Teacher's Corner

Rationale:

The students in this class have been studying an integrated unit on the history of B.C.  This project is cumulative over a 4 week period.  The students  have had technology instruction with internet and word processing and some have even more tech. experience.  I will be placing students into their groups to ensure the groups are as fair and equal as possible.   The evaluation at the end of the web quest will be a summative assessment of the whole project; however, there will be formative assessment along the way to ensure students are successful.  Although this project touches on many learning outcomes, I have chosen to formally assess only certain outcomes.  These are evident on the Evaluation page.

The students will need some background knowledge in provincial politics.  This can either be taught before embarking on this project or concurrent with it.

As a class we will be working on drama and oral presentations.  The students will be familiar with what a good oral presentation looks like and sounds like.  They will also have practice with speaking in role and presenting a convincing argument.  When they present  their oral report in the Cabinet meeting, it will not be a new experience

The students' learning will also be supported through field studies and through other subject areas, such as art and novel studies.  Students will be encouraged to gather information from as many resources as possible, aside from what I have provided for them on the resource page.

This project can also be taught in the classroom without using the internet.  The resources can be adapted to include only books, videos etc.  This is  useful if your school does not have internet or enough computers.

Also, all the resources mentioned on the resource page will be available to the students.  The newspapers will be brought in each day and the videos and books will be on our literature corner.  We also have a classroom T.V. and VCR which will make viewing convenient.  Some of the videos will probably be watched as a whole class.
 
 

Primary Learning Outcomes  (Based on the British Columbia Integrated Resource Package - IRP)

Social Studies

Applications of Social Studies:

• identify and clarify a problem, issue or inquiry
• gather and record a body of information from a variety of primary and secondary sources
• defend a position on a regional issue in light of alternative perspectives
• use an outline to organize information into a coherent presentation
• address strategies to address community problems or projects

• demonstrate understanding of Canadian culture (focus on B.C.)
• explain ways people preserve and transmit culture (focus on First Nations)
• demonstrate appreciation of contributions of Aboriginal people to the development of Canada

• summarize the purposes of provincial and Aboriginal governments
• demonstrate awareness of the history of Aboriginal people's rights

• analyse the relationship between development of communities and their available natural resources (First Nations perspective)

Secondary Learning Outcomes

Drama

Context:

• use  emotions within cultural and historical contexts to develop dramatic work
• apply audience skills appropriate to a variety of presentations

Drama Skills:

• demonstrate the ability to maintain focus within a drama structure
• interact in role

• express ideas and emotions using verbal and non-verbal communication
• demonstrate individual responsibility within the group when developing dramatic work

Science

Life Sciences:

• describe how humans use B.C.'s living resources
• describe the know and potential environmental impacts of using B.C.'s living resources

Comprehend and Respond:

• use a variety of written and graphic forms, including charts, webs, and maps, to organize details and information
• make explicit connections among central ideas in works that they have read, viewed or heard

• use a variety of sentences in their written work
• use verb tenses consistently and accurately when speaking and writing
• use register and pacing in their verbal communications that are appropriate to the content, purpose and audience
• use correct capitalization and basic punctuation consistently
• write a legible cursive script as required for their audiences and purposes
• use conventional spelling for most words
• select and shape information appropriately for specific audiences and purposes
• revise and edit their own and others' work for content and clarity
• edit to correct their own and others' use of grammar, spelling, and punctuation using both electronic and manual means
• apply the basic rules and conventions of writing of speaking for the oral, visual, and written forms they select

• see group work page

Adaptations and Extensions

• for this  class the types of adaptations that might be necessary are organizational in nature.  Certain students may need extra help staying on task and keeping their work organized.  Providing file folders in a specific area of the class will probably work for these students so they know where to get the work in process and where to put it when they are done working on it.
• an extension and adaptation built into the lesson is the option of word processing the final product (no marks are deducted for not word processing)
• other adaptations and extensions can be developed to meet the needs of a particular class

This WebQuest was developed for a specific time frame; therefore, there are specific dates throughout the project.  I will revise this site in the near future so it is not date specific.

Please e-mail Meaghan Walls  if you have any questions, concerns or comments:  meagw@hotmail.com
 

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