Web Quest
.Ms. Manginelli
Introduction:
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T |
rying to belong and be part of a group is an
important issue among teenagers. In this
activity you should work in groups to find out about teenagers and gangs. You should find out why gangs are popular and
what are the most powerful ones that absorbs members
in the net of their organization. You
should find out what makes a gang popular and what are the
origins of a particular gang.
Task:
The general
goal of this project is to have you develop a series of different tasks.
Task 1: Students will research and use internet to gather information on what gangs are the popular ones to capture and seduce new members.
Task 2: The students have formed groups according to what gang they are going to focus on and research.
Task 3: Students will gather information on the
history of the chosen gang. They will
create graphic organizers to outline the population of the gang,
they will also indicate the initiation procedures, and the job that a member
needs to execute in this organization.
Task
4. Students will do an oral presentation
Task5. While group
is doing oral presentation
the
rest of the class will use rubrics to grade the
the
work.
Process:
A)Working individually complete the handouts supplied.
B)
Use the six steps Public Policy format.
1. Begin by defining the social
problem
C)
Identify the nature of a social problem
Gather evidence to support the existence
of the problems
Determine the causes and factors
contributing to
the problem
Resources:
www.helping.apa.org/warning
signs
Evaluation:
Each group will be grades by a
rubric
system and not only by teacher but also
by peers in the class.
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Criteria |
Standards |
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
Level 5 |
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Development Process
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Handwritten proposal sheet submitted to teacher |
Text for page entered into simple word processor or HTML-creation program (BBEdit, PageMill, Claris HomePage, FrontPage) |
Draft page is printed out from within Netscape; text on page partially achieves proposal |
Evidence of revision of page in web browser (Netscape, Explorer); substantially achieves (or explains changes to) proposal |
Critical reflection of development process is submitted in writing (individually) |
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Network Skill
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Student has problems bring up their Web Page within a web browser (Netscape, Explorer) |
Text is in a program other than the word processor; Images not saved in .gif or .jpg format; One or more files in wrong location or have wrong file name |
All .html files in simple word-processor of HTML-creation program; All images .gif or .jpg; All file names and group numbers correct |
Running word-processor or HTML-creation program and web browser (Netscape or Explorer) simultaneously; efficient use of Internet access programs |
Efficient revision: testing changes by switching between word-processor or HTML-creation program and web browser (Netscape or Explorer) |
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Thinking Process
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Disconnected and unrelated thoughts; vague ideas |
Concrete description and evaluation; no analysis of causes, no meaning |
Description, analysis, meaning, evaluation; identifies problems and solution |
Integrates multiple sources of information to assess issue; balances personal and external |
Identifies and examines root causes as well as immediate issue; persuasive and convicted |
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Writing Process
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Difficult to understand, tangents, spelling and other errors |
Many errors but consistent line of thought |
Easy to understand; perfect spelling; one or two grammar, syntax, or semantic problems |
Same as Level 3 but no errors |
Clear, concise, well written |
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Layout
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Layout has no structure or organization |
Text broken into paragraphs and/or sections |
Headings label sections and create hierarchy; some consistency |
Hierarchy closely follows meaning; Headings and styles are consistent within pages; Text, images, and links flow together |
Consistent format extends page-to-page; design is intentional; attention to different browsers and monitor size |
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Images
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No images |
Images are unrelated to page/text/proposal; most images were recycled from other pages on the Internet; Images too big/small in size or resolution; Images poorly cropped or have color problems |
Images have strong relation to text; some Images are student produced; Images have proper size, resolution, colors, and cropping |
Same as Level 3 plus images are from 3 or more sources (scan, CD-ROM, QuickCam, ZapShot, video tape, net, SuperPaint, PhotoShop, LogoMotion, etc.) |
Same as Level 4 with either: more advanced Photoshop, PhotoDeluxe or Illustrator work |
Conclusion:
In this endeavor students will have met the
following ELA Standards:
a. Students will read and write
for information and understanding
b. Students will read and write
for literary response ad expression
c. Students will read and write
for critical analysis
d. Students will speak and
listen for social interaction
This Webquest will make
you better understand gangs and their dangers in the school setting. As a public policy analyst you will have
identified the origin of gangs and their negative implication on
teenagers. As a result of this project
you will have learned to identify and improve public policies that affect you
as a member of our society.
