BLIZZARD! Teacher's Page
A WebQuest for Grades 5 - 6 based on The Long Winter by Laura Ingalls Wilder, WebQuest Agricultural Series by Missouri Farm Bureau and Missouri State University 

To introduce this WebQuest, selected readings from The Long Winter by Laura Ingalls Wilder will help set the tone for students as they hear Laura's vivid descriptions of surviving blizzard conditions; especially the loneliness, continuous howling winds, extremely cold temperatures and monotonous meals with less and less food to eat. As the Ingalls family prepared to leave the claim and head for town, the descriptions of the amounts and kinds of food they were harvesting, preserving and storing for future use is important. Remember there were 5 family members to feed and take care of. Take the time to have students compare the whole foods direct from the farm that the Wilder's had to eat to the more modern processed forms of food that our families eat today. This will aid students as they begin to form the lists and descriptions necessary to meet the WebQuest's final poster project.


Collaboration Rubric

Name __________________________________

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 Science Conference
Does not speak during the science conference.
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.

Value Others' Viewpoints
Listen to Other Teammates
Is always talking--never allows anyone else to speak.
Usually doing most of the talking--rarely allows others to speak.
Listens, but sometimes talks too much.
Listens and speaks a fair amount.

Cooperate with Teammates
Usually argues with teammates.
Sometimes argues.
Rarely argues.
Never argues with teammates.

Make Fair Decisions
Usually wants to have things their way.
Often sides with friends instead of considering all views.
Usually considers all views.
Always helps team to reach a fair decision.



Collaboration Rubric by Pickett and Dodge, 2002.

National Education Standards


  • 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 nonprint texts, artifacts, people) to communicate their discoveries in ways that suite their purpose and audience.


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


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

Social Studies (The History of the U.S.: Democratic Principals and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage)

  • Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago.


  • 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.


Language Arts: Speaking/Listening Sec. 4

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This page was developed by the late Barbara J. 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.