1. C OMMUNITIES By: Carrie D’Ambrose Home page Introduction Task Process Evaluation Conclusion Teacher Page

2. I NTRODUCTION Help needed! Our community has lost important documents! Our Mayor is asking the students of PS 143 to help restore the missing documents. Let’s be community helpers! Home page Introduction Task Process Evaluation Conclusion Teacher Page

3. T ASK Since our class has been learning about our community, the principal has asked our class to research our community and restore the missing documents. Home page Introduction Task Process Evaluation Conclusion Teacher Page

4. T ASK ( CONTINUED 1) Your Task is to: Research our community by taking pictures and interviewing your classmates. Identify your global address. Identify your community as an urban, suburban or rural communities and explain why. Identify community helpers and describe the jobs of different community helpers. Home page Introduction Task Process Evaluation Conclusion Teacher Page

5. T ASK ( CONTINUED 2) You will then need to take all of your information and recreate the proper documents that are missing from our community. These documents will be presented to our Principal and community officials. Lastly, you will create a display book outlining all of your documents that will be given to our community official for their records. We will keep a copy available in our school library for the staff, students and parents to look at. Home page Introduction Task Process Evaluation Conclusion Teacher Page

6. P ROCESS Where do we start? You will be assigned into groups of three, where each member of the group will have a different role. The Map Maker will Use maps and different classroom charts to identify our global address. Write a draft paragraph of any information the student has learned about Queens. Record the information by filling it in the proper documents. Home page Introduction Task Process Evaluation Conclusion Teacher Page

7. P ROCESS ( CONTINUED 1) The Reporter will Interview classmates using a pre-designed questionnaire in order to research whether our community is urban, suburban or rural. Identify our community as an urban, suburban or rural and explain why. Record the information by filling in the proper documents. Home page Introduction Task Process Evaluation Conclusion Teacher Page

8. P ROCESS ( CONTINUED 2) The Advocate will Identify 5 community helpers. Write a draft paragraph about a time one community helper helped them. Record the information by filling it in the proper documents. Home page Introduction Task Process Evaluation Conclusion Teacher Page

9. P ROCESS ( CONTINUED 3) Once finished researching independently take all of your information and recreate the proper documents that are missing from our community These documents will be presented to our Principal and community officials in a display book. Home page Introduction Task Process Evaluation Conclusion Teacher Page

10. E VALUATION (4) Excellent(3) Good(2)Satisfactory(1) Unsatifactory Knowledge of content Evidence of mastery of subject matter, no inaccuracies. Ample knowledge of subject matter;almost all facts are accurate. Sufficient knowledge of subject matter; a few inaccuracies Minimal knowledge of subject matter: many inaccuracies Presentation Group demonstrated clear and through understanding of content and could explain all elements of their task. Group demonstrated through understanding of content and could explain some elements of their task. Group demonstrated understanding of content and could explain few elements of their task. Group demonstrated knowledge gained without explanation or elaboration. Home page Home page Introduction Task Process Evaluation Conclusion Teacher PageIntroductionTaskProcessEvaluationConclusionTeacher Page

11. E VALUATION ( CONTINUED 1) (4) Excellent(3) Good(2)Satisfactory(1) Unsatifactory Display Book Display book offers readers a comprehensive account of the process behind the students WebQuest. Display book offers readers an accurate account of the process behind the students WebQuest. Display book offers readers a partial account of the process behind the students WebQuest. Display book offers readers a minimal account of the process behind the students WebQuest. Group Particpation The group worked exceptionally well together; respecting each others ideas and opinions. The group worked well together and stayed on task. The group tried to work together, but sometimes would get off track. The group did not respect each others ideas and opinions. Home page Home page Introduction Task Process Evaluation Conclusion Teacher PageIntroductionTaskProcessEvaluationConclusionTeacher Page

12. C ONCLUSION Congratulations You Did It! Way to go! I am very proud of my class for helping restore some very important document back to our community. All of your research and hard work has paid off class! As a class you were able to: research your community, Identify your global address, identify your community as an urban, suburban or rural and Identify community helpers and describe the jobs of different community helpers. Home page Home page Introduction Task Process Evaluation Conclusion Teacher PageIntroductionTaskProcessEvaluationConclusionTeacher Page

13. T EACHER ’ S P AGE : (I NTRODUCTION & L EARNERS ) This web quest is designed as the culminating project for a third grade Social Studies Unit on Communities. It should take the students about three weeks to complete. The students will be using their prior knowledge of this unit to complete this web quest. Prior Knowledge Writing a global address. Classifying a community as an urban, suburban or rural Listing community helpers and their jobs. Writing a paragraph. Working collaboratively in a group. Home page Home page Introduction Task Process Evaluation Conclusion Teacher PageIntroductionTaskProcessEvaluationConclusionTeacher Page

14. T EACHER ’ S P AGE : (S TANDARDS ) New York State Social Studies Standard 3: People, Places, and Environments communicate about how people live, work, and utilize natural resourcesdraw or build maps and diagrams representing their home, school and community locate places within the local community, New York State and United States gather and organize geographic information from a variety of sources and display it in a number of ways New York State ELA Standard 1: Students will read, write, listen, and speak for information and understanding New York State ELA Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. New York State ELA Standard 4: Students will read, write, listen, and speak for social interaction. ISTE Standard 5: Digital Citizenship participate in local and global learning communities to explore creative applications of technology to improve student learning. Home page Introduction Task Process Evaluation Conclusion Teacher Page

15. T EACHER ’ S P AGE : (P ROCESS ) Pre-teach each of the tasks: Identify your global address. Identify your community as an urban, suburban or rural communities and explain why. Identify community helpers and describe the jobs of different community helpers. As a part of the daily lesson. Leave all class/ teacher made materials for these lessons displayed in the classroom. Remind students to refer back to this material when they are working on their individual tasks. Home page Introduction Task Process Evaluation Conclusion Teacher Page

16. T EACHER ’ S P AGE : (P ROCESS CONTINUED ) Pull different groups for strategy lessons as needed. Conference with students throughout the entire process. Be sure to set rules for group work and group your students heterogeneously! This will allow them to help and learn from each other. Home page Introduction Task Process Evaluation Conclusion Teacher Page

17. T EACHER ’ S P AGE : (R ESOURCES ) http://www.pbs.org/teachers/connect/resources/14 07/preview/ http://www.nationalgeographic.com/xpeditions/les sons/04/g35/citycountry.html http://learningtogive.org/lessons/unit83/lesson3.h tml http://teacher.scholastic.com/lessonrepro/k_2the me/communities.htm Chantellard, Isabelle. City Mouse & Country Mouse: A Classic Fairy Tale. Abbeville Press, Inc., 1999. ISBN: 0789205130 Home page Home page Introduction Task Process Evaluation Conclusion Teacher PageIntroductionTaskProcessEvaluationConclusionTeacher Page