Guess Whos Comming to dinner - WebQuest

This Rich Performance Task is modeled on the WebQuest format.

Designed for: Grade 5 and 6

Designed by: Mary Stapleford

m.stapleford@ldcsb.on.ca

 

 


| Pre-task Activities | Resources | Expectations |
| Exemplars & Sample Products | Community Involvement |

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Pre-task Activities

 

Here is a warm up activity for you class to complete.

 

 

Resources Needed

 

Print

  • Canada and Its Trading Partners
    Johnson Publications Ltd.
    This resource is broken down into three topics. For this unit, topic three relates to
    famous Canadians.
  • Canada and Its Trading Partners
    Trudie BonBernard, 0-919913-69-5
    This resource examines Canada's trading partners and Canada's connection to the world
    through culture.
  • Canada Revisited 6: Aboriginal Peoples and European Explorers
    Phyllis A. Arnold, 0-919
    The first part of the resource examines various native groups. The second part examines
    early exploration and provides information into the events surrounding each explorer's
    life.
  • Discovering Canada: The Vikings
    Robert Livesey and A. G. Smith, 0-77375209-9
    His book explores the life of teh Vikings.
  • Everything You Need to Know About World History
    Anne Zeman and Kate Kelly, 0-590-49365-5
  • Eyewitness Books: Viking
    Susan M. Margeson, 0-679-86002-9
    This resource tells the story of the Vikings: their ships and weapons, heroes, games,music,
    life at home, farming, jewellery, forts etc.
  • Flying Canucks: Famous Canadian Aviators
    Peter Pigott, 1550172247
    This book documents the lives of 12 Canadian aviators. These stories give the reader
    glance at the lives of some exceptional aviators.
  • Narrative Writing
    Tara McCarthy, 0-590-20937
    This book is divided into five parts: writing narratives about our own experiences, about
    other people, about literature, and stories. In addition, it provides reproducibles for
    composition skills.
  • Night Letters
    Palmyra LoMonaco, 0-525-45387-3
    This children's book illustrates the first-person perspective.
  • Questions and Answers About Explorers
    Christopher Maynard, 0-590-63251-5
    This resource examines the many explorers.
  • Teaching Literary Elements
    Tara McCarthy, 0-590-20945-0
    This book explores the various literary elements and provides easy strategies and
    activities to help children.
  • Teaching Literary Elements with Short Stories
    Tara McCarthy, 0-439-09843-2
    This resource examines the various literary elements. Each chapter contains a short
    story and activities to help students understand the literary elements
  • Tell Me About Explorers and Faraway Places
    Christopher Maynard, 1-85697-094-9
    This book contains over 30 questions and answers about explorers.
  • The Explorer's Handbook
    Marilyn Tolhurst, 0-590-12441-2
    This book examines how to become a fearless adventurer.
  • The Great Atlas of Discovery
    Neil Grant, 0-7710-2859-8
    A Pictorial Atlas of World Exploration
  • The Usborne Book of Explorers from Columbus to Armstrong
    Felicity Everett and Struan Reid, 0-590-62176-9
    This book examines in detail the lives and careers of the most famous explorers.
  • Writing Sense: A Teacher's Source Book
    Gerald Oglan and David Booth, 0-7747-0446-2
    This book presents strategies to develop student's skills in writing various genres of
    writing.

    Use your school library and your neighbourhood library to find further resources.


