Introduction
During this webquest you are going to be learning about how children develop during their first year of life. In your teams you are going to then present you findings with a handout based on the directions given to your team.
Task
Physical Development Team
Your task is to create a Fact Sheet that could be found in a doctor's office. The fact sheet must contain:
- The information from your pretest must be included in your information presented to the class.
- 3 patterns follow in their development and what they mean
- Height, weight and proportion changes
- How their motor skills develop (both large and small)
- How your 5 senses develop
- Teeth development
Emotional/Social Team
Your task is to create a Brochure that could be found at a counselor's office. The brochure must contain:
- The information from your pretest must be included in your information presented to the class.
- What are the two emotional states
- How do you enforce social development
- Language Development at every stage
- Forming attachments at every month
- Developing Self Esteem
- Temperaments - Describe the different types
- Moral Development
Intellectual Team
Your task is to create a Booklet that could be found at an Early Childhood Specialist Office. office. The brochure must contain:
- The information from your pretest must be included in your information presented to the class.
- The parts of the brain and how it is affects-include pictures
- What is a neuron and how does it work-include pictures
- How do infants learn
- Object Permanance
- Visual Development
Process
Physical Development:
Emotional/Social Development:
Intellectual Development:
Evaluation
Your grade is determined by three things
Your final product of your brochure, booklet or fact sheet
| CATEGORY | 5 | 4 | 3 | 2 |
| Spelling & Proofreading | No spelling errors remain after one person other than the typist reads and corrects the brochure. | No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure. | No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure. | Several spelling errors in the brochure. |
| Attractiveness & Organization | The brochure has exceptionally attractive formatting and well-organized information. | The brochure has attractive formatting and well-organized information. | The brochure has well-organized information. | The brochure\'s formatting and organization of material are confusing to the reader. |
| Graphics/Pictures | Graphics go well with the text and there is a good mix of text and graphics. | Graphics go well with the text, but there are so many that they distract from the text. | Graphics go well with the text, but there are too few and the brochure seems \"text-heavy\". | Graphics do not go with the accompanying text or appear to be randomly chosen. |
| Content - Accuracy | All facts in the brochure are accurate. | 99-90% of the facts in the brochure are accurate. | 89-80% of the facts in the brochure are accurate. | Fewer than 80% of the facts in the brochure are accurate. |
| Sources | Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure. | Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure. | Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure. | Sources are not documented accurately or are not kept on many facts and graphics. |
Your partners evaluation of your contribution to the group
| CATEGORY | 5 | 4 | 3 | 2 |
| Contributions | Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. | Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! | Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. | Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. |
| Working with Others | Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. | Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. | Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. | Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. |
| Focus on the task | Consistently stays focused on the task and what needs to be done. Very self-directed. | Focuses on the task and what needs to be done most of the time. Other group members can count on this person. | Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. | Rarely focuses on the task and what needs to be done. Lets others do the work. |
| Quality of Work | Provides work of the highest quality. | Provides high quality work. | Provides work that occasionally needs to be checked/redone by other group members to ensure quality. | Provides work that usually needs to be checked/redone by others to ensure quality. |
Your participation during the presentation
| CATEGORY | 5 | 4 | 3 | 2 |
| Preparedness | Student is completely prepared and has obviously rehearsed. | Student seems pretty prepared but might have needed a couple more rehearsals. | The student is somewhat prepared, but it is clear that rehearsal was lacking. | Student does not seem at all prepared to present. |
| Speaks Clearly | Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. | Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. | Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. | Often mumbles or can not be understood OR mispronounces more than one word. |
| Listens to Other Presentations | Listens intently. Does not make distracting noises or movements. | Listens intently but has one distracting noise or movement. | Sometimes does not appear to be listening but is not distracting. | Sometimes does not appear to be listening and has distracting noises or movements. |
| Volume | Volume is loud enough to be heard by all audience members throughout the presentation. | Volume is loud enough to be heard by all audience members at least 90% of the time. | Volume is loud enough to be heard by all audience members at least 80% of the time. | Volume often too soft to be heard by all audience members. |
| Stays on Topic | Stays on topic all (100%) of the time. | Stays on topic most (99-90%) of the time. | Stays on topic some (89%-75%) of the time. | It was hard to tell what the topic was. |