Introduction
HAVE YOU EVER WONDERED IF FAIRIES REALLY EXIST?
We will begin the unit by watching the movie Tinker Bell. After we watch it you will have an opportunity to walk through a Fairy WebQuest on your own or with a partner (both providing individual work to be graded) and discover different points of view and activities that will help you form your own point of view (Do fairies really exist?). Once you have completed the tasks you will begin the process of creating a grade level written response that demonstrates your point of view and proves if fairies are real or mythical. The next step is to create a visual aid that enhances your written work. The last step of the process will be to present to the class your point of view and beliefs about fairies. The class will listen and evaluate if they think you proved or did not prove fairies are real or mythical, so be convincing!!
Task
CHOOSE TO WORK AS AN INDIVIDUAL OR A WITH A PARTNER
***REMEMBER*** Every student is required to turn in a completed project. Partners may work together and take on these roles of organizing the information, but in the end each student is required to present his or her own completed work. This includes notes, a final written copy, a visual aid (paper or prop,) a presentation of point of view, and a completed evaluation rubric for each of the presenters.
Either way you choose you will be responsible for taking on these roles to produce a final product.
*Researcher: you will click on the links provided to make yourself aware of the information out there that is going to help you form a judgment of whether fairies are real or mythical.
*Note Taker: you will decide what information is necessary and start organizing it on note paper in a way that will start to build your point of view that Fairies are real or Fairies are mythical.
*Graphic Designer: you will choose what visual information you want to share with your classmates that proves your point of view, you will create it using any medium you choose, made by hand or electronic, and you will present it during the final presentation to the class.
*Reporter: you will take the notes that were created and use them to write an accurate grade level paper and prove to your classmates that fairies are real or they are mythical. This paper has to show how you reflected the researched information and organized it. You and your partner will each present to the class a paper of your own that tells your point of view or judgement toward fairies being real or mythical. Look at your audience in the eyes, speak with loud, clear, convincing voice (do not read your paper word for word), be creative and try to convince or persuade the audience to believe the way you believe.
*Evaluator: you will complete a checkmark rubric for each presenter during his or her presentation. The class will create this checkmark rubric after day three is complete, which is after the research, notes, and graphic design is chosen and before the creation of the visual aid and final written paper.
Your final product will consist of Accurately writing a grade level paper to read and/or tell your point of view of whether “Fairies” are real or mythical. The final presentation includes a written final copy, a visual aid (paper or prop,) and a presentation of your personal point of view. Each student will also complete an evaluation rubric for each of the presenters.
Process
CHOOSE TO WORK AS AN INDIVIDUAL OR A WITH A PARTNER
1. Read entire page before you begin to set your course of study.
2. Open note link and type your name on our class working document from Google Docs. Or you can use paper to write it down. I will be available to help you navigate to the notes page if you need help.
3. Keep in mind you are reading the articles and information to form an opinion for "Are Fairies Real or Mythical?"
4. Click on the links provided to read and evaluate the information and begin creating your graphic organizer using information you read that will help you present your point of view. (a link is provided if you are not sure how you want to start organizing.
***THIS IS WHEN THE CLASS WILL COLLABORATE TO CREATE A PEER EVALUATION CHECKLIST RUBRIC FOR END TASK ARE FAIRIES REAL OR MYTHICAL JUDGEMENT PRESENTATION***
5. Next, comes the visual aid you will create and present to your classmates during your judgement presentation. It can be electronic or any other medium you choose that you are already comfortable using and preparing. Choose something familiar, because, we only have one week to complete this task.
6. NOW, IT IS TIME TO START CONVINCING YOUR CLASSMATES!
Using your notes, graphic organizer, illustrations, partner, teacher and further investigation on the computer make an outline or organized list of topics you want use to prove your point of view. Is it one sided or do you think the proof hangs with both real and Mythical? Which side are you leaning toward, real or mythical? Did watching the movie change your opinion? REMEMBER, be creative and convincing, use grade level grammar and language standards to complete your correctly written work. We will be in the computer lab and classroom to complete the tasks and processes, and you are welcome to take your file folder home for extra time and creativity.
7. The final step is to present your judgement, and share with your classmates the reasons you think Fairies Are Real or Mythical. Let the reporter in you come out. The class will be completing a checklist rubric and evaluating your presentation, so be convincing and thorough.
Links to Fairy Material
Please click on each link to read and take notes, so you are able to form an opinion: "Are Fairies real or Mythical?" ALSO, once you click on a link please stay on the page that opens because, that is the information I want you to consider. Do Not click on any windows that pop up, side bar pictures or advertisements, or links in the ribbon on top.
BELIEF BLOG POST ( click the next box to go to the next picture ) (there are 6 total)
CREATURES THAT ACTUALLY ROAMED THE EARTH
EXTRA LINKS FOR THE FUTURE STUDY
Evaluation
YOUR PROCESS, DELIVERY, AND FINAL PRODUCTS WILL BE GRADED.
It is a good idea to make a checklist of your plan or outline (or use the rubric) to know what you will be graded on, as well as ways you will be convincing during your presentation. I will be observing during the process and looking for partners or classmates collaborating, the use of graphic organizers and notes, and most definitely perseverance. During the presentations, I will be watching and listening for eye contact, good use of voice, several ideas that prove your point of view, and a correctly written personal work that shows creativity and conviction.
RUBRIC AND CHECKLIST
| 4. Distinguished | 3. Proficient | 2. Apprentice | 1. Novice | |
| Oral Presentation-Content: Relates to topic, detailed, and accurate
|
All content directly related to the topic. Opinions were always supported by fact if possible. | Content directly related to the topic. Almost all opinions were supported by facts. | Demonstrated basic understanding of the topic. Many opinions were not supported by facts. | Few facts related to the topic. Most information was opinion. |
| Content-Overview: Topic and length
|
Had many facts about the subject. Included many details and examples. Used proper terms to describe the subject. Project was creative and unique. | Included facts about the subject. Had many details and examples. Used proper terms to describe the subject. | Information was more opinion than fact. Project needed more details and examples. Used the wrong terms to describe the topic. | Did not include information from reliable sources. Not enough details or examples. Used the wrong terms to describe the topic. |
| Design-Creativity and Originality: Creative design and original artwork
|
Design was unique and interesting. Used more than five original media items. | Design was original. Used three to five original media items. | Made a few changes to background or layout. Used one or two original media items. | Used only design templates. Media and ideas were not original. |
| Organization-Time Management: Uses time wisely
|
Used time well. Work was turned in early or on time. | Most work was done on time. | Some work was not done on time. | Did not use time well. Little or no work was done on time. |
| Planning-Research & Notes: Quality and quantity
|
Used six or more reliable sources of information. Notes are clear, organized, and complete. | Used four or five sources of information. No more than one source of information was not reliable. Notes were organized and complete. | Used two or three sources of information. Some of the sources were not reliable. Notes were not complete. | Used only one source of information, or did not use a reliable source. Notes were not clear or missing. |
| Research-Quality: Fact vs. opinion
|
Information had many facts from good sources. | Information had three or more facts. | Information was mostly opinion with one or two facts. | Information was opinion, not fact. |
| Teamwork-Responsibilities: Tasks are understood and assigned to group members
|
Wrote down everything the group needed to do for the project and when it was due. Made a list of tasks for each person. Gave the list to all team members. | Wrote down what the group needed to do for the project. Knew what the deadlines were. Made a list of tasks they were responsible for. | Wrote down what the group needed to do for project. Knew when the project was due. Did not know which tasks they were responsible for. | Did not know what needed to be done to complete the project. Did not know which tasks they were responsible for. |
| Behavior-Attitude: Friendly, helpful, positive
|
Was helpful to others. Made positive comments and suggestions to other students about their work or the project. | Was helpful to others. Often said positive things to other students about their work or the project. | Was helpful to others. Sometimes nosy or critical. Was not positive about the project. | Was critical of others. Was not helpful. Said negative things about the project. |
| Behavior-Follows Instructions: Listens to instructions and follows directions
|
Paid close attention to instructions, and asked questions when needed. Followed all directions in the order they were given. | Listened closely to instructions, and followed directions without a lot of teacher help. | Listened to instructions, but did not complete all directions. | Did not listen to instructions, and only followed directions when prompted by teacher. |
Checklist
______My work is on topic and contains many details.
______My project is creative and original.
______I use time wisely to complete my assignments.
______I have a variety of resources in my notes that support my research.
______My work has facts.
______I know what tasks need to be completed and who is responsible.
______I was friendly, helpful, and had a positive attitude.
______I listened to instructions and followed directions.
PEER EVALUATION CHECKLIST WILL BE CREATED ON DAY 3 OF WEBQUEST DISCOVERY TASK
Conclusion
Thank you for visiting my Fairy WebQuest.
I hope you had fun reading, researching, and learning more about “Fairies.” I provided links to reading material that would help you make a judgement, whether fairies were real or mythical. Did you think information about unicorns helped make your decision, for or against believing fairies were real? Please use what you have learned through this process and apply it to other ideas you come across in life. Make a sound judgement (a judgement that you come to because you have researched many things about it.) Always remember, if you are going to try and persuade someone to believe what you believe, you must have researched the topic, organized your information, considered many different ways to believe, so you can offer proof against those different ways, and be thoughtful and creative when you prepare and deliver your final product. Maybe now, you might want to create a fairy garden for your fairy to come to…… DO YOU BELIEVE???
Credits
Disclamer: these are links to other sites. Please evaluate before using with children, as the third party links are not part of this WebQuest
I Googled: "are fairies real for kids" to begin my research and application. The links listed are the entries from the Google pages and they open up on the copyrighted site. Students are were instructed to stay on the page that opens unless stated to click any further.
CREATURES THAT ACTUALLY ROAMED THE EARTH
EXTRA LINKS FOR THE FUTURE
Teacher Page
Hello, I am Jerri Hinebaugh from Clarksburg, WV. I created this WebQuest for my Teacher Leader Course at AB University with my Third-grade classroom in mind. I developed it for grades 2-4, but it could be adapted for grades K-8.
I began my search for a WebQuest on the topic of Fairies, and was surprised to not find any. Next, I went on a search to find sites I could load on the WebQuest. I Googled "Are Fairies Real or Mythical? for kids, only to find some very controversial information for school-age students, so I really appreciate being able to compile the ones that were useful and appropriate on one page for my students to select. I hope this is received well and considered as a useful tool for student driven technology application. I feel it just touches on use of technology, but this is a good start for my age of students. In the near future I plan on incorporating more technology, such as in the mode of media presentation by the students.
I enjoyed being able to create this with what seems like great ease. I welcome any feedback that one may have. My email address is: hinebaughjl@battlers.ab.edu We are all trying to provide the best pathway to education for our students to grow and excel.