Great States
Web Quest
By Julie Fleming
Congratulations on being chosen one of the 50 students to be invited to the White House to brief the new President on the geographical state of the nation.
Return to
You have been asked to research a state and give a detailed presentation to the President about that state. Your information must include the following geographical information
The region it is located in (e.g. Great plains, Midwest, Northeast, Pacific Coast, Rocky Mountain, Southeast, and Southwest.)
Information about population and natural resources .
Identify the state on a map and globe and identify the capital
Locate yours and other states on the map given a longitude and latitude.
Return to top
First you need to choose which state you would like to learn more about. The following activities will help you to learn more about your chosen state. Please complete each of the following activities. I have also included a list of books that you can read that will give you more information about the states and their geographical attributes.
When you have completed these activities you and your partner need to decide what you will do for your final presentation. Your presentation will display your knowledge of the state. You may present in a variety of ways. Some examples may be to write a poem or song. You may want to create a game or puzzle that shows the geographical features You may also want to create a power point presentation. When you decide what you want to do, write up a rough draft of your plans and get the project approved by your teacher then proceed with creating your presentation.
1. Click here 
and complete the puzzle.
2. Click here and play the game to learn about states and capitals .
3. Click here and click on your state to learn more.
4. Click here and print out the State form and complete.
5. Click here and print out the capital form and complete.
6. Click here and print out the blank map. Complete.
7. Click here use the
interactive active puzzle as a review
8. Click here and print
out the state and capital study guide.
Here are more sites to help you learn about the states
http://www.ipl.org/youth/stateknow/skhome.html
http://www.yahooligans.com/Around_the_World/U_S__States/
http://www.ecben.net/statesym.shtml
Return to
top
You will be graded on the presentation you give in class based on the rubric below.
|
|
Evaluating Student Presentations |
|
| ||
|
|
| ||||
|
|
1 |
2 |
3 |
4 |
Total |
|
Organization |
Audience cannot understand presentation because there is no sequence of information. |
Audience has difficulty following presentation because student jumps around. |
Student presents information in logical sequence which audience can follow. |
Student presents information in logical, interesting sequence which audience can follow. |
|
|
Subject Knowledge |
Student does not have grasp of information; student cannot answer questions about subject. |
Student is uncomfortable with information and is able to answer only rudimentary questions. |
Student is at ease with expected answers to all questions, but fails to elaborate. |
Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. |
|
|
Graphics |
Student uses superfluous graphics or no graphics |
Student occasionally uses graphics that rarely support text and presentation. |
Student's graphics relate to text and presentation. |
Student's graphics explain and reinforce screen text and presentation. |
|
|
Mechanics |
Student's presentation has four or more spelling errors and/or grammatical errors. |
Presentation has three misspellings and/or grammatical errors. |
Presentation has no more than two misspellings and/or grammatical errors. |
Presentation has no misspellings or grammatical errors. |
|
|
Eye Contact |
Student reads all of report with no eye contact. |
Student occasionally uses eye contact, but still reads most of report. |
Student maintains eye contact most of the time but frequently returns to notes. |
Student maintains eye contact with audience, seldom returning to notes. |
|
|
Elocution |
Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. |
Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. |
Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. |
Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. |
|
|
|
|
|
|
Total Points: | |
Return to
top
As citizens of the United States it is important to know about the country in which we live. This web quest has given you a brief understanding about the diversity of each state. It is now your responsibility to continue to learn about each state and what makes them unique and united within our nation.
Return to
top
Rubric courtesy of http://www.ncsu.edu/midlink/rub.pres.html
All graphics courtesy of http://dgl.microsoft.com/
Return to
top
This web quest is designed for 5th grade. However other grades may also benefit from this information. The above websites are a great added resource for the students.
Return to top
FOCUS: United States
3SS-E3. Describe and locate the major natural and human features that define places and regions in the United States, with emphasis on:
PO 1. the concept of region as an area with unifying human or natural factors, including different geographic regions of the United States (e.g. Great Plains, Midwest, Northeast, Pacific Coast, Rocky Mountain, Southeast, and Southwest)
PO 2. interpreting information from a variety of maps and globes, including contour, population, natural resource and historical maps
PO 3. after being given the latitude and longitude of important features in the United States, locating these features on a map important in the United States
PO 4. the ways European colonists and American Indians viewed and used the environment
PO 5. how and why people create boundaries
Technology Standards
- See: Science (1SC-E3, PO2 grades 4-5, or PO1, grades 6-8)
3T-E3. Publish and present information using technology tools
PO 1. Design and create a multimedia presentation or Web page using multiple digital sources (e.g., from camera, video, scanner, CD-ROM, Internet)
PO 2. Publish or present the above production (See Technology 4T-E2, PO1 or 4T-E3)
- See: Language Arts (W-E2-E7, LS-E)
4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom
Language Arts Standards
PO 1. Plan, design and present an academic product using technology tools (e.g., multimedia authoring, presentation software, digital cameras, scanners, projection devices)
4T-E3. Collaboratively use telecommunications and online resources
PO 3. Present an academic product to share data and/or solutions (e.g., Web site, multimedia presentation, video)
PO 3. Present an academic product to share data and/or solutions (e.g., Web site, multimedia presentation, video)
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
Return to
top
More Activities to learn about the state
Find a pen pal in the state that you are researching. Ask your friend about their state.
Write to the senator of the state and ask for pamphlets and any information they could send to you.
Research the state on the Web.
Check out books from your library about the state.
Return to
top
Good Luck
Return to top
