adapted from web quest by Mr. Wendelberger Teacher Web

 

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a. Analyzes text features to get information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, and bibliography).

b. Uses graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).

ELA7R2 The student determines the meaning of unfamiliar words using context clues (e.g., contrast, cause and effect, etc.).

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The student a. Identifies messages and themes from books in all subject

areas. b. Responds to a variety of texts in multiple modes of

discourse. c. Relates messages and themes from one subject area to

those in another area. d. Evaluates the importance of texts in every subject area. e. Examines the author’s purpose in writing.

ELA7RC4 The student establishes a context for information acquired by reading across subject areas.

The student a. Explores life experiences related to subject area content. b. Discusses in both writing and speaking how certain words

and concepts relate to multiple subjects. c. Determines strategies for finding content and contextual

meaning for unfamiliar words or concepts. 3

a. Selects a focus, an organizational structure, and a point of view based on purpose, genre, audience, length, and format requirements.

b. Writes texts of a length appropriate to address the topic.

d. Uses transition elements to add coherence. e. Supports statements and claims with

anecdotes, descriptions, facts and statistics, and specific examples.

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a. Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research.

c. Includes researched information in different types of products: compositions, multimedia presentations, graphic organizers, projects, etc..

e. Uses electronic media to locate relevant information.

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NETS 1. Creativity and InnovationStudents demonstrate creative thinking, construct

knowledge, and develop innovative products and processes using technology.

Students: a. apply existing knowledge to generate new ideas,

products, or processes b. create original works as a means of personal or group

expression  

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Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Students: a. identify and define authentic problems and

significant questions for investigation b. plan and manage activities to develop a solution

or complete a project c. collect and analyze data to identify solutions

and/or make informed decisions d. use multiple processes and diverse perspectives

to explore alternative solutions

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Something has gone horribly wrong!

Imagine that the events in this novel occurred in the north Georgia region.

You were part of the circle justice team in Georgia that banished Cole to an isolated area in the Appalachian Mountains for a year.

After a year, Cole is nowhere to found. At first, everyone suspects Cole simply died in the harsh environment, but mysterious evidence shows up that suggests Cole is alive and imprisoned on the mountain.

The circle justice team has decided that it is their responsibility to find and save Cole. The problem is none of the circle justice team has any experience in surviving on an isolated north Georgia mountain in the winter. Actually you are not even sure where they are!

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Your only clues as to the dangers you will face is the one letter Cole sent back to Georgia in which he told of the life and death problems he encountered. Each member of your rescue team will need to research one of the survival difficulties mentioned in Cole’s letter.

Once your research is done you will assemble a plan and a list of all the provisions you will take to try to ensure your team’s survival as you search for Cole in the harsh weather conditions.

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Since none of the circle justice group has any experience with winter wilderness survival, the group has decided to send four people to try to rescue Cole.

The group has asked for teams to come up with what will be needed to survive in the Appalachian Mountains and find Cole. Your team will come up with a plan and submit it to the larger group.

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The team with the plan that seems to give the most chance for success will be selected to go. Your four member circle justice rescue team needs to prepare to go to the region and try to find Cole. The most important thing is that you and your team do not end up dead or imprisoned like Cole.

After you get your information you will compile a list of items you will bring with you and your plan for survival.

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First, within your group decide who will research each mountain survival obstacle from Cole's letter.

After your research in your area, you will discuss your finding with your team.  You will take notes on your research.

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When you have enough research, your team will compile a list of things you will take with you to the mountains and a general plan for the use of the items to ensure your survival. 

Finally, your team will develop a persuasive presentation. You may use technology such as power point,

movie video, photography, posters, brochures, costumes, props, or any other format that your group agrees will be effective.

Your goal is to convince thecircle group that you have the best chance to survive and find Cole.

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Team Name : ________________________________

Team Captain: ______________________________

Role 1- food and water: __________________________

Role 2 – shelter and general supplies: __________________________________________

Role 3 – animals and plants: ________________________________________________

Role 4 – navigating terrain and climate: ________________________________________

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Food Click here Finding & Collecting Water Click here Finding water Click here Eat bugs click here Fire Click here

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Shelter Basics Click here Tools click here Equipment whistles click here Equipment click here First aide click here Stay safe on Appal trail click here

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Ga. Wildlife fact sheets click here SNAKES click here Animal bites click here Appalachian Trail Plants/Animals (may be blocked) click

here Medicinal Plants, trees, shrubs of

Appalachia SEE PAPER COPY IN FOLDER

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Navigation click here Click on key words:

Finding direction, Walking Techniques, Crossing water

Wilderness Survival Overview Click here About the Appalachian Trial click here Appalachian terrain by region click here Signaling click here Frost bite & first aid click here

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CIRLCE ANSWER

1. Have I written least 3 relevant questions related to my research topic?

2. Have I thoroughly answered each of my research questions?

3. Have I read, understood, and taken notes from each web site and document included in my section of the web quest?

4. Since my team is counting on me to be an expert on my topic, do I still need to gather more information in my area of research?

