1. IntroductionIntroduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcess EvaluationConclusionCredits and CopyrightTeacher Page A 5 th Grade Social Studies Webquest

2. A culture tied to a deep, rich past… IntroductionIntroduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page Introduction

3. A culture tied to a deep, rich past… Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

4. A culture tied to a deep, rich past… Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluatioConclusionCredits and CopyrightTeacher Page

5. A culture rich in Traditions Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and Copyright Teacher Page

6. A culture rich in Traditions Art IntroductionIntroduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTask ProcessEvaluationConclusionCredits and CopyrightTeacher Page

7. A culture rich in Traditions Art Legends Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcess EvaluationConclusionCredits and Copyright Teacher Page

8. A culture rich in Traditions Art Legends History

9. Are you ready to take a step into another culture? Another time? Another world? IntroductionIntroduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTask Process EvaluationConclusion Credits and CopyrightTeacher Page

10. Here is your challenge… IntroductionIntroduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageProcessEvaluationConclusion Credits and Copyright Teacher Page Task

11. The National Museum of the American Indian has many displays on Native American culture and art. Since you have spent the past several weeks studying the cultures of the American Indians that lived in the eastern woodlands, northern plains, Pacific coast and southwestern United States they have come to you for help. They would like your help in designing four new dioramas for display in their Hall of Cultures. Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

12. Each team of designers will research the  Environment (natural resources)  Homes,  Arts/artifacts, and  Foods of a tribe, or tribes, of American Indians from one of the major regions in the United States: Northeast Woodland, Southwest deserts, Northwest Coast, and Northern Plains. Process IntroductionIntroduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTask Process EvaluationConclusion Credits and CopyrightTeacher Page

13. After gathering information from the linked websites and Library Media Center resources, each team will design and build a diorama for their region that will include a display of the following features: a home, the surroundings (environment), some handicrafts/artifacts some food stuffs Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

14.  Each team of designers will be given at least 6 full class periods(9 hrs.) to research their region and gather notes, images, maps, and other information to complete their research worksheet. Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page  Four full art classes will be devoted to the construction of dioramas using a variety of materials and techniques.  Up to two additional weeks will be granted for completion and presentation of the dioramas to the class and a team of adult evaluators.

15. Web Quest Resources: USE THESE TO COMPETE THE WORKSHEETS AND GET IDEAS AND INFORMATION FOR YOUR DIORAMA Northeastern Woodlands: http://www.carnegiemnh.org/educators/online/indians/iroquois/index.html http://www.civilization.ca/cmc/exhibitions/aborig/fp/fpz3d_1e.shtml http://www.native-languages.org/houses.htm http://www.rom.on.ca/programs/activities/longhouse/village1.php Southwestern Deserts: http://www.carnegiemnh.org/educators/online/indians/hopi/index.html http://www.native-languages.org/houses.htm Northwest Coasts: http://www.carnegiemnh.org/educators/online/indians/tlingit/index.html http://www.native-languages.org/houses.htm Northern Plains: http://www.carnegiemnh.org/educators/online/indians/lakota/index.html http://www.civilization.ca/cmc/exhibitions/aborig/fp/fpz3b_1e.shtml http://www.native-languages.org/houses.htm Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

16. Worksheet. Region:Designers: Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

17. Worksheet. Region:Designers: Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

18. Diorama Rubric. Region:ReviewerDate Evaluation Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

19. Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page Region:Designers:

20. Conclusion Congratulations! Your design team has created a new diorama that may be featured in the National Museum of the American Indian’s Hall of Cultures. Now all that your team needs to do is present your diorama to the Museum’s Board of Directors. Be creative. Point out its features, the backgrounds, shelters, arts, foods and tribal information. You will have 10 - 20 minutes to speak to the Directors. Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

21. Credits and Copyright This webquest was created by Sara Cavitt as a project for LIS647, Fall 2010, as part of the University of Kentucky’s Library and Information Science Master’s Degree Program.University of Kentucky’s Library and Information Science Master’s Degree Program Pictures and clip art retrieved October 15, 2010 from images at http://www.bing.com/images/ for the use of this assignment only. http://www.bing.com/images/ Standards for Speaking, Listening and Observing; Technology; Reading; and Visual Arts retrieved on October 24, 2010 from http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+ Documents+and+Resources/Teaching+Tools/Combined+Curriculum+Docu ments/default.htm http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+ Documents+and+Resources/Teaching+Tools/Combined+Curriculum+Docu ments/default.htm Standards for The 21 st Century Learner from pages 19-39 from Standards for the 21 st -Century Learner in Action. Chicago, IL.: American Association of School Librarians: a division of the American Library Association, 2009. All worksheets, rubrics and other text created by Sara Cavitt. Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

