Teacher Notes

Background: This web quest was developed from a part of a Unit of Practice by:  Fourth Grade Teachers at Longview Elementary. http://www.osbornnet.org/lnv/index.htm

The intent was to design a unit that will familiarize intermediate students with Arizona history and geography and will utilize and strengthen students' technology and communication skills.

Standards Addressed:

Social Studies:

SS3 E1 Demonstrate understanding of the natural and human features that define places and regions in Arizona, including the use of geographic tools to collect, analyze and interpret data, with emphasis on

        PO 1. identifying Arizona as part of the Southwestern region of the United States

PO 2. explaining and using map titles, symbols, scale, cardinal and intermediate directions, and elevation on maps of Arizona

        PO 5. the location and significance of the important human features of Arizona, including those in Phoenix, Tucson, Flagstaff, and Yuma

PO 1. how archaeological and anthropological research gives us information about prehistoric people

PO 1. identifying the characteristics and purposes of maps, globes, and other geographic tools

PO 2. identifying and using symbols, the compass rose, cardinal directions, and a grid system to locate places of significance on maps and globes

PO 3. making a map using a title, compass rose, legend, scale, and grid system

PO 4. using a spatial perspective to plan a safe route from a home to school

PO 5. using a globe and an atlas to locate a student’s city and state

PO 6. measuring distance on a map

PO 7. labeling the continents, oceans, and major mountain ranges on a map

            PO 1. natural characteristics of places, including land forms, bodies of water, natural resources, and                 weather

            PO 2. human characteristics of places, including houses, schools, neighborhoods, and communities

            PO 3. the relationship between the physical features and the location of human activities

            PO 4. how people depend on the physical environment and its natural resources to satisfy their basic                 needs

            PO 5. how people can conserve and replenish certain resources

            PO 6. the ways in which people have used and modified resources in the local region, including dam                 construction, building roads, building cities, and raising crops

PO 1. the reasons for migration to, and the settlement and growth of, Phoenix, Mesa, Tucson, Flagstaff, Prescott and Yuma, including mining, ranching, agriculture, and tourism

PO 2. how places are connected by movement of people, goods, and ideas, including the connection of Mexico to Arizona

PO 4. how people have depended on the physical environment and its natural resources to satisfy their basic needs, including the consequences of Arizonans’ adaptation to, and modification of, the natural environment

Math:

2M-E1 Construct, read, analyze and interpret tables, charts, graphs, and data plots

5M-E3 Estimate, use and describe measures of distance, perimeter, area, volume, capacity, weight, mass and angles

Language Arts:

Writing:

• W-F5.Locate, acknowledge and use several sources to write an informational report in their own words

PO 1. Use resources (e.g., video tapes, magazines, informational books, reference materials, interviews, guest speakers, Internet) and report information in their own words

PO 2. Write an introductory statement, followed by details to support the main idea

PO 3. List resources used by title

• W-F6.Write well-organized communications, such as friendly letters, memos and invitations, for a specific audience and with a clear purpose

PO 1. Organize content, including necessary components of the selected format, for a specified audience

PO 2. Place commas correctly in components (e.g., heading, greeting, closing, address) unique to letters, memos, invitations

Listening Speaking:

ESSENTIALS (Grades 4-8)
Students know and are able to do all of the above and the following:

• Prepare and deliver an organized speech and effectively convey the message through verbal and nonverbal communications with a specific audience
• Prepare and deliver an oral report in a content area and effectively convey the information through verbal and nonverbal communications with a specific audience
• Interpret and respond to questions and evaluate responses both as interviewer and interviewee
• Predict, clarify, analyze and critique a speaker’s information and point of view

Viewing and Presenting:

FOUNDATIONS (Grades 1-3)
Students know and are able to do all of the above and the following:

• Recognize different types of visual media
• Plan and present a report, using two or more visual media
• Access, view and respond to visual forms such as computer programs, videos, artifacts, drawings, pictures and collages
• Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text

ESSENTIALS (Grades 4-8)
Students know and are able to do all of the above and the following:

• Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions
• Plan, develop and produce a visual presentation, using a variety of media such as videos, films, newspapers, magazines and computer images
• Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness

Technology:

STANDARD 1: FUNDAMENTAL OPERATIONS AND CONCEPTS

Students understand the operations and function of technology systems and are proficient in the use of technology.

