Selling the Regions of Virginia

Selling the Five Regions of Virginia
Teacher Page

A WebQuest for 4th Grade Social Studies

Designed by: Sean Pearson

Introduction

This lesson was developed as part of the graduate course called Educational Technology Applications. It was offered online from Shenandoah University through Hampton City Schools, Virginia. I made this webquest because I had not seen any other on the regions of Virginia. Upon researching I found two more: A Trip Through Virginia and Venture Through Virginia.

The purpose of this webquest is to enable students to gain more knowledge of Virginia's regions besides the geological aspects. Virginia is a large state and it is possible for students to know only the immediate area around their home. It is my hope that, after doing this webquest, their knowledge of Virginia might broaden. If possible, a teacher may wish to contact a school from another region of Virginia and set up an email exchange to extend this webquest.

Learners

This lesson is meant to be used for the Virginia Studies Standards of Learning while incorporating some of the language arts standards. To adapt it to lower grades limit the amount of information that the students have to research.

Learners will need to know the basic facts regarding Virginia's regions and how to utilize the Internet for research. Learners will be expected to work in cooperative groups.

Curriculum Standards

VS.2 The student will demonstrate knowledge of the geography and early inhabitants of Virginia by
b) locating and describing Virginia's Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River);

Oral Language
4.2 The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.
c) Organize information for clarity.

Reading
4.6 The student will demonstrate comprehension of information resources to research a topic.
a) Construct questions about a topic.
b) Collect information, using the resources of the media center, including online, print, and media resources.
c) Evaluate and synthesize information.

The Process

The class will be divided up into groups of four.
Each member of the group will be assigned to research one of the following topics about their region:
- the region's geography, including its common characteristics and boundaries,
- major cities with population and area,
- modern attractions,
- and historic attractions.
After finding the information, the student will enter the data into the corresponding section of the newsletter.
Students will outline their region on the map and label the cites and attractions.
Students will present their newsletter and map to the rest of the class.

This lesson is designed for one class. Teachers may give students three days to work on their webquest: one for research, one for creating the newsletter, and one for the presentation. Or they can complete it during a Social Studies and an English block.

All students are expected to contribute equally to the research and creation of the newsletter. Each groups should have access to two or more computers.

Teachers should use the Internet to evaluate the resources for the class. They should also utilize Word or another editor to create a newsletter.

Resources Needed

Copy of map in pdf format.
Access to Internet.
Microsoft Word.
Newsletter template
One teacher and possibly an aide.
Computers for the students.
Acrobat Reader.

Links
Geology

Other

Evaluation A - 46-50 | B - 42-45 | C - 37-43 | D - 34-36 | F - 0-33

CATEGORY	Exemplary 4	Accomplished 3	Developing 2	Beginning 1
Requirements	All requirements are met and exceeded.	All requirements are met.	One requirement was not completely met. (Either a part of the newsletter was missing or the map.)	More than one requirement was not completely met. (More than one part of the newsletter was missing or the map.)
Content	Newsletter covers region in-depth with details and examples. Knowledge of region is excellent.	Newsletter includes essential knowledge about the region. Subject knowledge about the region is good.	Newsletter includes essential information about the region but contains 1-2 factual errors.	Newsletter content is minimal OR there are several factual errors.
Organization	Newsletter is well organized using headings or bulleted lists.	Uses headings or bulleted lists to organize, but the overall organization of topics is not clearly organized.	Does not follow template OR use complete paragraphs.	There was no clear or logical organizational structure, just lots of facts.
Mechanics	No misspellings or grammatical errors.	Five or fewer misspellings and/or mechanical errors.	Five to ten misspellings and/or grammatical errors.	More than 10 errors in spelling or grammar.
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the newsletter. Demonstrates knowledge of Microsoft Word.	Makes good use of font, color, graphics, effects, etc. to enhance newsletter.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the newsletter content.	Use of font, color, graphics, effects etc. but these often distract from the newsletter content. Overwhelms the reader.
Oral Presentation	Interesting, well rehearsed with smooth delivery that holds audience attention. Covers all required aspects from newsletter and map.	Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Covers most required aspects from newsletter and map.	Delivery not smooth, but able to hold audience attention most of the time. Covers half of required aspects from newsletter and map.	Delivery not smooth and audience attention lost. Does not cover the required aspects from newsletter and map.
Workload	The workload is divided and shared equally by all team members.	The workload is divided and shared fairly by all team members, though workloads may vary from person to person.	The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.	The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Students are asked to report any people in their groups that they believe should not receive an excellent in the workload category.

Conclusion

This lesson is important because it will allow students to broaden their knowledge of a state that was vital to the founding of the nation.

Credits & References

Seal of Virginia taken from: State of Mine
Regions map was taken from "Great Resource from William and Mary Geology Department".
Flag of Virginia taken from Bassfingguide
All of these images were seen on many other sites as well.

Based on a template from The WebQuest Page