WebQuest designed by Leah Vest May 2008 For teacher resources, click hereclick here

Your friend, an explorer discovered a new section of land. It is your job to help plan a new community for it. To achieve this, you must be able to answer this question: How does geography influence the location and development of communities in the United States? (Standard 6, objectives 1-2)

What is a community? Tell one person what you think a community is.

Now we must explore our own Earth and its communities. Let’s discuss where you have been? What cities or towns have you visited. What were some of the physical and/or natural characteristics and landmarks of the community. Let’s make a list of these places. We’ll choose 6 for the class to study.

In order to study these communities to help us understand how geography affects them, we will split into groups of 4. Then you should choose a community that interests you. Once a group is full, you must choose another. Within your group, chose a leader and a reporter (someone to take notes and write down the group’s thoughts).

Find your community on a map. Make a list of symbols identified in your area. Click here for examplesClick here for examples.

rivers streams forests mountains camping roads railroad tracks bridges airports oceans deserts plateaus parks monuments cliffs canyons mines hospital school church Image from:

As a group, research your community online and answer the following questions: Who first arrived in the area? When did they arrive? Why did they go there? What did they first see? What resources were available? Where they did they locate the town center? Why? How did the town form around it? (Did they use a grid system, agriculture system, linear, circular, haphazard, etc) Why did it follow that pattern? What are the physical and Human-made boundaries? How are they the same or different? What natural resources are available in the local community? Is your community in the country or city?

Explore your community on Google Earth and then print it out. Label the natural landmarks and resources with the symbols you wrote down in task two. On the back of the map answer the following questions: Why do you think the first settlers chose this area? What resources would have helped the settlers survive? What may have gotten in the way? Do the benefits outweigh the cons?

Using your real community as an example, create a new community for your explorer friend. You may use cardboard, popsicle sticks, wood scraps, paint or other artistic materials. Choose a good area for your group. Would you place your community near water, deserts, mountains, plains or certain natural resources? Explain why you chose that location.

Present your community to the class. Include with your presentation an explanation of why you chose that type of land, what advantages and disadvantages the population may encounter and tell the class how the geography of your community will affect its growth and development.

Library of Congress – Teachers The Learning Page Google Earth Pioneer U.S. City Websites

This is how you will be graded: Criteria Superior - 3Satisfactory -2Unsatisfactory -1 Group Participation Takes an active role, offers ideas and accepts others and compromises. Offers ideas and compromises. Offers little or no ideas. Does not compromise. List of Symbols from Map (Task One) Listed 15 or more symbols.Listed more than 8 symbols.Listed 4 or fewer symbols. Community Research Questions (Task Two) answered all questions completely and created more. Answered most of the questions completely. Answered 5 or fewer questions. Online Activities Respectful of others in group. Used a variety of accepted sites. Followed all Internet rules. Respectful of others in group. Used some accepted sites. Followed most Internet rules. Used few accepted sites. Did not follow Internet rules. Google Earth Community Labels (Task Four) Community is labeled with at 15 or more symbols. Community is labeled with more than 8 symbols. Community has 4 or fewer symbols. Google Earth Community Questions (Task Four) Answered all questions and demonstrated a good knowledge of the community. Answered all of the questions.Answered 1 or fewer questions. Labeling of Final Community Project (Task Five) Community is labled with resources, physical landmarks (forests, mountains, etc.) and bodies of water correctly labled. Community contains minimal labels of resources, physical landmarks (forests, mountains, etc.) and bodies of water. No physical landmarks, resources or bodies of water are labled. Creativity of Final Community Project (Task Five) Student show creative ideas to create their maps. Student explored above and beyond what was asked. Students met basic requirments of the assignment. No creative ideas used. Group Presentation of Final Project (Task Six) Project is presented in an organized way with participation from all group members. Project is presented in an organized way to the class. Project is presented to the class. Group Conclusions / Explanations (Task Six) Conclusions are offered in a clear, concise well-thought out way. Conclusions are presented. Conclusions are not presented to the class.

Standard 6: Students use map skills to analyze the influence of physical features on the building of communities in the United States. Objective 1: Examine maps and globes. Objective 2: Recognize the physical features that influenced various community settlements. Students will gain an understanding of real spatial geography and develop an overall sense of location, resources and environments of specific areas of the world and why people prefer some regions over others. Materials: internet, group procedures, group log/recording, group planning worksheet. When using Google Earth as a whole class activity to explore our own community, lead the class to notice resources, natural landmarks and layout of towns (grids, spokes, haphazard, etc). Locate same place on atlas and discuss symbols. Point out human-made boundaries and the geographic boundaries (rivers, streams, mountains, etc). Group planning worksheet

Group Planning Worksheet Community: ____________________________________________________ Group Names: __________________________________________________ Before you start working: Do you understand what you are to do? Ask the teacher if you are not sure. Does everyone in the group know what they are to do? List all the tasks you are to accomplish. Who is the group leader? ________________________________ Who is the reporter? ____________________________________ Does everyone agree to compromise and listen to each group member? Let’s Work Start on task one. When you finish a task, start on the next one. Make sure your group is either sitting together at desks or on the floor. Is everyone working and helping? Are all group members participating? Keep track of progress Date StartedDate Completed Task One_____________________ Task Two_____________________ Task Three_____________________ Task Four_____________________ Task Five_____________________ Task Six_____________________