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| Introduction:
While completing this Webquest, students will learn about the United Nations. Furthermore, - in the spirit of the United Nations goals to aid and improve the lives of global citizens - students will research, propose, and select a class community service project to be carried out during the school year. The completion of the actual community service project is not a part of this web quest, but is to be carried out independently during the year.
This Webquest involves internet research, and online video segment, and multimedia simulations/games. Furthermore, it is recommended that the teacher order a copy of the book "Universal Declaration of Human Rights: An Adaptation for Children" to read to children during the week it takes to complete this Webquest. (See the Resources section for a link to order the book).
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| Learners:
This Webquest was developed for a 4th grade classroom, but it could be used in any classroom in a 3rd - 6th grade range.
Students will be working in small groups assigned by the teacher. Students should be relatively familiar with the use of computers, including navigating web pages.
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| Standards:
West Virginia CSOs for 4th grade:
21st Century Social Studies Content Standards and Objectives for West Virginia Schools
Standard: 1: Citzenship
SS.S.04.01
Students will
• characterize and good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).
•develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at and defend positions and evaluate the validity of the positions or data (Evaluation Skills).
model a respect for symbols, ideas and concepts of the United States and analyze the roles of significant individuals (Respect For People, Events, and Symbols).
• develop the participatory skills of interacting, monitoring and influencing that are essential for informed, effective and responsible citizenship, including participation in civic life to shape public policy (Participatory Skills).
• recognize and communicate the responsibilities, privileges and rights of United States citizens (Civic Life).
SS.O.04.01.01
outline various public and private agencies in the community that provide services, explain why you would volunteer to help them, and then give examples of responsible leadership by individuals and groups in your community
21st Century Learning Skills and Technology Tools Content Standards and Objectives for West Virginia Schools
Standard Standard 1: Information and Communication Skills
21C.S.3-4.1 The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using appropriate technology skills and communicate that information in an appropriate oral, written, or multimedia format.
21C.O.3-4.1.LS1 Student identifies information needed to solve a problem or complete an assignment, conducts a search and prioritizes various sources based on credibility and relevance, retrieves relevant information from a variety of media sources, and uses this information to create an effective presentation.
21C.O.3-4.1.TT1 Student uses keyboard, mouse and other common input and output devices (including adaptive devices when necessary) efficiently and effectively; student handles diskettes, CD/DVDs, USB drives, microphones, and headphones with care; student opens files independently, saves documents, and sends documents to the printer.
21C.O.3-4.3.LS1 Student manages and preempts negative emotions before they escalate, exercises selfrestraint without assistance, and works productively in a variety of group settings.
21C.O.3-4.3.LS4 Student appreciates, accepts and works cooperatively with others, in both academic and social contexts, shares responsibility for continued improvement of the academic performance and climate of the school, and exhibits ethical behavior while working alone or communicating with others.
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| Process:
This WebQuest should take five days, with about an hour each day given to work on the activities.
Preparation: The teacher should schedule time in the computer labs, select small groups, and order the book "Universal Declaration of Human Rights: An Adaptation for Children" (see Resources section for order information.
Activities:
Day 1: Students will work in their small groups. The teacher will ask the class to think about what they may know or think about the United Nations, including what they do and who might be involved in this organization. Students will be instructed to brainstorm and come up with a list of items that they believe to be true about the UN. The teacher will instruct one member from each group to take down notes.
Students will then go to the computer lab to do some research on the UN. They will first watch the video "United Nations For Kids" found at http://dotsub.com/view/1a9d08a1-236c-4820-8574-8ec6a80e45bc. Students will then visit this web site http://cyberschoolbus.un.org/unintro/unintro.asp to learn more about the UN. The teacher will tell the group that they may want to take some notes during the video and while visiting the web site.
Upon returning to the classroom, small groups will meet and compare what they have learned about the UN so far with the brainstorming ideas from the beginning of class. The teacher will then lead a class-based discussion that allows groups to share what they have learned. Creating a concept map on the board may be helpful in summarizing student learning.
Day 2:
The teacher will read the book Universal Declaration of Human Rights: An Adaptation for Children.