Website

Heroines.ca, Women in Canadian History
http://www.heroines.ca/people/bios.html

Canadian Biographies@Culture.ca
http://www.culture.ca/explore-explorez-e.jsp?category=217

Famous Canadians Theme Page
http://www.cln.org/themes/famous.html

Famous Catholics -Resources for Catholic Educators
http://www.silk.net/RelEd/famegen.htm

Internet Public Library:Biographies
http://www.ipl.org/div/subject/browse/ref15.00.00/

Memorable Canadians
http://www.collectionscanada.ca/8/2/index-e.html

The Biography Channel
http://www.biography.com/

The Prime Ministers in Canadian Life and Politics
http://www.collectionscanada.ca/primeministers/

Well Known Canadians
http://particle.physics.ucdavis.edu/Canadians/

Famous Canadians
http://proudcanadiankids.ca/famous_canadians.htm

Aboriginal Peoples
http://www.operation-dialogue.com/e/rc/g_aboriginalPeoples.html#People

Biographies of Saints
http://www.infocatholic.com/saints.aspx


Black Line Masters

BLM: Teacher Notes

BLM: Real Life Figures

BLM: Exploring Point of View

BLM 1 - Historical Figures List

BLM 2 - Rationale Template

BLM 3 - Research Tips

BLM 4 - Let's Take a Walk in Their Shoes

BLM 5 - Template - Web

BLM 6 - Template - Character Web

BLM 7 - The Dinner Party - self assessment

BLM 8 - The Dinner Party - peer assessment

BLM 9 - Historical Talk

BLM 10 - Group Work Assessment: Historical Talk

BLM - Template - Organizing Research Information

BLM - Interview Planning Guide

BLM - Observational Rubric

BLM - Write Traits Rubric

BLM - Cooperative Learning Evaluation Checklist - Student and Teacher

BLM - Editing Checklist (Self)

BLM - Evaluation for Cooperative Learning Skills

BLM - PQS (Peer Revising - Praise, Question, Suggest)

BLM- Revising and Editing Checklist

BLM - Revising Checklist

BLM - Rubric for a Speech

BLM - Teacher Tips for Editing, Revising and Conferencing

 

 

Expectations

 

In this performance task, the following expectations are addressed and or evaluated:

Ontario Curriculum

Science & Technology Expectations

Social Studies Expectations

Writing Expectations

Reading Expectations

Religion Expectations

Family Life Expectations

title of religion text (including grade) title of family life text (including grade)
Unit # and title Theme # and title
Theme # and title Topic # and title
Teacher manual page(s) Teacher manual page(s)
Student text page(s) Student text page(s)

 

Catholic Themes

Open the Eastern Ontario Catholic Cooperative planner.

 		 Dignity of the Human Person
Created in the image and likeness of God, all human life is sacred and all people have dignity. Human persons do not lose dignity because of gender, disability, poverty, age, or race.
 		 Community and the Common Good
The human person realizes dignity and rights in relationship with others, in community. "We are one body; when one suffers, we all suffer." We are called to respect each other and work for the good of others, the common good.
 		 Preferential Option for the Poor and Vulnerable
The God of Jesus Christ is above all a God who cares for the poor and marginalized. A distinctly Catholic perspective on the world maintains that we can measure the quality of any society by the way its most poor and vulnerable are treated.
 		 Human Rights and Responsibilities
Catholic teaching on the dignity of the person and the common good imply that all people have a fundamental right to life, food, shelter, health care, education and employment. They have a right to participate in decisions that affect their lives. Corresponding to this is the duty to respect the rights of others in the wider society and promote the Reign of God.
 

Dignity of Work and Service
The Catholic Church teaches that human persons realize themselves in work. The economy exists to serve people, not the other way around. Workers have the right to: meaningful work; safe working conditions; participation in decision making processes which affect their work; security in case of sickness, disability, unemployment or old age; and the right to form unions.

