Mrs. AldrichMrs. AldrichGeographyGeography

66thth grade grade

Click on the waves to start your Web Quest

Overview, What is a webquest?Overview, What is a webquest?

Directions Directions

Vocabulary-Based KWLVocabulary-Based KWL

Topic #1 Water & AirTopic #1 Water & Air

Topic #2 Geographic Distribution of Water Topic #3 The Water CycleTopic #2 Geographic Distribution of Water Topic #3 The Water Cycle

Topic #4 Water and People Topic #5 The Air We BreatheTopic #4 Water and People Topic #5 The Air We Breathe

Bibliography & References Bibliography & References

Semantic MapsSemantic Maps Word GamesWord Games

This webquest is designed to give 6th grade Geography teachers another tool to assist in teaching difficult content area vocabulary to students through hands-on technology and research-based activities.

Along with this CD, you will receive a CD that will be used with the students.

This CD is an overview of the strategies you will be using while conducting the webquest with your classes.

Table of Contents Next

A webquest is a highly structured activity based upon cooperative learning strategies.

For a webquest, students are presented with a challenging task and the Internet-based resources to accomplish it.

Students must each adopt a role, share what they learned based upon that role, and collaborate to create a product, such as a presentation, to share with others (Lawless, Smolin 2003).

Previous Next

Short-term webquests last one to three class periods; long-term ones last between one week and one month. They do the following: Offer content in a motivational way through technology Pull from a plethora of resources (online websites, book

ancillaries, personal experiences to help students build schema, teacher-made and book assessments, semantic webs, and much more)

In a webquest, teachers or media specialists bookmark some or all of the information from online sites for students to access.

Webquest designers include direct links to documents, searchable databases, experts’ e-mail addresses, and nonprint media (Cunningham, Cunningham, Moore & Moore 2006).

As you work through the webquest yourself, you will see that the sites and information are provided for you. Students will not “wander” aimlessly online looking for answers.

DirectionsPrevious

Students are to complete each assignment within each listing in the Table of Contents. They will start with Topic #1.

For each assignment, there will be a rubric. Upon completion of each task, students will mark it off on

their checklist. Students will read the directions in the upper left-hand or

right-hand corner for more information as they work through the webquest.

They will begin the webquest in the Table of Contents with Topic #1: Water and Air. They will click on the arrow in the bottom left-hand corner to begin.

Table of Contents

Know

What do students know about the topic?

What

What do students want to learn about the topic?

Learned

What have the students learned?

This type of KWL allows teachers to focus on content area text that contains a large amount of new vocabulary. In this strategy, the teacher selects specific vocabulary words and guides

students to discuss what they know about the words. Students then develop questions based on their own knowledge and on the selected vocabulary. After students read about the topic, the

teacher may ask them to categorize the words and describe what they have learned.This KWL can be done throughout the unit. (Blachowicz, C. & Fisher, P. (2006).

Table of Contents Water & Air Semantic Map

Assignment Assignment #1A#1ADirections:Directions:Use this semantic map to Use this semantic map to input and organize input and organize definitions for key terms definitions for key terms throughout the throughout the webquestwebquest. . You will find the terms in You will find the terms in your Geography book. Use your Geography book. Use this semantic map to review this semantic map to review terms before the unit test.terms before the unit test.

This is an on-going This is an on-going assignment to be assignment to be completed as you work completed as you work through the through the webquestwebquest. . Click the arrow in the Click the arrow in the bottom left-hand corner bottom left-hand corner to go back to the Table to go back to the Table of Contents. Click on of Contents. Click on Topic #2 (Geographic Topic #2 (Geographic Distribution of Water) to Distribution of Water) to get started with your get started with your other assignments.other assignments.

Table of Contents Semantic Maps

A semantic map is used to help organize information found throughout a chapter.

Semantic mapping allows students to identify important information as they read the text. A major theme or concept is at the center (in this

webquest it is “Water & Air”). Lines are used to connect ideas. As information gets further away from the center, the

more specific it becomes. The interrelated concepts are not hierarchically

ordered. This gives students a reason for reading the text. There is an end in mind and a purpose.

