Introduction
We lost Waldo! He was trying to fly a broomstick across the Atlantic Ocean! The CIA (Crazy Investigation Agency) reported that witnesses have seen him in China, India, Mexico, Germany, Russia, and Brazil. The CIA has asked you to provide them with more information about these countries so they can find him! Hurry, we need to find Waldo before he does something else crazy!
Standards Addressed
RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.5. Use text features and search tools (e.g., keywords, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
b. Develop the topic with facts, definitions, and details.
W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.7. Conduct short research projects that build knowledge about a topic.
L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
SS.3.3. Geographic factors often influence where people settle and form communities. People adapt to and modify their environment in different ways to meet their needs.
3.3a Geographic factors influence where people settle and their lifestyle. Some factors are more suitable for settlement while others act as a deterrent.
3.3b People make adaptations and modifications to the environment. Advancements in science, technology, and industry can bring about modifications to the environment and can have unintended consequences on the environment. People have attempted to take actions to protect the environment.
SS.3.4. Communities share cultural similarities and differences across the world.
3.4a The structure and activities of families and schools share similarities and differences across world communities.
3.4b Communities around the world can be diverse in terms of their members, languages spoken, customs and traditions, and religious beliefs and practices. People in world communities celebrate various holidays and festivals.
3.4c Members of communities meet their basic needs and express their culture in a variety of ways.
SS.3.9. Communities meet their needs and wants in a variety of ways, forming the basis for their economy.
3.9a World communities use human and natural resources in different ways.
SS.3.10. Each community develops an economic system that addresses three questions: what will be produced, how will it be produced, and who will get what is produced?
3.10a Communities around the world produce goods and provide services.
ISTE.3. Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
- Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits
ISTE.6. Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
- Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
Task
Your Mission:
Your task is to choose a country (China, India, Mexico, Germany, Russia, or Brazil) and produce a brochure for the CIA to take with them when they go to investigate the countries.
Task 1:
First, you will find information about your chosen country using the table below to guide you.
|
Country’s Name |
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Continent |
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Language |
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Capital City |
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Other Major Cities |
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Holidays Celebrated and dates |
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Currency |
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Common Foods |
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Information about Schools |
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Major Land Features and Bodies of Water |
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Climate |
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Popular Sports or Activities |
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Famous People from this country |
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Type of Government |
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Religion |
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Other Interesting facts |
|
Task 2:
Second, you will create an organized and appealing brochure that includes all of the information you have found. These brochures will be given to the CIA to help them when they go investigate the countries.
Process
Use these websites to find your information.
Evaluation
How you will be graded:
Task 1: Table will be graded for completeness. The table must be completely filled out.
Task 2: The brochure will be graded by the following rubric. Don't forget to make sure brochure is neat and organized, and proofread for any grammar, spelling, or punctuation errors.
|
Grading Rubric for Brochure |
4 |
3 |
2 |
1 |
|
Content |
All Information is clearly included in the brochure. |
Most of the information is clearly included in the brochure. |
Some of the information is clearly included in the brochure. |
Very little of the information is clearly included in the brochure. |
|
Grammar and Punctuation |
There are no spelling or punctuation errors. |
There are 1-2 spelling or punctuation errors. |
There are 3-5 spelling or punctuation errors. |
There are more than 5 spelling or punctuation errors. |
|
Design and Creativity |
Brochure is organized, readable, and appealing. |
Brochure is a little unorganized, but still readable and appealing. |
Brochure is unorganized and unreadable, but still appealing. |
Brochure is unorganized, unreadable, and unappealing. |
Conclusion
Oh boy! The CIA is so thrilled that they can use your brochures to help them navigate the different countries Waldo has been spotted in. Most important is that you are now an expert in the country you researched! Every country has different features and the people all have different beliefs and traditions. You can easily meet someone with a different background from you. So now you can think about some of the different ways these other countries are similar and different from the country you live in. How are the beliefs and traditions in other countries similar or different from yours?
Credits
http://www.timeforkids.com/destination/china
http://www.timeforkids.com/destination/china/day-in-life
http://www.ducksters.com/geography/country/china.php
http://www.timeforkids.com/destination/russia
http://www.timeforkids.com/destination/russia/day-in-life
http://www.ducksters.com/geography/country/russia.php
http://www.timeforkids.com/destination/mexico
http://www.timeforkids.com/destination/mexico/day-in-life
http://www.ducksters.com/geography/country/mexico.php
http://www.timeforkids.com/destination/india
http://www.timeforkids.com/destination/india/day-in-life
http://www.ducksters.com/geography/country/india.php
http://www.timeforkids.com/destination/brazil
http://www.timeforkids.com/destination/brazil/day-in-life
http://www.ducksters.com/geography/country/brazil.php
http://www.timeforkids.com/destination/germany
http://www.timeforkids.com/destination/germany/day-in-life
http://www.ducksters.com/geography/country/germany.php
Bibliography:
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards (ELA). National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, D.C.
The State Education Department, The University of the State of New York. (2013). New York State Common Core Social Studies Framework. The State Education Department, The University of the State of New York, Albany, N.Y.
http://deadline.com/2016/03/where-waldo-seth-rogen-evan-goldberg-mgm-cl…;
Teacher Page
This webquest was created by Jessica Sapio, an aspring teacher working on a graduate class project. I hope that this webquest is something teachers can use in their classrooms as a way to make learning fun and current.