Introduction
Hey guys! Have you ever seen a map with different bright colors, and shapes? Did you ever wonder what those colors meant or why the shapes are "that shape"? Well, on this webquest you will find links to other websites where it explains why. I hope you guys enjoy!
Task
The task requires the students to make their own map. Make sure you have lots of colors, and write directions on how to get to where. Have fun with this assignment, and make sure your parents email me on my website if you have any questions.
Process
Steps on how to use a map.
Step 1: Choose a map
Step 2: Study the map
Step 3: Understand the scale (it's basically a number on top of the map)
Step 4: Look at the longitude and latitude
Step 5: Take a look at the keys (this is a data used for your map)
Step 6: Figure out where you are at
Step 7: Find your destination
Step 8: Find your route
Evaluation
Collaborative Work Skills : Learning Progress
Teacher Name: Ms. Lugo
Student Name: ________________________________________
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CATEGORY |
4 |
3 |
2 |
1 |
|
Time-management |
Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. |
Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. |
Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. |
Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management. |
|
Quality of Work |
Provides work of the highest quality. |
Provides high quality work. |
Provides work that occasionally needs to be checked/redone by other group members to ensure quality. |
Provides work that usually needs to be checked/redone by others to ensure quality. |
|
Focus on the task |
Consistently stays focused on the task and what needs to be done. Very self-directed. |
Focuses on the task and what needs to be done most of the time. Other group members can count on this person. |
Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. |
Rarely focuses on the task and what needs to be done. Lets others do the work. |
|
Working with Others |
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. |
Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. |
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. |
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. |
|
Preparedness |
Brings needed materials to class and is always ready to work. |
Almost always brings needed materials to class and is ready to work. |
Almost always brings needed materials but sometimes needs to settle down and get to work |
Often forgets needed materials or is rarely ready to get to work. |
|
Problem-solving |
Actively looks for and suggests solutions to problems. |
Refines solutions suggested by others. |
Does not suggest or refine solutions, but is willing to try out solutions suggested by others. |
Does not try to solve problems or help others solve problems. Lets others do the work. |
|
Contributions |
Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. |
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! |
Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. |
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. |
Conclusion
The goal here is to make sure my students understand why maps are used, why they are important, and the benefits of using maps.
Credits
EXTRA CREDIT!
Bring your maps to class. Let's have a map party!