Semantic Map (Water & Air) Geographic Distribution of Water

• Oceans contain 97% of Earth’s waterOceans contain 97% of Earth’s water• 2% is locked in the ice of Earth’s polar 2% is locked in the ice of Earth’s polar

regions and glaciers regions and glaciers • Only 1% is freshwater in lakes, Only 1% is freshwater in lakes,

streams, rivers and below Earth’s streams, rivers and below Earth’s surface surface

• Earth’s freshwater resources are not Earth’s freshwater resources are not evenly distributedevenly distributed

• Some places are extremely dry/some Some places are extremely dry/some have too much waterhave too much water

• Nevada has few lakesNevada has few lakes• Minnesota has more than 11,000 lakesMinnesota has more than 11,000 lakes• Floods can make survival difficulty in Floods can make survival difficulty in

places where rainfall is very heavy or places where rainfall is very heavy or where rivers burst their bankswhere rivers burst their banks

Assignment Assignment #2A#2A

Directions:Directions:Read the following Read the following information on the information on the geographic distribution of geographic distribution of water. Think of where water. Think of where you live. Where is the you live. Where is the nearest access to water? nearest access to water? How often do you go How often do you go there? Is the water lakes, there? Is the water lakes, rivers, oceans or other rivers, oceans or other types of bodies of types of bodies of water? Answer the water? Answer the questions in your packet.questions in your packet.

Table of Contents Using Word Games

Throughout the webquest, students are asked to write definitions on cue cards to quiz each other.

Some word games that can be incorporated are as follows: Memory games: students find matches to their cards after

placing them upside down in rows, this is similar to commercial memory games.

Bingo: students have sets of words cards from which they place upside down and a “caller” choose definitions from a pile and reads them, students can place markers on the words that match.

Word personifications and cartoons: students can create drawings evoking a word’s meaning or draw a cartoon based on wordplay.

Geographic Distribution of Water Vocabulary, Assignment 2B

GeographicGeographicDistribution Distribution

of Waterof WaterVocabularyVocabulary

tributary groundwater aquifers

Assignment Assignment #2B#2BDirections:Directions:With your partner,With your partner,create flash cards for thecreate flash cards for thekey terms that relate to key terms that relate to the water cycle. Write the the water cycle. Write the key term on one side of key term on one side of the flashcard and the the flashcard and the definition on the reverse.definition on the reverse.Use the flashcards to Use the flashcards to quiz each other.quiz each other.

You have now completed You have now completed all assignments for Topic all assignments for Topic #2 of the #2 of the webquestwebquest. Click . Click the arrow in the bottom the arrow in the bottom left-hand corner to go left-hand corner to go back to the Table of back to the Table of Contents. Click on Topic Contents. Click on Topic #3 (The Water Cycle) to #3 (The Water Cycle) to get started with your get started with your other assignments.other assignments.

Table of Contents The Water Cycle Diagram

EvaporationEvaporation

CondensationCondensationPrecipitationPrecipitation

GroundwaterGroundwater

WaterWaterVaporVapor

Earth’s surface

Assignment Assignment #3A#3ADirections:Directions:Look at the diagram shown on page 27 in your textbook. Using the paper provided in your packet, create your own version of The Water Cycle. Be sure to follow the rubric for grading purposes.

Table of Contents #3B

TheTheWaterWaterCycleCycle

watercycle

evaporationwatervapor

condensation precipitation

Assignment Assignment #3B#3B

Directions:With your partner,create flash cards for thekey terms that relate to the water cycle. Write the key term on one side of the flashcard and the definition on the reverse.Use the flashcards to quiz each other.

Table of Contents #3C

Assignment Assignment #3C#3C

Directions:Click on the video to the right. Watch the video, then take the quiz in your packet.

Once you have finished watching The Water Cycle video and taken the quiz, click the arrow in the bottom left-hand corner to return to the Table of Contents. Click on Topic #4 (Water and People) to get started on your next set of assignments.

Table of Contents

WaterWaterandand

PeoplePeople

waterhazards

Assignments4A and 4B

waterconservation

Assignment 4C

waterpollution

Assignment 4D

Directions:Directions:For your next For your next assignments, click on assignments, click on each of the key concepts each of the key concepts for the Water and People for the Water and People section of the section of the webquestwebquest. . Follow the directions for Follow the directions for each assignment.each assignment.

