired to make displays for the Endangered species at the local zoo.
Product or Performance Zoo displays (for students this may end up being in the form of a poster or display board).
Standards Communication:
2.1.1. Analyzes the needs of the audience, situation, and setting to adjust language.
Writing:
1.5.1. Publishes in a format that is appropriate for specific audiences and purposes.
2.1.1. Applies understanding of multiple and varied audiences to write effectively.
Leah Meyer
GRASPS
Goal To have students evaluate basketball statistical records over the last 10 ten years in the PAC-10 conference to predict and estimate the number of wins and order of finish for the PAC-10 conference this year. They will summarize and evaluate the date to predict and then write about supporting their predictions.
Role The media members on the west coast are on strike and will not be able to predict the order of finish and number of wins the PAC-10 teams are expected to win this year. It will be up to you to predict the number of wins and order of finish.
Audience The students will research the statistical records of the PAC-10 teams over the last 10 years and record this information in an excel spreadsheet. The students will then predict by estimating the expected winning %, number of wins, and order of finish for conference play.
Situation The situation will include gathering info, adding it and analyzing the data in excel, and create final results that shows %’s, wins, and prediction rankings.
Product or Performance They will show that they have used the documentation they gather to make realistic predictions.
Standards The standards will involve the GLE’s involved in estimating and analyzing #’s.
-Darren
To write a narrative story in a journal with information gathered through research.
Represent the information that is gathered as a pioneer traveling the Oregon Trail in a one-page narrative response. The pioneer will discuss the information for a specific city from the list of cities traveled.
Travelers
The pioneer will document the information about a city along their travel of the Oregon Trail.
Narrative Story and Self-Evaluation based on established criteria.
Brittany
Goal To teach 2nd graders the importance of the food pyramid and nutrition using the 5 food groups to create healthy, nutritious balanced meals for themselves that contain the correct balances/amounts of the food pyramid.
Role Student camper
Audience Student camper and their family
Situation You are a student camping with your family at Camp Wannabehealthy for the weekend. Your job is to create a menu for your family that contains healthy foods from the 5 food groups based on appropriate serving sizes.
Product or Performance Camp menu for the weekend, including breakfast, lunch and dinner.
Standards
kristine Fry
Goal
Learners will be able to build their own tongue twister, using their own name and their knowledge of beginning sounds and alliteration.
Role
Students will explore and research tongue twisters and alliteration on the interne. Then they will produce their own tongue twister, using their own name. They will use a Thesaurus and an organizing worksheet which will help them sort the words into categories: nouns, verbs, pronouns, adjectives…
Audience
Students will share products with their own classmates, who will then vote on the top ten poems.
Situation
Personal tongue twister contest – class will vote and top ten poems will be posted on the board.
Product/Performance
Personal tongue twister (using students’ own names)
Standards (6th grade)
2.3.3 Understand literary/narrative devices.
• Explain similes, metaphors, alliterative sentences, and onomatopoeia and identify each in literary/narrative passages.
1.2.1 Understand and apply dictionary skills and other reference skills.
• Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning.
Monica Hughey
Goal
By completing this WebQuest the student will demonstrate their knowledge about trees, including the four parts of a tree and the four things trees need to live. They will summarize the parts of the tree and then explain what the four things are that trees need to live.
The goals I have for my students are that they will…
Know the 4 parts of a tree.
Know the 4 things trees need to live.
Role
In this situation the learner will play the role of the observers with inquiries relating to science and the inquiry of trees.
Audience
The intended audience is 2nd grade students
Situation
The learner will participate in a discussion on trees. This discussion will include what parts a tree has. The intended response for the parts of the tree will be the 4 main parts: roots, trunk, branches, and leaves. The discussion will also include what a tree needs to survive. The intended responses for this discussion will be: water, soil, sun, air.
After the discussion students will engage in a game in which a student comes up to the front and has to act out one of the four parts of the tree, or one of the four things a tree needs to live. Students will take a vote on what they think the student in the front of the classroom is acting out. This process is meant to give children more exposure to the four parts of a tree, and the four things a tree needs to live.
Product or Performance
The product that will come from this WebQuest is a worksheet that the students will fill out after they’ve discussed trees and played the guessing game about trees.
Standards
GLE 1.2.1- Understand that things are made of parts that go together.
GLE 1.3.8- Know that most living things need food, water, and air.
Jenese
Goal The goal of this project is for students to explore other countries outside the United States of America.
Role Government Spy
Audience CIA Head of Operations
Situation The mission of the students (spies) is to compile information across countries and continents. With the information they provide, other spies will be able to enter the country and culture without being detected as a foreigner. To accomplish this, students will visit four countries outside the United States on three different continents.
The students will visit each country (virtually) and search for the information on their top secret information sheets.
Product or Performance Top secret information sheets:
Name of country
Name of continent
Highest government official
Language Spoken
Dominant religions
Social groups /
Clothing
Recreation
Food
Standards Geography
EALR 3 The student observes and analyzes the interaction between people, the environment, and culture.
3.3 Examine cultural characteristics, transmission, diffusion and interaction
GLE 3.3.1 a Know that people are born into societies that consist of different racial, ethnic, religious, and/or social groups (Location, Region, Place)
Erika Wilson
GRASPS
Goal Traveling the world in a hot air balloon- WORLD GEOGRAPHY
Geography: 1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region)
Communication: 3.1.1. Understands how to plan and organize effective oral communication and presentation.
