Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits A Third Grade WebQuest History A WebQuest for 3rd Grade (Geography) Designed By Laura Quinn, Anthony DeMarco, and Jen Grisnik Based on a template from San Diego State University’s The WebQuest PageThe WebQuest Page

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Introduction Have you given any thought to where in the world you live? Today we are going to discover our location on this HUGE place we call, Earth. After we find where we currently live, we are going to locate some of our neighbors, such as New York and Ohio on the map. Before we get started, I am going to each and every one of you to think about the COUNTRY we live.

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits The Task Name the continent, country, state, and community in which the student lives. Locate Pennsylvania, New York, and Ohio on a map of the United States.

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits The Process Have a student name the city in which they live and have another student name the state in which they live. Write Erie and Pennsylvania next to City and State on the board. Ask the entire class to answer in unison the questions "What city do you live in?" and "What state do you live in?" Explain to the students that if they wanted to be more specific in telling where they or someone else lives they could name the country in which they live. Add Country to the list on the board. Ask a student to name the country in which we live? Write United States next to Country on the board. Tell the students that if they wanted to be even more specific they could name the continent on which they or someone else lives. Add Continent to the list on the board. Ask a student to name the continent on which we live. Write North America on the board next to Continent. Pointing to the list on the board, say: Now let's see how many of these places we can find on a map. Ask for a volunteer to come up and locate the continent of North America on the classroom size world map. Next, ask a student to circle with their finger the United States on the world map. Switch to a classroom size U.S. map and have a student locate the state of Pennsylvania and the city of Erie. After the story, the task will be for each student to write a letter to their parents about what they learned in class. They must properly address the envelope independently. Students will be given a blank map of the United States. They will be asked to color the state they live in yellow, our neighboring states, New York, green, and Ohio, purple. They will then be asked to label the states with their correct names.

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Evaluation Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score Completed Response Content is correct. Spelling and grammar is well developed. Minor details missing. Some spelling and grammar problems. Major details missing. Many spelling and grammar problems. Off task, off topic content. Enough spelling and grammar issues to interfere with flow. Letter addressed Lists street address, city, state, country and continent-all correctly. Forgets one of the components. Forgets two of the components. Forgets three or more of the components. Participation in discussion Engaged, listening, and actively participating. Engaged and listening, with minor off task behaviors. Distracted, with many off task behaviors. Had to be corrected during the lesson. more

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Evaluation (continued) States identified on map All 3 states colored in with the correct color. All 3 states are colored, but two are mixed up. All 3 states are colored, but mixed up. Fewer than 2 of the states are colored in. States labeled on map All 3 states are correctly labeled. 2 of the states are correctly labeled. 1 of the states is correctly labeled. None of the states are correctly labeled. back

Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Conclusion To conclude the lesson, read My Place in Space by Robin and Sally Hirst aloud to the students. This is a story about a boy who tells where he lives by starting with his home address and ending with the planet on which he lives.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits A Third Grade WebQuest- History A WebQuest for 3rd Grade (Geography) Designed By Laura Quinn, Anthony DeMarco, and Jen Grisnik Based on a template from San Diego State University’s The WebQuest PageThe WebQuest Page

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Introduction The class is going to be able to identify where they live in this world, country, and state. They will have a discussion about the location, and then work on writing their addresses and use a map to locate their state and its “neighbors.”

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Learners This lesson is designed for second grade geography, typically would fit best towards the end of the year. The learners would already need to know their home addresses, and background knowledge of states and countries.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Curriculum Standards What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. Draw your standards from the Benchmarks for Science Literacy, The National Science Education Standards, and the RI GSE’s. Show only CONTENT standards. Geography Physical Characteristics of Places and Regions: Grade level : Grade 3 Standard A: Identify the physical characteristics of places and regions B: Identify the basic physical processes that affect the physical characteristics of places and regions. more

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits back Curriculum Standards (continued) Pennsylvania Curriculum Standard Website:

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Process This lesson can be done in one day, and can be expanded into a larger unit study on states and countries. The biggest issue that could arise would be students not knowing the names and locations of states. If this were to occur, the teacher could use a map of the United States to help the students locate them. The teacher could also give the students each their own laminated maps to practice labeling and locating states. PROCESS OF THE LESSON: Have a student name the city in which they live and have another student name the state in which they live. Write Erie and Pennsylvania next to City and State on the board. Ask the entire class to answer in unison the questions "What city do you live in?" and "What state do you live in?" Explain to the students that if they wanted to be more specific in telling where they or someone else lives they could name the country in which they live. Add Country to the list on the board. Ask a student to name the country in which we live? Write United States next to Country on the board. Tell the students that if they wanted to be even more specific they could name the continent on which they or someone else lives. Add Continent to the list on the board. Ask a student to name the continent on which we live. Write North America on the board next to Continent. Pointing to the list on the board, say: Now let's see how many of these places we can find on a map. Ask for a volunteer to come up and locate the continent of North America on the classroom size world map. Next, ask a student to circle with their finger the United States on the world map. Switch to a classroom size U.S. map and have a student locate the state of Pennsylvania and the city of Erie. After the story, the task will be for each student to write a letter to their parents about what they learned in class. They must properly address the envelope independently. Students will be given a blank map of the United States. They will be asked to color the state they live in yellow, our neighboring states, New York, green, and Ohio, purple. They will then be asked to label the states with their correct names. Variations: Get big paper and have students draw a map of the United States, and locate and label Pennsylvania, Ohio, and New York

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Resources Needed Materials: -Map of United States -Crayons -Writing Utensils -Student copies of map of United States -Paper -envelopes -My Place in Space: Hirst/dp/ /ref=sr_1_1?ie=UTF8&qid= &sr=8-1http:// Hirst/dp/ /ref=sr_1_1?ie=UTF8&qid= &sr=8-1 -Large paper -Laminated maps One teacher is necessary, two could be helpful.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Evaluation How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page into this space and add any clarifications needed for another teacher to make use of this lesson. more Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score Completed Response Content is correct. Spelling and grammar is well developed. Minor details missing. Some spelling and grammar problems. Major details missing. Many spelling and grammar problems. Off task, off topic content. Enough spelling and grammar issues to interfere with flow. Letter addressed Lists street address, city, state, country and continent-all correctly. Forgets one of the components. Forgets two of the components. Forgets three or more of the components. Participation in discussion Engaged, listening, and actively participating. Engaged and listening, with minor off task behaviors. Distracted, with many off task behaviors. Had to be corrected during the lesson.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Evaluation (continued) back States identified on map All 3 states colored in with the correct color. All 3 states are colored, but two are mixed up. All 3 states are colored, but mixed up. Fewer than 2 of the states are colored in. States labeled on map All 3 states are correctly labeled. 2 of the states are correctly labeled. 1 of the states is correctly labeled. None of the states are correctly labeled.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Conclusion This lesson is vitally important because students need to know and understand their location in reference to the larger picture. This is not only an important educational concept, but also a worldly concept, and a matter of safety.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Credits &References The WebQuest Page