READINESS (Kindergarten)
Students know and are able to do the following:

• 1T-R1. Communicate about basic technology components using developmentally appropriate and accurate terminology

PO 1. Use basic vocabulary related to the use of technology (e.g., mouse, keyboard, monitor, toolbar, menu, window, folder, icon, spreadsheet, word processor, cassette player, CD player versus DVD versus video tape, video camera)¹

PO 2. Identify the components of a computer (e.g., mouse, keyboard, monitor, CPU, printer)

• 1T-R2. Use input devices and output devices successfully to operate computers, VCRs, audiotapes, and other technologies
  See: Workplace Skills (7WP-R1)²

PO 1. Demonstrate start up and shut down procedures of basic technology components (e.g., computers, tape recorders, cassette players, VCRs)

PO 2. Use devices to complete a task (e.g., mouse, keyboard, printer, remote control, microphone

FOUNDATIONS (Grades 1-3)
Students know and are able to do all of the above and the following:

• 1T-F1. Communicate about internal technology operations using developmentally appropriate and accurate terminology
  See: Language Arts (VP-F), Science (1SC-F4, PO1-2) and Workplace Skills (1WP-F5)

PO 1. Apply basic vocabulary related to the internal operations of the technology (e.g., disks, drives, RAM, ROM, CD-ROM port, CD-ROM and DVD)

• 1T-F2. Demonstrate functional operation of technology components
  See: Comprehensive Health {Physical Activities} (1PA-F1) and Workplace Skills (7WP-F2)

PO 1. Demonstrate correct ergonomic use of technology (e.g., correct posture, position of hands and feet, proper height of keyboard, proper lifting and moving of equipment)

PO 2. Use multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias)

PO 3. Access information sources (e.g., CD-ROMs, encyclopedias, pre-bookmarked Internet sites)

PO 4. Communicate electronically, under teacher supervision (e.g., video, audio, e-mail)

(For Internet safety protocols see Technology 2T-F2, PO1)

• 1T-F3. Use developmentally appropriate technology resources to access information and communicate electronically
  See: Language Arts (VP-F), Mathematics (1M-F7) and Workplace Skills (7WP-F1)

PO 1. Operate keyboard and other common input and output devices (including adaptive devices for special needs when necessary)

1. Use device in response to software (e.g., point and click, arrow and enter/return keys)
2. Use keyboard effectively (e.g., knows locations and function of keys, begins touch-typing strategies by grade three)

PO 2. Retrieve and save information (e.g., text documents, digital photos, music, video)

PO 3. Print documents, text or image

ESSENTIALS (Grades 4-8)
Students know and are able to do all of the above and the following:

• 1T-E1. Communicate about technology using developmentally appropriate and accurate terminology
  See: Language Arts (VP-E)

PO 1. Use basic vocabulary related to technology (e.g., FireWire, USB, parallel, serial, scanning, digitizing, OCR)

PO 2. Use basic vocabulary related to systems (e.g., network, infrastructure, Internet, Intranet, LAN, WAN, Ethernet, firewall, server, TCP-IP)

• 1T-E2. Demonstrate increasingly sophisticated operation of technology components
  See: Arts {Music} (1AM-E9-10), Mathematics (1M-E6, 2M-E1), Science (1SC-E2) and Workplace Skills (7WP-E1)

PO 1. Use touch-typing strategies to reach a minimum of 25 words per minute with accuracy (e.g., meets school-identified standard for accuracy)

PO 2. Retrieve and save information remotely (e.g., network servers, Internet, Intranet, peripheral devices)

PO 3. Demonstrate functional operation of technology devices (e.g., presentation devices, digital cameras, scanners, document cameras, scientific probes) (See Technology 3T-E2, PO1)

Situations:

Tools: