Tangerine Pre-Reading WebQuest

Learning Targets:

• Work collaboratively in small groups
• Research a specific topic related to issues found in the novel Tangerine
• Create a group of presentation slides demonstrating what you have learned from research
• Educate classmates on new information

When reading a new novel, such as Tangerine, it's helpful to have some background knowledge about the author and his inspirations. It's also helpful to understand a little bit about the geographical setting and the types of problems that can occur there. Also, in anticipation of making literary connections to the characters and the plot, it's helpful to get some background information about some of the issues that are universal to any setting. 

Before we begin reading Tangerine, you will go on a "quest" for knowledge about the author Edward Bloor, and environmental issues  that the main character, Paul Fisher, is forced overcome while solving a family mystery that has haunted him for years.

Working collaboratively in small groups, you will:

1. Read about the author to understand his life and inspirations as a small group.
2. Research the geographical location of Tangerine, Florida along with its unique weather and climate.
3. Research what it's like to grow tangerines / citrus fruits in Florida.
4. Research a specific environmental issue: muck fires, sinkholes, lightning.
5. With like-minded experts, you will create several Google slides with words and pictures that teach the class about your area of expertise. Be sure to cite your sources for everything including pictures at the end of your slides!
6. As the expert, you will present your slides to the rest of the class in order to educate them.

Step 1. Find Author Information:

Before receiving your job assignment, in your group, read about the author of Tangerine, Edward Bloor.

Click on the following link and read the news article. http://www.sptimes.com/2002/02/18/NIE/Welcome_to_Tangerine_.shtml

As a group, discuss and answer the following questions:

1. What experiences has Edward Bloor had in life that will help him have the insight to be able to write books for middle school students?
2. What was the inspiration for the book Tangerine?
3. Why did Chris Williams of St. Petersburg like Tangerine?
4. What other interesting facts about Edward Bloor did you find?

Step 2. Receive Assigned Role to research. 

Step 3. Research information about each topic. Start with the links provided, then find additional sites with enriching information. 

Step 4. Take notes on paper using your own words, and find supporting images. (Always keep track of the sites you used and cite them upon presentation of your findings.) Be sure to answer all the questions provided as part of your presentation. Exceed the standards by providing additional information above and beyond what the questions require.

Step 5. Create several informational slides to present to your classmates. Slides should be neat, creative, informative, and easy to read.

Include a title slide with your topic name, peers' names, and a picture

Include a "Works-cited" slide with information sources listed alphabetically and image sources listed in order that they appear on the slides. 

Step 6. Present your slides along with your co-experts to the class. Be ready to talk about the information you found and to answer clarifying questions. 

Classmates will take notes as you present.

Role 1 - Setting Sentry: Physical location of Tangerine, Florida, (Central Florida) its geography, weather, climate conditions, bug problems, wildlife.

Click on the following links or copy and paste:

https://edis.ifas.ufl.edu/pdffiles/IN/IN104500.pdf

http://floridaswater.com/minimumflowsandlevels/pdfs/USGS_hydrology_cent…

http://www.mapquest.com/us/fl/tangerine-282089320

http://www.bestplaces.net/city/florida/tangerine

1. How many miles is it from Tangerine, Florida to Orlando, Florida?
2. How long would it take you to drive from your home in Maine to Tangerine, Florida?
3. What kinds of landforms (lakes, ponds, mountains, swamps etc.) exist in the area?
4. What is the weather and climate like in Tangerine?
5. Does it ever snow in Florida?
6. How are the weather and climate good for growing citrus fruit such as tangerines?

Role 2 - Citrus Specialist: Learn about growing tangerines/citrus fruit in Florida

Click on the following links:

http://www.nelsonfamilyfarms.com/

http://flcitrusmutual.com/Default.aspx

http://www.highlandstoday.com/hi/local-news/the-challenges-of-florida-c…

1. How many employees are needed to run a citrus grove?
2. What kinds of skills and education are needed to successfully run a citrus grove?
3. How many acres are needed?
4. What are some of the obstacles that citrus growers often encounter, and how do the growers overcome them?
5. How much would it cost to purchase approximately 16 pounds of tangerines?

Role 3 - Lightning Lover: Looking at lightning in the Florida area

Click on the following links:

http://www.lightningsafety.com/nlsi_lls/fatalities_us.html

http://www.floridadisaster.org/kids/lightning.htm

http://www.pbcgov.com/dem/sections/planning/business/lightning/facts.htm

1. Which state had the highest number of lightning fatalities from 1990 to 2003?
2. Which state had the least?
3. What causes lightning?
4. Why are some places more likely to get hit than others?
5. What should one do to avoid being struck by lightning
6. What kind of damage can lightning create?
7. Why does Florida have so many lightning strikes?
8. What affect can lightning have on citrus groves?

Role 4 - Sinkhole Saver: The strange science of sinkholes.

Click on the following links:

http://www.usgs.gov/blogs/features/usgs_top_story/the-science-of-sinkholes/?from=textlink

http://www.baynews9.com/sinkholes.html#causes 

http://www.dep.state.fl.us/geology/geologictopics/sinkhole.htm

1. What is a sinkhole?
2. What causes sinkholes?
3. Where do sinkholes mostly exist? Why?
4. What kinds of damage to property and human lives can sinkholes cause?
5. How might sinkholes affect citrus growers?
6. What is one type of sinkhole that Maine would have?

Role 5 - Muck Fire Maestro: The unusual persistence of muck fires.

Click on the following links:

http://www.sptimes.com/News/010601/TampaBay/It_s_perfect_muck_fir.shtml

http://floridadisaster.com/fires.html

http://articles.sun-sentinel.com/1990-01-03/news/9001170331_1_muck-fires-brush-fires-muck-burns

1. What are muck fires?
2. What causes muck fires?
3. What three things provided the perfect conditions for the muck fire?
4. Besides smelling really bad, what other inconveniences did this muck fire cause?
5. How can people put the fires out or contain them?
6. What does the groundwater level do to the muck fires?
7. How might muck fires affect citrus growers?

Rubric for WebQuest 

(4) Exceeds the Standards

• Worked collaboratively with all members of your group without prompting from other group members or teacher to remain on-task 100% of the time.
• Researched and contributed more than your share of interesting and pertinent facts above and beyond the websites provided.
• Created unique slides using a balance of words and pictures that were complete, accurate, and highly interesting.
• Slides were edited for spelling, punctuation, capitalization, and factual accuracy. No errors.
• All information was in students' own words and all sources cited at the end, including sources for pictures.

(3) Meets the Standards

• Worked collaboratively with all members of your group to remain on-task 100% of the time.
• Researched and contributed interesting and pertinent facts from the websites provided.
• Created unique slides using words and pictures that were complete, accurate, interesting.
• Slides were edited for spelling, punctuation, capitalization, and factual accuracy. Minor errors.
• Most information was in students' own words and all sources cited at the end, including sources for pictures.

(2) Partially Meets the Standards

• Worked collaboratively with most members of your group and/or may have needed prompting at times to pull your own weight or stay on-task.
• Researched and contributed some pertinent facts from the websites provided.
• Created slides using words and pictures that were somewhat accurate and somewhat complete.
• Slides needed more editing for spelling, punctuation, capitalization, and factual accuracy. Multiple errors.
• Little information was in students' own words and/or missing some cited sources.

(1) Does Not Meet the Standards

• Had difficulty working collaboratively with members of your group and/or may have needed prompting many times to pull your own weight or stay on-task.
• Researched and contributed only a few facts from the websites provided.
• Created slides using words and pictures that were inaccurate or incomplete.
• Slides needed significant editing for spelling, punctuation, capitalization, and factual accuracy. Significant errors.
• Little information was in students' own words cited no sources.

Finally, 

• Check your information and works-cited slides for accuracy.
• Write the names of your group members and topic, and maybe a picture on your title slide
• Include your works cited slide (information sources listed alphabetically, picture sources presented separately in the order that they appear) at the end.
• Name your Google slide show "Tangerine Pre-reading Activities"
• Share your slides with Ms. Neal (and Mrs. Kelly if you are in 7-6) and your group members prior to your class presentation time.