This webquest was created for kindergarten students to learn about the different community helpers in the kindergarten curriculum. Students will navigate through the quest using basic knowledge of technology and how to use it. They will be creating products through productivity tools of their choice for each community helper. They will then prepare a presentation for the class and their parents. Audio has been recorded on each page for students that are unable to read the text themselves. When responding to each community helper video with a picture and a sentence using Microsoft Paint or Kidspiration, students that have difficulty typing can record their sentence through an audio recording device.
This webquest is designed to take 2 to 3 weeks. The first two weeks will be dedicated to each of the eight helpers and completing the pages for their community helper book. For my classroom, the students will be working on the webquest during their technology center time each day. The students should be able to complete one helper a day for a total of 8 days. They will use the last two days in the week to create their book. For students will difficulty reading and writing, they can be paired with a higher student while working on their books. During the following week they will work to create their presentations while in centers and guided reading. They will practice their presentation with a partner to help them be ready. The teacher can also use the Ladybug document camera or some other video recording device to record the practice presentations to help the students see what they may need to improve on for their presentations.
The final Presentations will be made at the end of the third week. To reach out to other classes within the school or perhaps other countries, the presentations will be recorded to be shared through video chats. To add a culturally responsive element, pairing up with children in another country would be a great way to see how community helpers may vary from place to place.
Standards
GPS
SSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier,
baker, farmer, doctor, and teacher).
CCGPS
ELACCKW7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
ELACCKW8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
ELACCKSL4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
ELACCKSL5: Add drawings or other visual displays to descriptions as desired to provide additional
detail.
ELACCKSL6: Speak audibly and express thoughts, feelings,
and ideas clearly.
Nets-S
1. Creativity and Innovation-
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
3. Research and Information Fluency-
Students apply digital tools to gather, evaluate, and use information.
This webquest is designed to take 2 to 3 weeks. The first two weeks will be dedicated to each of the eight helpers and completing the pages for their community helper book. For my classroom, the students will be working on the webquest during their technology center time each day. The students should be able to complete one helper a day for a total of 8 days. They will use the last two days in the week to create their book. For students will difficulty reading and writing, they can be paired with a higher student while working on their books. During the following week they will work to create their presentations while in centers and guided reading. They will practice their presentation with a partner to help them be ready. The teacher can also use the Ladybug document camera or some other video recording device to record the practice presentations to help the students see what they may need to improve on for their presentations.
The final Presentations will be made at the end of the third week. To reach out to other classes within the school or perhaps other countries, the presentations will be recorded to be shared through video chats. To add a culturally responsive element, pairing up with children in another country would be a great way to see how community helpers may vary from place to place.
Standards
GPS
SSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier,
baker, farmer, doctor, and teacher).
CCGPS
ELACCKW7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
ELACCKW8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
ELACCKSL4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
ELACCKSL5: Add drawings or other visual displays to descriptions as desired to provide additional
detail.
ELACCKSL6: Speak audibly and express thoughts, feelings,
and ideas clearly.
Nets-S
1. Creativity and Innovation-
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
3. Research and Information Fluency-
Students apply digital tools to gather, evaluate, and use information.