Table of Contents

• With a partner, read the text and answer questions that go with the “Geography for Life Activity” worksheet in your packet.

• Look at the next two slides. Answer the following questions:– Where would you go if your home was flooded?– Why would you return to the same home if you knew

there would be a great chance of another flood occurring?

Assignment Assignment #4A#4A

Assignment Assignment #4B#4B

Water Hazard Key Concepts Flood Photos

The pictures on this page and the following page are of Mrs. Aldrich’s grandparents’ home in Davenport, Iowa. They moved to the home in 1962 and lived there until 1997. There were approximately 12-15 floods during the 35 years they lived in the house.

The people speaking are Mrs. Aldrich’s grandmother, mother and aunt (Lorraine, Dorothy and Karen). Lorraine is the woman wading in the water in the two bottom pictures.

Water Hazard Key Concepts More Flood Photos

Water Hazard Key Concepts

• Read the article titled, Environmental Concerns in Florida Today with your partner and answer questions 1-4.

• List four ways in which you can conserve water.

Assignment Assignment #4C#4C

Water Hazard Key Concepts

• List 5 ways in which our water can become polluted, using your textbook as a reference. Use the answer sheet provided in your packet.

Assignment Assignment #4D#4D

Once you have finished assignment #4D, click the arrow in the bottom left-hand corner to return to the Table of Contents. Click on Topic #5 (The Air We Breathe) to get started on your next set of assignments.

Table of Contents

TheTheAirAirWeWe

BreatheBreathe

acidrain

globalwarming

Assignment#5B & #5C

greenhouseeffect

Assignment#5D

ozonelayer

Assignment #5ADirections:With your partner,create flash cards for thekey terms that relate to the air we breathe. Write the key term on one side of the flashcard and the definition on the reverse.Use the flashcards to quiz each other.

Table of Contents The End

• First, watch the video on global warming (click on the black box to the right)

• Next, answer the following question:

• Do you feel that global warming exists? Explain your answer telling why or why not using complete sentences.

Assignment Assignment #5B#5B

The Air We Breathe Vocabulary #5C

Click here to go to view pictures on the

National Geographic Website

Assignment #5C•Click on the box at the bottom left of this page to go to the National Geographic Website.

•First, look at the pictures of the animals in the “Photo Gallery.”

•Next, look at the map and pictures of animals in the tab titled, “Interactive Map: Life on the Edge.”

•In your packet, list some ways in which you think these animals might be affected by global warming

•Next, list some ways in which you, or your family, might be affected by global warming. #5DThe Air We Breathe Vocabulary

• Look at the diagram shown on page 31 in your textbook. Using the paper provided in your packet, create your own version of the Greenhouse Effect. Be sure to follow the rubric for grading purposes.

Assignment Assignment #5D#5D

The Air We Breathe Vocabulary The End

• You have now completed your webquest.

• Make sure you have finished all assignments on your assignment list checklist.

• Turn in your packet in its entirety to Mrs. Aldrich.

Blachowicz, C. & Fisher, P. (2006). Teaching vocabulary in all classrooms (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Brooks, A., Helgren, D. & Sager, R. (2005). People, Places, and Changes. Austin, TX: Holt, Rinehart and Winston.

Cunningham, J., Cunningham, P., Moore, D. & Moore, S. (2006). Developing readers and writers in the content areas K-12 (5th ed.). Boston: Pearson Education, Inc.

Freeman, D. & Freeman, Y. (1993). Strategies for promoting the primary languages of all students. Reading Teacher, 46, 552-559.

Goudvis, A. & Harvey, S. (2007). Strategies that work: teaching comprehension for understanding and engagement (2nd ed.). Portland, ME: Stenhouse Publishers.

Holt, Eastern Hemisphere, An Introduction to World Studies, People, Places, and Changes, Holt, Rinehart and Winston, A Harcourt Education Company, Austin, Texas, 2005http://ngm.nationalgeographic.com/2007/06/vanishing-sea-ice/sea-ice-text.html

Photo retrieved from: http://en.wikipedia.org/wiki/Image:Paddling_on_the_Hillsborough_River.jpg

Water Smart: The Sun, Water Cycle, and Climate. United Learning(2004). Retrieved October 22, 2008, fromDiscovery Education: http://streaming.discoveryeducation.com/