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Learners
This is anchored in fifth grade Social Studies and Science content. The lesson can easily be extended to sixth or seventh grade by requiring more in depth research and a greater garden area. Younger students in third or fourth grade would benefit from this lesson if required to focus on one state tree, flower, and historical item.
The learners will need to be proficient in PowerPoint slideshow design and the use of Inspiration as a mapping tool. They need to be able to enter data into a table.
Introduction
Learners Goals &
Objectives Standards
Process Multiple Intelligences
Sense & Meaning
Resources Evaluation
Credits
Goals & Objectives
Goals:
The goal of this web quest is to give
students an appreciation and awareness of the historical significance of items
in the White House gardens and state flowers and trees. They will be able
to design a physical space to meet a specified goal (the restoration of the
White House Gardens) while working within realistic constraints.
Fifth graders will be able to develop a
knowledge of the options (trees, flowers, prices) in garden design as well as
the tradeoffs involved in choosing among them. We want them to develop a
deeper understanding of the practical constraints involved in the layout of a
garden and how to determine good solutions as a team.
The students will be able to:
- explain how the current White House
Garden design relates to historical events.
- explain the significance of American
symbols.
- design a layout for the replanted
White House Garden.
- analyze garden design in terms of
cost effectiveness and aesthetics.
- evaluate the tradeoffs involved in
the garden options and decide where and what to plant.
- Calculate the price of trees and
flowers in relation to the overall budget.
- create a multimedia presentation
using PowerPoint.
- present their decisions to the class
using a Smart Board.
- solve problems collaboratively using
computer software.
Curriculum Standards
Social Studies Standards Addressed:
Explain how present events are related to the past 6.1.A.1.
Explain the significance of symbols of American values and beliefs, including the Statue of Liberty, the Statue of Justice, the American Flag, and the national anthem. 6.2.B.2.
Evaluate the importance of traditions, values, and beliefs which form a common American heritage in an increasingly diverse American society. 6.2.B.4.
Science Standards Addressed:
Develop strategies and skills for information-gathering and problem-solving, using appropriate tools and technologies. 5.1.B.1.
Determine the reasonableness of estimates, measurements, and computations of quantities when doing science. 5.3.A.1.
Use tables and graphs to represent and interpret data. 5.3.D.1.
Use the design process to identify a problem, look for ideas, and develop and share solutions with others. 6.4.C.3.
Math Standards
Addressed:
- Use real-life experiences, physical materials, and
technology to construct meanings for numbers (unless otherwise noted, all
indicators for grade 5 pertain to these sets of numbers as well). 4.1.A.1.
- Collect, generate, organize, and display data. 4.4.A.1.
Technological Literacy
Standards Addressed:
Create and present a multimedia presentation using appropriate software. 8.1.A.6.
Solve problems individually and/or collaboratively using computer applications. 8.1.B.9.
Creative thinking and production are encouraged.
Introduction
Learners Goals &
Objectives Standards
Process Multiple Intelligences
Sense & Meaning
Resources Evaluation
Credits
Process
In these activities, students will have to choose a specific role. They
share information with each other at each juncture. During the final presentation, they will share the research finding of another group member, thereby encouraging teamwork, increasing accountability, and ensuring all group members are learning the material.
A suggested grouping would be to group by reading fluency having a low, a
middle, and a high in each group.
This lesson will take six periods. Two for research, one for creating the map in Inspiration, and one for creating the PowerPoint presentation. The final period will be for presentations and student judging of the garden designs.
Suggested grouping would be groups of three with reading ability levels of low, middle and high in each group if possible.
Multiple
Intelligences
Howard Gardner's Multiple
Intelligences are addressed throughout this web quest.
- Linguistic intelligence-the
worksheets allow these students to think and function in a language format.
The presentations allow these learners to present as well as listen to the
viewpoints of others.
- Logical-Mathematical intelligence-the
design of the garden and the cost tradeoffs appeal to this type of student.
Students must use math to calculate price especially in the role of
accountant.
- Spatial intelligence-these learners
like to think in pictures, so the Inspiration map, Power Point and Flash
video on the history of the gardens would be appeal to this learner.
- Bodily-Kinesthetic intelligence-this
type of learner will do benefit from movement between workstations during
role changes.
