Introduction
-Welcome-
6th Grade Social Studies
Description: This webquest contains daily work and activities realted to the study of Brazil that the teacher will teach and give to the student. The teacher will engage students and structure their learning through this webquest.
Grade Level: 6-8
Curriculum: Social Studies
Vocabulary: Geography, Culture, Economy, Legislative, Judicial, Executive, Separate State Powers, Gross Domestic Product, Inflation, Free Market, International Trade
Materials: SmartBoard, candy, textbook, pencils, notesheet, Map of Brazil, posters, markers
What is there to know about the culture, government, geography and economy of Brazil?
I have attached a video that will hopefully enlighten you and build your backgound knowledge on the information you will be learning during this course. Hopefully, this will help you feel more prepared for what we will be learning about in this unit.
https://www.youtube.com/watch?v=vuTyw-kTBUY
Task
In this Webquest you will cover many objectives:
- You will be able to identify and answer questions about Brazil based on Map interpretation.
- You will record, understand and review basic related vocabulary.
- You will know the type of Government Brazil has and will present a basic outline that includes information about their leaders, government type, constitution and independence day.
- In groups you will participate in an activity that explains and identifies the value or trade.
- In groups you will research Brazil to create an outline and a poster that presents Brazil's culture, economy and geography. The poster should be informative and colorful. The outline should be thorough and structured in guiding you through your presentation.
Looking Ahead:
The tasks may seem challenging, however with collaboration, structure and the proper resources, you will succeed in becoming more educated experts on the country of Brazil. Follow the directions given throughout this Webquest.
Process
Standards:
PO 3. Interpret maps, charts, and geographic databases using geographic information.
PO 1. Construct charts, graphs, and narratives using historical data.
PO 5. Explain how trade promoted economic growth throughout world regions.
PO 7. Analyze cause and effect relationships between and among individuals and/or historical events.
Objectives:
Students will understand the characteristics and purposes of geographic tools and how to use them.
Students will understand how culture affects lifestyle and what specific elemetns of Brazil's culture are.
Students will understand the economic and government system of Brazil and will unerstand the value of trade and government involvement.
DAY 1
Before we begin the lesson in the classroom we will review and fill out a vocabulary sheet with terms relevant to the lesson. Here are the terms we will be looking up:
- Geography
- Culture
- Economy
- Legislative
- Judicial
- Executive
- Separate State Powers
- Gross Domestic Product
- Inflation
- Free Market
- International Trade
In your groups find the meaning to each term using your textbooks and/or your tablets. After you have found the definitions for all your terms we will discuss and review them as a class. Then we will begin reading the text to build our background knowledge on Brazil's economy and geography. You will all participate in reading.
In groups discuss roles and responsibilities in order to complete the presentation and outline effectively which is due on day 4.
Before leaving the classroom, record your homework in your assignment notebook.
HOMEWORK: Map Interpretation worksheet and begin research for presentation project.
DAY 2
Enter the class and sit in you seats. We will begin by finishing up our reading and discussion on Brazil's Economy. Then divide up into groups for a trading activity. This activity will demonstrate free trade verses trade that has tarrifs and restrictions. To demonstrate the goods we are trading, we will use various pieces of candy and each individual will rate their piece of candy. As you trade within your groups you have the opportunity to get a piece of candy you like, therefore rating it at a higher value. Then you will have the opportunity to trade with anyone in the class, thus the value for everyone will go up because most should get a piece of candy they want due to no limitations. We will discuss this activity further and how it relates to trade.
After the activity, remain in your groups and begin research on your projects that are due on Day 4.
Before leaving the classroom, record your homework in your assignment notebook.
HOMEWORK: Continue research in preparation for presentations due on Day 4.
DAY 3
We will begin class by reading from the textbooks within our groups about Brazil's government and culture. Everyone will participate in reading the text and discussing the content. You will be given much of today's class time in groups to complete research and plan your presentation.
