February is Black History Month Teacher's Page
A  WebQuest for Grade 5, WebQuest Agricultural Series by Missouri Farm Bureau and Missouri State University

The purpose of this WebQuest is to encourage students to learn about two African American men who had distinguished careers in very different area of Agriculture. Each was born a slave but was soon free. However, each faced the challenges of growing up in a world of prejudice.  One became successful by gaining a good education. The other became successful by being persistent and working hard.  One was recognized by presidents and company executives.  The other was recognized by presidents, a queen and even Will Rogers.  The stories of Tom Bass and George Washington Carver provide wonderful opportunities to discuss hard work, dedication, persistence and kindness.

RESOURCES
In the Garden with Dr. Carver by Susan Grisby

EVALUATION

Rubric for "My Life" paper

 

Beginning
1

Developing
2

Accomplished
3

Exemplary
4

Score

Research & Gather Information

Did not research web sites to gather needed information.

Researched a few of the web sites for needed information.

Researched most of the web sites for needed information.

Researched all of web sites as well as others for needed information.


 

Topic/Content

Includes little relevant information and one or two facts.

Includes some relevant information and a few facts.

Includes relevant information with most sources properly cited. Includes enough elaboration to give readers an understanding of the topic.

Covers topic completely and in depth. Includes properly cited sources and complete information. Encourages reader to know more.

 

Mechanics

Includes more than 5 grammatical errors, misspellings, punctuation errors, etc.

Includes 3-4 grammatical errors, misspellings, punctuation errors, etc.

Includes 2-3 grammatical errors, misspellings, punctuation errors, etc.

Grammar, spelling, punctuation, capitalization are correct. No errors in the text.

 



Rubric for Time Line Group Activity

  Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score

Presentation/Project

Layout

The project is cluttered, confusing, and is hard to read. Does not meet guidelines.

The project shows some structure, but appears cluttered and busy or distracting. Does not meet guidelines.

The project material shows an understanding of information. Flows easily. Project has eye-appeal. Project meets guidelines.

Project material is well organized and shows understanding of information. Makes audience want to know more. Exceeds guidelines.

 

Group Work

Cannot work with other in most situations. Can not share decisions or responsibilities. Relies on other to do the work.

Works with others, but has difficulty sharing decisions and responsibilities. Needs reminding to complete work.

Works well with others. Takes part in most decisions and contributes fair share to group.

Works well with others. Assumes a clear role and related responsibilities. Motivates group/members to do their best.


 

 Mechanics

Includes more than 5 grammatical errors, misspellings, punctuation errors, etc. 

Includes 3-4 grammatical errors, misspellings, punctuation errors, etc.

Includes 2-3 grammatical errors, misspellings, punctuation errors, etc.

Grammar, spelling, punctuation, capitalization are correct. No errors in the text.

 Total



Rubric for the Interview

 
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
Contribute
         
Research & Gather Information

Does not collect any information that relates to the topic.

Collects very little information--some relates to the topic.

Collects some basic information--most relates to the topic.

Collects a great deal of information--all relates to the topic.


 
Share Information

Does not relay any information to teammates.

Relays very little information--some relates to the topic.

Relays some basic information--most relates to the topic.

Relays a great deal of information--all relates to the topic.


 
Be Punctual

Does not hand in any assignments.

Hands in most assignments late.

Hands in most assignments on time.

Hands in all assignments on time.


 
Take Responsibility
         
Fulfill Team Role's Duties

Does not perform any duties of assigned team role.

Performs very little duties.

Performs nearly all duties.

Performs all duties of assigned team role.


 
Participate in Interview Conference

Does not speak during the interview.

Either gives too little information or information which is irrelevant to topic.

Offers some information--most is relevant.

Offers a fair amount of important information--all is relevant.


 
Share Equally

Always relies on others to do the work.

Rarely does the assigned work--often needs reminding.

Usually does the assigned work--rarely needs reminding.

Always does the assigned work without having to be reminded.


 


Missouri's Grade-Level Expectations (GLEs)

COMMUNICATIONS

1 Develop and apply skills and strategies to the reading process
 

E Develop vocabulary by listening to and discussing unknown words in stories (ST: CA 2, 3 1.5, 1.6) (FR: I 6d, 1e, K-4)
 

Develop vocabulary through text, using base words , classroom resources (ST: CA 2, 3 1.5, 1.6) (FR: I 6d, 1e, K-4)
 

Develop vocabulary through text, using, context clues, glossary and dictionary (ST: CA 2, 3 1.5, 1.6) (FR: I 6d, 1e, K-4)
 

H Develop and demonstrate, with assistance, post-reading skills after reading or read-alouds to respond to text, question to clarify, retell, illustrate (ST: CA 2, 3 1.6 & 3.5) (FR: I 1e,3g,4e & f, II 1c,d,f & h, 2d K-4)
 

Apply post-reading skills to identify the main idea and supporting details, question to clarify, reflect, summarize, paraphrase (ST: CA 2, 3 1.6 & 3.5)
 

(FR: I 1e,3g,4e & f, II 1c,d,f & h, 2d K-4)
 

SOCIAL STUDIES

Missouri, United States and World History


2a. Knowledge of continuity and change in the history of Missouri, the United States and the world
 

A. (1) Knowledge of the ways Missourians have interacted, survived and progressed from the distant past to present times
 

Identify and describe the significance of the individuals from Missouri who have made contributions to our state and national heritage (1.5, 1.10, 2.1, 4th)
 

Tools of Social Science Inquiry

7 Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps, and documents)
 

A. (1) Identify, select, use and create appropriate resources for social science inquiry (K-4)
 

Identify, select and use visual, graphic and auditory aids (timelines and diagrams) (K-4)
 

Identify, use and create primary and secondary sources (diaries, letters, people, interviews, journals and photos) (K-4)
 

Identify and use library media resources (electronic resources, etc.) (K-4)
 

B. (2) Create maps, timelines, diagrams and cartoons (K-4)
 

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.

Social Studies (History of Student's Own State or Region)

  • Understands the people, events, problems, and ideas that were significant in creating the history of their state or region.

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. 

 

COMMON CORE STANDARDS
Science: Strand 8, Sec. 2A

  

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

Please address questions to Diane Olson at Missouri Farm Bureau