5. After asking someone on my team to evaluate how accurate and complete my notes are, did I revise my data based on their feedback?

6. After evaluating one of my team mate’s notes for accuracy and thoroughness, did I give them sound feedback on areas that could have been improved?

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Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

YES NO

TEAM Name _____________________________________

Team Members: __________________________________Has everyone on the team completed his or her research?No? who?Has everyone on the team discussed his or her research with the entire team?No? Who?Has each team member reviewed someone else’s research notes? No? Who?

List 3 different ideas for your team presentation that have been discussed.1.2.3.

Describe the format for your presentation which your team has agreed upon.

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GROUP CHECKLIST #2

GROUP PRESENTATION- CHECKLIST #3

TEAM NAME ___________________________________Presentation Format:

Team member Responsibility for preparation: Role during presentation:

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Your team will be evaluated in 3 areas: quality of research , how well your survival plan meets any

challenges your ability to convince the circle justice

group that your team offers the best chance to rescue Cole. 

Research  How well did your research questions guide your

research? Did you find quality information about your

assigned topic? How accurate and relevant is your information? What evidence is there that you shared your

research information with the team? 

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Survival Plan:  How well do the survival items listed and the

plan match the research on the challenges of surviving the Appalachian Mountains in the winter?

How will the four person team realistically carry the items??  

Presentation:  How well does the presentation show

evidence that the team was knowledgeable about the island and it's dangers?

How clear, thorough, and persuasive was the presentation?

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Group Planning – Touching Spirit Bear Formative Assessment Teacher : S Draughn

CATEGORY 20 - Exceeds Standards

17 - Above Standards

14 – Meets Standards

12 - Below Standards

Score

Ideas &Research Questions

Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.

Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.

Group Timeline

Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline.

Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline.

Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline.

Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.

Delegation of Responsibility

Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.

Each student in the group can clearly explain what information s/he is responsible for locating.

Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.

One or more students in the group cannot clearly explain what information they are responsible for locating.

Plan for Organizing Information

Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

Quality of Sources

Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.

Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Students’ Names:     ________________________________________________________________________________________

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Gathering Information & Notetaking, Touching Spirit Bear Teacher :S.Draughn

CATEGORY 25 – ExceedsStandards

20 – AboveStandards

18 -Meets Standards

15 - Below Standards

Score

Notes Notes are recorded and organized in an extremely neat and orderly fashion- using headings and subheadings.

Notes are recorded legibly and are somewhat organized- using headings and subheadings.

Notes are recorded - with some headings and some subheadings.

Notes are recorded only with peer/teacher assistance and reminders.

Amount of Information

All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Internet Use

Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

INDIVIDUAL SUMMATIVE ASSESSMENT Student Name: ____________________________

CATEGORY 14 - ExceedsStandards

12 – Above Standards

10 - MeetsStandards

9 - Below Standards Score

Understands Topic

The team clearly understood the topic in-depth and presented their information forcefully and convincingly.

The team clearly understood the topic in-depth and presented their information with ease.

The team seemed to understand the main points of the topic and presented those with ease.

The team did not show an adequate understanding of the topic.

 

Focus or Thesis Statement

The speaker names the topic of the presentation and outlines the main points to be discussed.

The speaker names the topic of the presentation.

The speaker outlines some or all of the main points to be discussed but does not name the topic.

The speaker does not name the topic AND does not preview what will be discussed.

 

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the group’s position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the group's position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the group’s position.

Evidence and examples are NOT relevant AND/OR are not explained.

 

Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the group's train of thought.

Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the group's train of thought.

A few of the support details or arguments are not in an expected or logical order, distracting the audience and making the presentation seem a little confusing.

Many of the support details or arguments are not in an expected or logical order; distracting the audience and making the presentation seem very confusing.

 

Closing paragraph

The conclusion is strong and leaves the audience solidly understanding the group’s position. Restatement of the position statement begins the closing statement.

The conclusion is recognizable. The group's position is restated within the first two sentences of the closing statement.

The group’s position is restated within the closing paragraph, but not near the beginning.

There is no conclusion - the presentation just ends.

 

Audience Demonstrates a clear understanding of the audience and uses appropriate vocabulary and arguments. Anticipates audience's questions and provides thorough answers appropriate for that audience.

Demonstrates a general understanding of the audience and uses vocabulary and arguments appropriate for that audience.

Demonstrates some understanding of the audience and uses arguments appropriate for that audience.

It is not clear who the group’s audience is.

 

Presentation Style

Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

One or more members of the team had a presentation style that did not keep the attention of the audience.

 

Persuasive Group Presentation - Touching Spirit Bear , Teacher: S Draughn SUMMATIVE ASSESSMENT Students’ Names ________________________________________________

Your team has been chosen to rescue Cole. Together, your team was most informed and prepared for the rescue mission.

Your team presented the most thorough list of supplies, had the best explanation of you plan, and your presentation was well organized and convincing.

When you find him you can expect to hear of his adventures in the mountains.

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Take a quiz on your wilderness survival knowledge Click here

Site may be temporarily blocked.

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