Mark Twan Scavenger Hunt-Webquest

Introduction

Task

Technology Literacy Mark Twain Scavenger Hunt

The National Library Society is looking to put a Mark Twain exhibit in the Neosho Library. They will need a team of experts to put together valid and correct information about the famous authors. Make sure all members work on the project at hand. The answers to the following questions can be found on the internet.
Start with the links below and continue on valid websites. You may NOT use yahooanswers.com, ask.com, or other websites that can give false information. Your team can use Wikipedia as long as the information is the same on another site. Make sure you copy and paste the websites where you find the answers. Do NOT copy and paste the answers. Enjoy the hunt -- this is not a race; it is an activity intended to introduce you to the charismatic Mark Twain.

What was Twain famous for wearing?
Why was Twain's career as a steamboat pilot short-lived?
Look at the video clip by the Twain impersonator as he speaks about "how Mark Twain got his name". How did he get his name?
What can you deduce about Twain's attitude towards SCHOOL based on his famous quotations on that topic?
What is the controversy about The Adventures of Huckleberry Finn that has resulted in it being a "banned book" at various times?
Go to the "Photo Gallery" link to see Twain's family. Find three interesting facts about his family based on what you see there.
There is a section "Just for Kids" which has a game that includes some of Twain's pets' names. Name (and identify the animal of) five of his pets.
When and where did Twain die?

BONUS: What annual event is held at the Calaveras County Fair that was "indisputably inspired by Mark Twain?"

Links you may be interested in

Mark Twain Resource Page: http://salwen.com/mtcyber.html
Biography of Mark Twain: http://www.hannibal.net/twain/biography/
Twain's Home in Connecticut including a virtual tour: http://www.marktwainhouse.org/
Mark Twain Quotations, famous sayings and one-liners: http://www.twainquotes.com/
The Quotable Mark Twain: http://salwen.com/mtquotes.html
Mark Twain Photo Gallery: http://marktwain.miningco.com/arts/marktwain/library/gallery/bl_gallery.htm
Video clips of Mark Twain and Twain imposters: http://www.hannibal.net/twain/multimedia/video/
The Controversy about the novel: http://www.boondocksnet.com/twainwww/hf_debate.html

Process

Technology Literacy
Mark Twain Scavenger Hunt

The National Library Society is looking to put a Mark Twain exhibit in the Neosho Library. They will need a team of experts to put together valid and correct information about the famous authors. Make sure all members work on the project at hand.
Each group should now have gathered correct information on Mark Twain. Now, your team is going to create a library display to represent Samuel Clemens and his life as Mark Twain. Each Group can use the given material and may request/bring it other supplies upon the approval of the teacher. The display should be attractive, appealing, accurate, and complete.

A sketch of what your poster is going to look like is required! The displays may be graded by members of the Neosho/Newton County Library, Neosho Middle School librarian, or other people in the field. A rubric will be created and used to grade each project along with group participation.

Roles

Photo Collector- provides creative common and free to use photos with sources cited.
Information Collector- person primarily responsible for finding the correct answers to the webquest
The Validator- Checking, checking, and rechecking sources for accuracy for the Info Collector.
Poster Layout Master- Gathers info and photos from group and starts designing the layout of the paper/digital poster.

Materials

1-3 Printed pages of Black and White information
1 Printed page of Color Pictures
1 Large colored sheet paper
Construction paper
Markers/colored pencils
Tape/glue
Other requested materials upon teacher approval

On the Poster

Information gathered from the scavenger Hunt
4 things you learned that was not on the scavenger hunt
Colored Pictures-printed in class
Title or Heading- Construction Paper or other forms
Aesthetically pleasing-(Not bare and not crammed)

Evaluation

Evaluation:

Peer Evaluation:

	10	7	5	2
Active participation in Pictures, Answers, or research	Each group member worked on one of the key parts of Part I of the assignment	Members mostly worked together and almost did their part on their own	Members worked together occasionally having some difficulties	Members rarely worked together on Part I
Cooperation & Used time wisely	All members used time wisely	This member occasionally got off task, or did not cooperate at times	This member got off task quite often, not helping with the project and doing their own thing	This member did not use time well at all and did not cooperate with the group
Creation of Poster	Each group member contributed to the poster creation equally	This member did a little less than half of the poster creation	This member did not do a lot on the poster	This member did very little on the Poster
Group Selection	I would pick the exact same group next time	I would probably pick the same partner next time	I really doubt I would pick the same partner next time	There is no way I would pick the same partner next time
Overall Participation	Everyone was equal	This partners did less than equal	This person helped occasionally	This person rarely did anything to help