Students will then go to the computer lab, where they will explore interactive games related to the UN. (Visit http://www.un.org/cyberschoolbus/ and find the 'Games and Quizzes' section on the left side of the screen). Students should explore at least two of these interactive games to learn more about issues affecting our world.
Day 3:
Students will be create a poster to present to the class. The poster will include artwork, as well as information about the UN. Students can go to the computer lab to visit http://www.un.org/cyberschoolbus/gallery/index.asp to get ideas for their poster's artwork. The group's poster should be a valid reflection of their learning about the UN. Posters should be creative and informative. The posters will be displayed on the class bulletin board or at another focal point in the school or community.
Day 4:
Students will be researching and planning a class community service project within their small groups. Each group will present their idea, and the class will vote on the winning idea. The teacher must play a careful role in guiding the students to realistic community service projects. The ideas should be their own, but the teacher needs to ensure that each option selected is feasible, before it comes to a vote. Students will research sites that suggest community service projects for students in the computer lab, and then within their group they will choose one option to present to the class.
Day 5:
This is the presentation day. Small groups should be given a short amount of time to finish up any presentation preparation. The presentations must be informative and clear. After each group has presented, students will vote via secret ballot for the winning project. While voting, the teacher should explain that the UN also uses voting to decide upon important issues. The teacher will count the vote and announce the winner. Developing and carrying out the actual community service project is beyond the scope of this webquest, but the project should be pursued and completed during the school year.
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Evaluation:
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Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
| Small group investigations |
Students did not create before/after notes, or created before/after notes that reflected no meaningful levels of learning as a result of research and comparing notes. |
Students created before/after notes that reflected below average levels of learning as a result of research and comparing notes. |
Students created before/after notes that reflected sastifactory levels of learning as a result of research and comparing notes. |
Students created before/after notes that reflected high levels of learning as a result of research and comparing notes. |
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| Poster Creativity |
There is little evidence of creativity in design of the poster. |
The poster design contains some creative elements but is not very visually appealing. |
The poster design contains creative elements and is visually pleasing. |
The poster design was achieved using many creative elements and visually pleasing. |
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| Poster Information |
The artwork and information contained on the poster reflect little to no understanding of learning about the UN. |
The artwork and information contained on the poster reflect below understanding of learning about the UN. |
The artwork and information contained on the poster reflect acceptable levels of understanding of learning about the UN. |
The artwork and information contained on the poster reflect high levels of understanding of learning about the UN. |
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| Community Service Project Idea |
The Community Service Project is not practical, and/or reflects little to no benefit to the community. |
The Community Service Project may lack somewhat in creative, thoughtful, and/or practical aspects, and reflects a lesser degree of value to the community. |
The Community Service Project is somewhat creative, thoughtful, practical, and reflects value to the community. |
The Community Service Project is creative, thoughtful, practical, and reflects high value to the community. |
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| Project Presentation |
The presentation did not convey - or did a poor job of conveying - the purpose of, and information about the Community Service Project. |
The presentation conveyed the purpose of the Community Service Project, but lacked somewhat in information. |
The presentation conveyed the purpose of the Community Service Project, and contained a sufficient amount of information. |
The presentation clearly conveyed the purpose of the Community Service Project, and contained all necessary information. The presentation was creative and interesting. |
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| Individual Participation |
The student had little or no participation in the group work for this project. |
The student played a minor role in group work for this project. |
The student displayed satisfactory levels participation in the group work for this project. |
The student displayed high levels of active participation in the group work for this project. |
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| BONUS: The group that presents the winning project recieves 2 bonus points. |
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____ Out of 24 |
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| Resources:
This web quest was created by Amanda Tracey for a graduate Cultural Diversity class at West Virginia University in Spring 2010.
Web links:
http://cyberschoolbus.un.org/unintro/unintro.asp
http://dotsub.com/view/1a9d08a1-236c-4820-8574-8ec6a80e45bc
http://www.un.org/cyberschoolbus/ - quizzes/games section on the left
http://www.un.org/cyberschoolbus/gallery/index.asp
http://www.un.org/Pubs/CyberSchoolBus/bookstor/Html/univ.htm - book to order Universal Declaration of Human Rights: An Adaptation for Children
http://www.kidactivities.net/post/Community-Service-Ideas-for-Kids.aspx
http://www.familieswithpurpose.com/givingtoothers.html
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