A WebQuest by Krista Koziarz (kkoziarz@hpschools.org)
![[Erie Canal, Utica, N.Y.]](koziarzwq1_files/image008.jpg)
The Erie Canal,
Problem:
Did
Introduction:
New
York State canals have made much history. They made possible the speedy
development of the western part of
Task:
For
this WebQuest, you will be news reporters working in groups of four. At the conclusion of the project, each member
of your group will have completed at
least one section for your “Everything
Erie” Newspaper. Your group newspaper
will tell the group’s point of view on whether or not there was a real need for
the
- Choose from the
following options for your newspaper (each group member must choose a
different project). Each project must demonstrate whether or not you feel
there was a real need for The Erie Canal, as well as, what you have
learned about the effects of The Erie Canal.
1) Make an Acrostic
Poem
2) Create a Persuasion
Map
3) Create a Flyer
4) Write a Song
- Once all group
members have completed their project, put them together to create your “Everything Erie” Newspaper. Be
ready to share with the class!
Towpath on Erie Canal near
Process:
Step 1: Identify the
Problem: As
a group, you will need to determine the problem, or describe whether or not
there was a real need for the
(Complete
Worksheet #1)
Step 2: Gather the
Evidence: Use
at least three sources to prove
whether or not there was a real need for The Erie Canal. (Complete Worksheet #2)
Step 3: Determining the
Causes: List
at least three of the major factors
that led to the creation of The Erie Canal. (Complete Worksheet #3)
Step 4: Evaluate the
Policy: Your
last step is to evaluate the effects of the
Resources:
The Erie Canal: A Journey Through History
Primary
Sources:
Excerpt from the
journal of Thomas S. Woodcock
Song:
“Low Bridge,
Everybody Down!”
Lyrics:
“Low Bridge,
Everybody Down!”
Evaluation:
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Content |
Includes many details and examples. Subject knowledge is
excellent. All AHPPA questions are answered. |
Includes most knowledge about the topic. Subject knowledge
appears to be good. Most AHPPA questions are answered. |
Includes some information about the topic but there are
1-2 factual errors. Some AHPPA questions are answered. |
Content is minimal OR there are several factual errors.
Very few or no AHPPA questions are answered. |
|
Requirements |
All requirements are met and exceeded. |
All requirements are met. |
One requirement was not completely met. |
More than one requirement was not completely met. |
|
Oral Presentation |
Interesting, well-rehearsed with smooth delivery that
holds audience attention. |
Relatively interesting, rehearsed with a fairly smooth
delivery that usually holds audience attention. |
Delivery not smooth, but able to hold audience attention
most of the time. |
Delivery not smooth and audience attention lost. |
Conclusion:
Congratulations
on your recent publication of “Everything
Erie”. Now that you have completed this WebQuest, you should be able to
explain, in detail, the effects of building the
Standards:
English
Language Arts
RI.4.1.
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI.4.2.
Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
RI.4.3.
Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information
in the text.
Craft and Structure
RI.4.4.
Determine the meaning of general academic and domain-specific words or phrases
in a text relevant to a grade 4 topic
or subject area.
Integration
of Knowledge and Ideas
RI.4.7.
Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on
Web pages) and explain how the information contributes to an understanding of
the text in which it appears.
RI.4.8.
Explain how an author uses reasons and evidence to support particular points in
a text.
RI.4.9. Integrate information from two texts on the same topic in
order to write or speak about the subject knowledgeably.
Text Types and Purposes
W.4.1.
Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
-Introduce a topic or text
clearly, state an opinion, and create an organizational structure in which
related ideas are grouped to support the writer’s purpose.
-Provide reasons that are
supported by facts and details.
-Link opinion and reasons
using words and phrases (e.g., for
instance, in order to, in addition).
-Provide a concluding
statement or section related to the opinion presented.
W.4.2. Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
-Introduce a topic clearly
and group related information in paragraphs and sections; include formatting
(e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
-Develop the topic with
facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
-Link ideas within
categories of information using words and phrases (e.g., another, for example, also,
because).
-Use precise language and
domain-specific vocabulary to inform about or explain the topic.
-Provide a concluding
statement or section related to the information or explanation presented.
Production and Distribution of Writing
W.4.4.
Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.
W.4.5.
With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing.
W.4.6.
With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting.
Research to Build and Present Knowledge
W.4.7. Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
W.4.8.
Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information, and
provide a list of sources.
W.4.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Comprehension and Collaboration
SL.4.1.
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics
and texts, building on others’ ideas and expressing their own
clearly.
-Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic
to explore ideas under discussion.
-Follow agreed-upon rules
for discussions and carry out assigned roles.
-Pose and respond to
specific questions to clarify or follow up on information, and make comments
that contribute to the discussion and link to the remarks of others.
-Review the key ideas
expressed and explain their own ideas and understanding in light of the
discussion.
SL.4.2.
Paraphrase portions of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas
SL.4.4.
Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.