Baa Baa Black Sheep WebQuest

The purposes of this WebQuest are to teach students that there are different kinds of sheep, to help them know where wool comes from and to possibly even provide opportunities for discussion of cultural diversity. Even in a flock of sheep, there are some who are different from the rest. However, sheep do not pay any attention to the color of each other's wool. Inside, they are just sheep.

The "Black Sheep in the family" term causes many people to assume that black sheep are undesireable. While it is true that most sheep raised in the US have white wool, some farmers, do raise black or colored sheep. In some markets, colored wool is prized over the more common white wool.

Note: Some teachers may decide to have their students draw sheep and then glue wool on them. Please DO NOT use cotton balls. Using cotton balls for wool just makes the inference that cotton comes from sheep. Of course, we know that cotton comes from the cotton plant. In many areas, a local sheep farmer will may be glad to give teachers a small amount of wool for a class project.

In this activity, students will write a Cinquain poem. A Cinquain is a syllabic verse form with gradually increasing number of syllables in each line until the last line, which returns to two syllables.

Collaboration Rubric by Pickett and Dodge, 2002.

National Education Standards

Language Arts (Evaluating Data)

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and non print texts, artifacts, people) to communicate their discoveries in ways that suite their purpose and audience.

Language Arts (Applying Language Skills)

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information.

Language Arts (Applying Language Knowledge)

Students apply knowledge of language structure language conventions (e.g. spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non print text.

Technology

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Students use technology to locate, evaluate and collect information from a variety of sources.

Students use technology tools to process data and report results.

Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Students use technology resources for solving problems and making informed decisions.

Students employ technology in the development of strategies for solving problems in the real world.

This page was developed by Lyndon Irwin, reviewed by Lyndon and Barbara Irwin and is maintained by Missouri Farm Bureau.

Please address questions to Diane Olson at Missouri Farm Bureau or Dr. Lyndon Irwin at Missouri State University.