22. This webquest was designed to be a cross-curricular project and relies on cooperation/collaboration between the 5 th grade Social Studies teacher, Art teacher, Technology teacher and Library Media Specialist. By examining Academic Expectations pulled from the Kentucky Core Content: Combined Curriculum Document, (slides 22 – 28) plans specific to each teachers’ domain can be developed as needed. Some portions/tasks of this webquest project may be conducted in each of the collaborating teachers’ classroom but all teachers involved should participate in the evaluation portion of the webquest. Be creative when it comes to putting together your museum “Board of Directors” and see who you can pull in from the community… a business person, public librarian, someone from you local historical society. Video- tape and broadcast students’ presentations to the “Board”. Have fun. Make it a celebration of learning. Teacher Pages – 5 th Grade Social Studies Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

23. Kentucky Core Content: Combined Curriculum Document Speaking, Listening and Observing Academic Expectation: 1.12 Students speak using appropriate forms, conventions and styles to communicate ideas and information to different audiences for different purposes. EL-5-SLO-S1 Students will create oral presentations that are appropriate for the purpose (inform), audience, context and subject EL-5-SLO-S-2 Students will apply delivery techniques Technology Academic Expectation: 1.16 Students use computers and other kinds of technologies to collect, organize and communicate information and ideas. 6.1 Students connect knowledge and experiences from different subject areas. 6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills and experiences. TE-SK-I-ICP-3c Students will use technology to collect data for content area assignments/projects T-I-ICP-S-C4 Students will use a variety of tools and formats to summarize and communicate the results of observations and investigations Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

24. 1.1 Students use reference tools such as dictionaries, encyclopedias, computer reference programs and research tools to find information they need to meet specific demands, explore interests or solve specific problems. 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating and comparing to solve a variety of problems in real life situations. 5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products. 6.1 Students connect knowledge and experiences from different subject areas. T-I-RIPSI-S-R1 Students will gather and use accurate information from a variety of electronic sources in all content areas. T-I-RIPSI-S-R2 Students will correctly cite sources Reading RD-05-2.0.3 Students will locate key ideas or information in a passage RD-05-2.0.7 Students will make inferences or draw conclusions based on what is read Visual Arts AH-05-2.4.1 Students will describe or explain how visual art has been a part of cultures and time periods throughout history. Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

25. AH-05-3.4.1 Students will describe or explain how art fulfills a variety of purposes. Ceremonial – ritual, celebration, artwork created to support ceremonies Artistic Expression – artwork to express or communicate emotions, ideas, feelings Narrative – artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important historical events Functional – artistic objects used in everyday life AH-05-4.4.1 Students will create artwork using the elements of art and principles of design. AH-05-4.4.2 Students will use a variety of media and art processes to produce two- dimensional and three-dimensional artwork. Standards for the 21 st Century Learner (Library Media/Literacy) Standard 1: Inquire, think critically and gain knowledge. 1.1.4 Student will find, evaluate and select appropriate sources to answer questions Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

26. Select and use appropriate sources, including specialized reference sources and databases to answer questions. Use multiple resources, including print, electronic and human to locate information. Use the organizational structure of a book to locate information to answer questions 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6 Read, view and listen for information presented in any format in order to make inferences and gather meaning. Use various note-taking strategies Paraphrase or summarize information in various formats Draw conclusions based on facts and premises. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry Use selected websites to find appropriate information. 1.1.9 Collaborate with others to broaden and deepen understanding. Work in teams to produce original works or solve problems. Respect others’ opinions through active listening and questioning. Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

27. Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. Organize the information in a way that is appropriate for the assignment or question. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. Express own ideas appropriately and effectively while working in groups to identify and resolve information problems. 2.1.6 Use the writing process, media, and visual literacy, and technology skills to create products and express new understandings. Check for correctness, completeness and citation of sources. Standard 3: Share knowledge and participate ethically and productively as member of our democratic society. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting o the learning. Use information appropriate to task and audience Identify and evaluate the important features for a good product Identify own strengths and set goals for improvement. Reflect at the end of an inquiry experience about what ideas would still be interesting to pursue. Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

28. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. Show respect for and respond to ideas of others. Acknowledge personal and group achievements. Rely on feedback to improve product and process. Respect guidelines for responsible and ethical use of information resources. Participate in discussions on fiction and nonfiction related to the curriculum. Develop a product with peers and share with others. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. Present information coherently in oral and visual sequence. Use clear appropriate vocabulary to convey the intended message. Speak clearly to convey meaning. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess. Use various technology tools to retrieve and organize information. 3.1.6 Use information and technology ethically and responsibly. Credit all sources properly with title, author and page number. Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page

29. Standard 4: Pursue personal and aesthetic growth. 4.1.1 Read, view and listen for pleasure and personal growth. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. Restate and interpret ideas presented through creative formats. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.6 Organize personal knowledge in a way that can be called upon easily. (i.e. graphic organizer) 4.1.7 Use basic strategies (author, subject) to locate information using the library’s online catalog. 4.1.8 Use creative and artistic formats to express personal learning. Present creative products in a variety of formats. Introduction Introduction Task Process Evaluation Conclusion Credits and Copyright Teacher PageTaskProcessEvaluationConclusionCredits and CopyrightTeacher Page