Saturday, April 23, 2011

Webquest

This week, we have created our Webquest using Google Sites.  Majority of the Webquest has been completed.  We just need to fine tune some of the pages, such as the "task" and "process" page and create a rubric. We are well on our way to being almost done!

Saturday, April 16, 2011

Hook

After much research about each of the colonies, we decided that the new group of pilgrims coming to America will be traditional Puritans.  Through research, students should be able to narrow the colonies down to the New England colonies.  Hopefully, the students will also realize that the most traditional Puritans lived in Massachusetts as the other NE colonies were founded by individuals that either left or were expelled from Massachusetts because they did not agreed with the teachings of the Puritan leaders in Massachusetts.


Our hook will look something like this:


A group of pilgrims are about to make their way to America to look for new economic and religious opportunities.  They have heard a lot of exciting as well as terrifying stories from their friends in the New land. Unable to decide where they should settle down, these group of pilgrims have decided to hire a team of researchers to help them decide on an ideal location.

Researchers, please be are aware that these people are no ordinary group of individuals.  They have a very particular lifestyle that they are accustomed to and have very strict beliefs.  Based on the following descriptions, please help these pilgrims find a new home in America.

-Very traditional Christians that want to make the religion more "pure."
-They live a very simple, but strict lifestyle.
-They believed that anyone that misses church or speak out in dissent should be harshly punished.
-All decisions are made by their community leaders.  
-These people have close family units and live in small towns to maintain a sense of community.
-These people have farming and fishing skills.


Hong and I also decided that we will create our webquest using google sites. 

Saturday, April 9, 2011

websites

This week, Hong and I started our search for informative websites.  There's a lot of information out there, but we wanted to find a site that is student friendly.  Some sites can be a bit overwhelming as the information are not presented in an organized and easy to follow manner.  Below is a list of sites that I found.

(The information provided in this site is sorted by colonies.  Students can click on the link of each individual colony to find information about the year they were founded, major industry, etc.  This site also provides information about daily life during colonial times, such as religion, education, food, and agriculture.  This site would be particular helpful for students to find information about the lifestyles of each colony in order for them to make an informed decision on which colony to settle in.)

Next week, Hong and I will review each other's sites and hopefully narrow down the list of sites we want to use for our webquest. We will also be discussing where we want to host our webquest.  
Here is  another interesting site that I came across that I thought I would share:
This site provides a complete list of  names of all the passengers on the Mayflower and their genealogy.  It was interesting to find how many famous people descended from  Mayflower passengers.

Saturday, March 26, 2011

New thoughts

After completing the WebQuest evaluation assignment, I have a better idea on what Hong and I need to do for our own project.  We decided to focus on the 13 colonies for our assignment.  Here are our preliminary thoughts.

Storyline:  A group of pilgrims have decided to come to America.  However, they are unsure which colony to go to.  A brief description of the pilgrims will also be provided, such as their religious beliefs, whether they prefer to farm or trade, and lifestyle.  (Students will be making informed decisions based on these descriptions)

Grouping:  The class will be split up into groups (# of students per group depends on the # of roles).  Within each group, each student will be assigned a separate role in which each assigned role will be responsible for researching a certain aspect of each colony (ie. religion, agriculture, lifestyle, etc.).  Once each student has collected their information, each group will compare the information they have collected about each colony and make a decision on which colony would better suit their needs and personal preference.  A comparison chart will be provided to help the students organize the collected information. Once the students have made an informed decision, each group will compose an essay explaining why the colony they have chosen would best fit their needs, lifestyle, and/or personal preference (based on the criterias provided in the intro).

Friday, March 18, 2011

Webquest Assignment -update


From my understanding of the Webquest assignemnt, we are suppose to develop a web-based instructional activity in which students conduct research on a specific topic and collect information from the internet.  However, to direct students' inquires, a list of internet resources will be provided for  them.  Once students have analyzed the information they obtained, the will demonstrate their understanding by creating some kind of project.  A good webquest should include the following attributes: an introduction, a task, a list of information sources, a description of the process, guidance, evaluation, conclusion, and a teacher's page.

I got a partner! Hong and I will be working together on this project. We haven't decided what we are going to do our project on, but we're leaning towards either creating an instructional activity based on the 13 colonies or Earth Science.  

If we do decide to do the project on the 13 colonies, this would be a fifth grade activity.

Here are my thoughts on what we can do:
Storyline: A group of pilgrims are about to make their way to America.  However, they aren't quite sure where they should settle down.

Students will be broken off into groups of 2-3 students.   Each group will be a committee representing either the New England colonies, Middle Colonies, or Southern Colonies.  Within each committee, students will research and collect information about the all the colonies in their region.  Once students developed a strong understanding of their region, they will create a powerpoint presentation to persuade the pilgrims to settle down in one of the colonies in their region.

History - Social Science Content Standards
5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
  1. Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
  2. Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
  3. Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
  4. Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.
  5. Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.
  6. Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.
  7. Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.

Saturday, March 12, 2011

Instructional Project/Webquest

One project done, on to another one.  As my class will be beginning a new project soon (in fact the most important project of the semester), I must start thinking about what I want to do.  From my understanding, we are suppose to develop a web-based instructional activity in which students conduct research on a specific topic and collect information from the internet.  However, to direct students' inquires, a list of internet resources will be provided for  them.  Once students have analyzed the information they obtained, the will demonstrate their understanding by creating some kind of project.  A good webquest should include the following attributes: an introduction, a task, a list of information sources, a description of the process, guidance, evaluation, conclusion, and a teacher's page.

For my webquest project, i'm thinking about creating an instructional activity based on the 13 colonies.  This would be a fifth grade activity.

Storyline: A group of pilgrims are about to make their way to America.  However, they aren't quite sure where they should settle down.

Students will be broken off into groups of 2-3 students.   Each group will be a committee representing either the New England colonies, Middle Colonies, or Southern Colonies.  Within each committee, students will research and collect information about the all the colonies in their region.  Once students developed a strong understanding of their region, they will create a powerpoint presentation to persuade the pilgrims to settle down in one of the colonies in their region.

These are just my thoughts for now.

Saturday, March 5, 2011

Classroom website

My classroom website is finally complete! Creating a website was definitely a learning curve.  But once I figured out how to create pages, I was on a role! Check out my website!

https://sites.google.com/site/misstanclassroom/