- Interpersonal Intelligence-these
learners work very well in a group situation. Working in this group of
three will be very comfortable for this type of student. Also getting other
points of view group members will help this student learn. We have
built collaboration into the exercise as they must meet after their research
to inform the next group member of their progress. this transfer of
information is necessary because they will be presenting to the class on a
topic that another team member researched.
- Intrapersonal Intelligence-these
learners see themselves as researchers. This quest allows this to happen in
a real world situation. It allows them to evaluate their thinking and
understand their role as part of a team.
- Naturalist intelligence-this quest is
especially appeals to the nature lover. These students should enjoy
creating a tranquil setting full of the beauties of nature.
The Information Processing Model and
Sense & Meaning: This information is based on brain research by David
Sousa.
By the spring of 5th grade, students have
delved deeply into the history of the United States as well as their symbol of
nationality. They also have experience working in cooperative groups.
They like to make their own decisions on clothing and style.
This web quest will create sense and
meaning for the students because they have to decide on which places of interest
to visit and why these sites are important. By having them present their
findings as if to be chosen by the President, they will perform careful research
to back up their choices. This process will help to move the information
from immediate memory to their working memory. Once the student attaches his or
her own reasons of why each item would be valuable in the garden, the data can
move from their long term memory because the student has internalized what he or
she feel is important. Students have to work together to agree on garden
layout and additions.
Once the information is organized
and presented via power point, we believe the students will have ownership over
the contents of one of our national treasures.
Resources Needed
Computer Lab-one computer for each student
Inspiration software-one copy per group
PowerPoint software-one copy per group
Internet access for each student
Introduction Learners
Goals & Objectives
Standards Process
Multiple Intelligences
Sense & Meaning
Resources Evaluation
Credits
Evaluation
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Beginning
1 |
Developing
2 |
Accomplished
3 |
Exemplary
4 |
Score |
|
Content
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Includes little
essential information and doesn't address design. |
Includes some essential
information and begins to address design. |
Includes essential,
accurate information and enough to give audience an understanding of the
design. |
Covers topic
completely and in-depth, makes a convincing presentation that this is
the ideal design. |
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Organization
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Presentation lacks an
introduction, has little sequence and lacks a conclusion
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Presentation attempts
to introduce the topic, has some sequencing evident, but lacks a
conclusion |
Presentation has a small
introduction, follows a sequence and has a conclusion |
Presentation has an
introduction, follows a logical sequence (1 slide per state, 1 slide per
historical, 1 garden design slide, 1 budget slide) and presents an appropriate
conclusion |
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Technical Requirements
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Use of font, color,
graphics, effects, etc. but these often distract from the presentation
content. |
Makes use of font,
color, graphics, effects, etc. but occasionally these detract from the
presentation content. |
Makes good use of font,
color, graphics, effects, etc. to enhance the presentation.
|
Makes excellent use of font,
color, graphics, effects, etc. to enhance the presentation. |
|
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Map |
Includes few research elements, design is unappealing,
consideration not given to favorable areas. |
Includes some research elements, pictures of trees & flowers. |
Includes research elements, photos of trees & flowers,
consideration given to favorable areas. |
Includes all research elements,
photos of trees & flowers, consideration given to blooming seasons &
favorable areas. |
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Cooperative Group Work
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Cannot work with others
in most situations or share decisions or responsibilities.
|
Some difficulty in
communicating or sharing responsibilities. |
Communicates ideas and
takes responsibility in the group.
|
Communicates ideas and
takes a leadership role. |
|
|
Oral Presentation |
Delivery not smooth
and audience attention lost. |
Delivery not smooth,
but able to hold audience attention most of the time.
|
Relatively
interesting, rehearsed with a fairly smooth delivery that usually holds
audience attention. |
Interesting,
well-rehearsed with smooth delivery that holds audience attention.
|
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Credits
Inspiration for this project came from Teaching PreK-8, April 2000 edition
and an article entitled "Architecture: Activities Across the
Curriculum: The White House: Design of the Grounds" by The American
Architectural Foundation.
Web Quest Template
Web Quest Design
Process Page
We all benefit from being generous with our work. Permission is hereby
granted for other educators to copy this Web Quest, update or otherwise modify
it, and post it elsewhere provided that the original author's name is retained
along with a link back to the original URL of this Web Quest. On the line
after the original author's name, you may add Modified by (your name)
on (date). If you do modify it, please let me know by email and
provide the new URL. Introduction
Learners Goals &
Objectives Standards
Process Multiple Intelligences
Sense & Meaning
Resources Evaluation
Credits
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