You will be given an outline to guide you in understanding Brazil's government and its similarities to the US. The table and outline is included below:
Brazil's Government
Government Type:
Name of Government:
President:
Vice President:
Independence Day:
Constitution:
| Main Powers | Election Process | Election Cycle | |
| Executive | |||
| Legislative | |||
| Judicial |
Before leaving the classroom, record your homework in your assignment notebook.
HOMEWORK: Finish Presentations and be ready to present tomorrow.
DAY 4
We will begin with the pressenting of presentations by each group. As students listen tey are expected to ask questions following the presentations and engage in discussion. I may ask the group questions as well regarding their presentation. Presenting groups be prepared to answer.
After the presentations are over we will discuss and review the content and vocabulary.
Before leaving the classroom, record your homework in your assignment notebook.
HOMEWORK: Study for the test. Utiltize resources such as the vocabulary worksheet, map worksheet, outlines and of course the textbook.
DAY 5
Come to class prepared to take the unit test. The test will be given out and everything but pencils should be under your desks. When you complete the test pull out a free reading book. Everyone should be reading or working on other homework until everyone completes the test.
Before leaving the classroom, record your homework in your assignment notebook.
HOMEWORK:
Write a paragraph about two unique facts related to Brazilian culture.
Evaluation
This lesson is graded primarily on paricipation, assignment completion and the final test. It is broken up into percentages as seen below:
Participation - 30%
Assignment Completion - 40%
Test - 30%
Below is a grading rubric for the group project so you are aware of what you will be graded on:
|
1 - Unsatisfactory 0.00% |
2 - Less than satisfactory 65.0% |
3 - Satisfactory 75.0% |
4 - Good 85.0% |
5 - Excellent 100.0% |
|
| Content - 70% | |||||
| Outline/Presentation | Information was not outlined or presented. | Outline and presentation are incomplete and fail to meet requirements. | Group meets most requirements for outline and presentation but lacks creativity and depth. | Group meets requirements for outline and presentation. Content/poster is presented on time. | Group meets all requirements and the content is accurate and researched. The presentation is presented in an engaging way and the poster is colorful. |
| Organization/Effectiveness - 15.0% | |||||
|
Research/Format/Structure |
Outline and presentation lack any research, organization and structure. Group doesn't cite resources. | Outline and presentation lack effective research and structure. | Outline and presentation has information and meets minimal requirements. Group used at least two resources. | Outline and presentation meet requirements. The group presents with enthusiasm and the poster is creative and colorful. Group used at least two sources. | Outline and Presentation are organized, presentable and use accurate, reliable research/sources. The poster is colorful, creative, informative and engaging.The group is enthusiastic in their presentation and creatively involve their audiance. Group used a minimum of 3 sources. |
Conclusion
The final assignment for this lesson is a written reflection essay on what you have learned through this lesson.
Write a 500 word essay on what you learned about Brazil. The essay should include answers to the following questions:
1) Facts that stood out to you
2) Reflection on what you learned
3) Comparison of similarities or differences between Brazil's economy, geography, government, and culture compared to the United States
This assignment is worth 50 points.
Credits
I would like to thank:
-Google Images
-Youtube
-The World Factbook
https://www.cia.gov/library/publications/the-world-factbook/geos/br.html
Teacher Page
Welcome Teachers! I have created this webquest to engage students in learning in a new way. This webquest not only presents the lesson, process, and tasks in an organized, structured way, but it also engages students in learning. The webquest offers hands on activities, additional resources and examples of to expect throughout the lesson. The webquest encourages collaboration among students and promotes the use of critical thinking skills and problem solving. Learning should be fun, interactive, innovative and exciting!
Standards:
PO 3. Interpret maps, charts, and geographic databases using geographic information.
PO 1. Construct charts, graphs, and narratives using historical data.
PO 5. Explain how trade promoted economic growth throughout world regions.
PO 7. Analyze cause and effect relationships between and among individuals and/or historical events.
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