_______/ 50 Total

Poster Evaluation:


CATEGORY	10	7	5	2
Use of Class Time	Used time well during each class period. Focused on getting the project done. Never distracted others.	Used time well during each class period. Usually focused on getting the project done and never distracted others.	Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.	Did not use class time to focus on the project OR often distracted others.
Content - Accuracy	At least 7 accurate facts are displayed on the poster.	5-6 accurate facts are displayed on the poster.	3-4 accurate facts are displayed on the poster.	Less than 3 accurate facts are displayed on the poster.
Graphics - Originality	Several of the graphics used on the poster reflect an exceptional degree of student creativity in their creation and/or display.	One or two of the graphics used on the poster reflect student creativity in their creation and/or display.	The graphics are made by the student, but are based on the designs or ideas of others.	No graphics made by the student are included.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Knowledge Gained	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.	Student can accurately answer most questions related to facts in the poster and processes used to create the poster.	Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.	Student appears to have insufficient knowledge about the facts or processes used in the poster.
Redefinition X 2	The poster includes an exceptional digital poster that visually enhances the knowledge from the poster. At least one AR code is used, and an additional, relevant, digital layer is included on the paper poster that also adds to the poster, using augmented reality.	This poster has a qr code linked to a digital poster that provides some additional information and a digital layer is created with an augmented reality creator.	The poster has either a qr code linked to a digital poster OR a relevant digital layer from an augmented reality creator.	No digital poster and no digital layer on the paper poster.

_____/70 Total

Individual Formative Quiz:
goo.gl/forms/vyWVpm2egW ←-Google Form Quiz

Reflection Evaluation:

Points	10	7	4
Webquest Reflection	Individual expressed complete journey from beginning of the assignment to the very end. Details of assignments and strengths and struggles are included.	Individual expressed some major concepts and key points of their journey on this project. Some details were missing.	Individual expressed a few details about the journey on this assignment. Little information is given.

____/10 Total

Final Grade

Evaluation	Points Awarded	Points Possible
Peer Eval		50
Poster Eval		70
Formative Quiz		70
Reflection		10
Total Score		200

Conclusion

Redefinition:

Taking It Up a Notch-SAMR Style

Mark Twain Scavenger Hunt- Webquest

A couple of ideas that I have to further climb up the SAMR model are to create more digital aspects from a paper poster.

One item I want to do is create a QR code that links to a student created digital poster, and a video skit, illustrating the answers found from the webquest. This would add another element and build upon the additional criteria set forth in the webquest and cover new standards as well.

Another item that I have not yet done, but want to experiment with soon is augmented reality. I think that students can add a virtual layer to their finished paper poster that can provide additional information and images to enhance end users knowledge of a subject.

This could also open the door for other items students could use augmented reality for. One augmented reality app I have tried it Aurasma. I need to do more research on this, but I believe this will redefine how students create their paper poster.

Teacher Page

ABOUT ME

School Life-

I graduated from a small 3A school in east central Kansas. From there, I attended, played football, and graduated from Pittsburg State. Neosho R-5 school in Neosho, Missouri granted my first teaching opportunity. I have taught 7th grade computer science technology for five years. Last year, I was bumped up to the 8th grade and am teaching Design & Problem Solving, Foundations of Technology, and Advanced Publications. I have recently enrolled in Pittsburg State Ed.Technology Master's program. My work life goal is to either be a technology curriculum specialist/director or a technology integration coach.

Family Life-

Being a middle child has given me great communication, problem solving, and conflict resolution skills. The passion I have for technology and education is the same passion I have for wife of 5 years, Melissa and my son, Sawyer.

Coaching Life-

I have been around competitve sports since I was five years old. I have played many sports, and continued football, track, and baseball into high school. I played college football at Pittsburg State for three years. Soon after I finished playing sports, I started coaching sports. Currently, I coach JH football and HS track. I teach and conduct each of my classes like a team. I am a natural leader and coach. I think this background will complement being a technology integration coach.