Role Group work?
(Math: hot air balloon thing)- too much?
Writing/Art Choice: Passport, journal, e-mail pen pal in that country
Audience Friends, travelers
Situation
Product or Performance (Math: hot air balloon thing)- too much?
Writing/Art Choice: Passport, journal, e-mail pen pal in that country
Power point:
Map of where they visit
Photo Album: Visit one country in each continent and collect a photo of each: people who live there, an animal that lives there, food, a sport, and a tradition/custom. Collecting evidence
Standards Geography: 1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region)
Communication: 3.1.1. Understands how to plan and organize effective oral communication and presentation.
ERICA NICEWONGER!
Goal:The goal of this webquest is to demonstrate how checks and balances work in the U.S. government.
Role: Students will participate in this webquest by assuming the roles of the different branches of government: the judicial, executive, and legislative.
Audience: Fifth grade students, studying the different branches of the government.
Situation: Students will have the opportunity to come up with a Bill they want to have passed into a law. Groups of students that have at least three people will assume the roles of the judicial, executive, and legislative branches of government through prompts given to them through the webquest. They must review the Bill to see if it has the potential to be passed as a law. The branches will have to act within their jurisdiction to be able to pass or veto the Bill.
Standards: There will be a worksheet to fill out that will help me assess whether the students understand the process of bill making. They will fill out the worksheets as a group. I am also considering having a worksheet filled out incorrectly on the webquest, and asking the students to correct it so that it is right. I think this will stretch their thinking more than just filling out a blank worksheet.
There is a draft of the Washington state EALRs and GLEs for Social Studies. This is what they say about the branches of government for the fifth grade:
EALR: Component 1.2: Understands the purposes, organization, and function of governments, laws and political systems.
GLE: Understands the organization of the United States government.
Examples:
• Explains that the national government is organized into three branches: executive, legislative, and judicial.
• Explains who is involved in each of the branches of government.
• Explains that the President and the Cabinet are part of the federal executive
-Jenny Aldrich
GRASPS
Goal: Design a map and write a history of a famous shipwreck to share with the class.
Role: Cartographer and/or Historian
Audience: Students
Situation:
Product or Performance: Map and Written History Presentation
Standards: 2.2 Describe the patterns humans make on places and regions.
There will be more to come,
Kim Rosendale
trisha kasper
GRASPS
Goal To use the concept of balance and properties of solids and the forms of art to construct a sculpture tower based on Dale Chilhuly’s glass tower ‘Fireworks of Glass’ in the Children’s Museum of Indianapolis.
Role Artist and Scientist
Audience 2nd Grade Class, School (display)
Situation Create a sculpture tower of recycled or natural materials.
Product or Performance Sculpture tower made of ? recycled materials such as plastic bottles, cardboard, etc.; natural materials such as branches, leaves, rocks, etc. (from Children’s Museum of Indianaopolis, 2006) 1. Students will describe what the sculpture will be about. 2. What kind of experiences and reactions you want you viewers to have when they interact with the sculpture. 3. Where do you want to locate your sculpture? 4. What kind of sculpture and why? 5. What forms do you want to use? Why? What would be the best medium? Will the sculpture eventually fall apart and return to nature if using natural materials or will it be protected? 6. What will you use to support the sculpture? Will you need an armature? How will you attach pieces to it? 8. What colors do you want to use? Why? 9. What steps will you need to take to construct the sculpture? Who will be responsible for each step? Will all team members work together on every step or will different team members do different jobs?
Standards Science and Art GLEs 1. SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems. 1.1. Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.
3. What will the learner demonstrate by completing the product or performance? Summarize, persuade, defend, explain, inform, etc.? The students will construct a tower made of natural or recycled objects to construct a sculpture tower. Students will use what they learn from their science investigation on solids and liquids and the properties described to choose materials that will assist them in constructing a tower. Students determine the size, shape, color, and materials, and purpose and title of their tower and how they want their audience to interact with the sculpture and what is their purpose. For example, if the students choose natural materials and choose to place the sculpture outside like _____________, whose sculptures are made entirely outside of natural materials and then return to their natural state. This is the goal.
4. What situation or scenario will the learner perform or produce? This is part of the “real world” performance task attribute. The students will produce sculptures that will be displayed in the classroom, or outside or in the school. Depending on their purpose such as recycling (if students use recycled objects or natural materials, or art for art’s sake a gallery exhibit)
5. What role will the learner play in this situation? The students roles will be: Artist, Scientist, possibly Reporter, Autobiographer or Biographer if the work is autobiographical or biographical.
Briefly describe the following components of your WebQuest.
Goal – Task To build a sculpture tower using the solids and liquids investigation on towers.
GRASPS
GOAL: To relate the issue that support or dissent of a war is not a black and white issue but a complex one
ROLE: A college student that is studying at the local college, a relative of a soldier serving in Vietnam, a soldier in Vietnam, and a board of trustees from both those in favor of the US involvement and against it.
AUDIENCE: Friends, family and the community
Situation: There is a meeting at the local college as to whether to board should issue a statement condemning the war or not
Product or Performance: You can create speeches, posters, or open letters to be read aloud to the board. No more than 3 minutes when read.
Standards: Work will be judged on content and research of your position. Signs and posters will be added as extra credit.
Roland Ruby
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