 		 Stewardship for Creation
God’s creation is a sacred gift, entrusted to our care. This value has deep biblical roots in both the Hebrew and Christian scriptures. Those “who practice stewardship recognize God as the origin of life, the given of freedom and the source of all they have and are and will be. They know themselves to be recipients and caretakers of God’s many gifts. They are grateful for what they have received and eager to cultivate their gifts out of love for God and one another.
 		 Love and Justice
A necessary condition for Jesus’ command of love of neighbour is justice. Charity must manifest itself in actions and structures that must respect human dignity, protect human rights and facilitate human development. To promote justice is to transform the structures that block love. Action of behalf of justice is not an option but a constitutive dimension of the Gospel.
 		 Peace
Peace is the work of justice and the result of love. Much more than the absence of conflict, it speaks of a harmony or shalom which is fundamental to God’s original vision for all of creation.
 		 Hope
Hope is that virtue by which we take responsibility both for ourselves and for the world. It is rooted in the fulfillment of God’s promises in Christ.
 		 Faith
“Faith is the assurance of things hoped for, the conviction of things not seen.”(Hebrews 11:1) The gift of faith assures us of God’s steadfast and abiding love. At the same time, it is a reasoned assent to revealed truth.
 		 Mystery, Wonder and Awe
When the finitude of our human nature is confronted by the infinite nature of our God, our responses may be as inspired as they may be humbling. Yet humanity is called into an intimate and loving relationship with our Creator. While we may lack a complete understanding of that relationship, nonetheless the experience always presents an opportunity for celebration.

This task supports the selected Catholic Theme(s) in the following specific ways:

  • Here
  • and here

 

Ontario Catholic Graduate Expectations

PDF version | Flash version

 		 a discerning believer formed in the Catholic Faith community who celebrates the signs and sacred mystery of God's presence through word, sacrament, prayer, forgiveness, reflection, and moral living.
 		 an effective communicator who speaks, writes and listens honestly and sensitively, responding critically in the light of gospel values.
 		 a reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good.
 		 a self-directed, responsible, lifelong learner who develops and demonstrates their God-given potential.
 		 a collaborative contributor who finds meaning, dignity and vocation in work which respects the rights of all and contributes to the common good.
 		 a caring family member who attends to family, school, parish, and the wider community.
 		 a responsible citizen who gives witness to Catholic social teaching by promoting peace, justice, and the sacredness of human life.

This task supports the selected Catholic Theme(s) in the following specific ways:

  • Here
  • and here

 

Choices into Action (online version)

The goals of the guidance and career education program are that students:

  • understand the concepts related to lifelong learning, interpersonal relationships (including responsible citizenship), and career planning;
  • develop learning skills, social skills, a sense of social responsibility, and the ability to formulate and pursue educational and career goals;
  • apply this learning to their lives and work in the school and the community.

 

Learning Skills

The learning skills identified below are highlighted in this task and represent practical links for tracking student achievement and for connecting learning to the guidance and career education program. For more information on Learning Skills, you can access the Guide to the Provincial Report Card or Learning Skills Appendix D.

homework completion
initiative
class participation
cooperation with others
conflict resolution
goal setting
independent work
use of information
problem solving

 

 

 

Exemplars and Student Products

 

With your assistance, we hope to add samples of student work to this space. If you have photos of students at work, or would like to share samples that your students have produced, please contact Rodd Lucier vie email (r.lucier@ldcsb.on.ca) or telephone (519-663-2088 ext. 2520)

In order to publish samples of student work, the RPT Permission to Publish form must be completed and forwarded for filing. View completed sample.

Ontario Ministry of Education grade 5 & grade 6 science exemplars.

With your assistance, we hope to add samples of student work to this space. If you have photos of students at work, or would like to share samples of student work from this task, please contact the Science & Technology Curriculum Resource Teacher for the London District Catholic School Board at 519-663-2088 ext. 2520

 

 

 

Community Involvement


Wherever possible, Rich Performance Tasks have 'Real World' connections. By engaging participants from the school and wider community, we can create experiences for students that are authentic and highly motivating.

In presenting your students with a Rich Performance Task, you may choose to invite the participation of family and community members. For this task in particular, here are some suggestions for how to provide 'real world' connections for your students and the community:

1] Is there an occupation that lends itself to natural exploration with this task?

2] Is there a presentation component inthis task? Do you have community members who might be interested in being a part of a real world audience?

3] Are there opporunities for community members to assist in providing materials to help make your project more authentic?

 

 

 

 

Publication & Copyright Details

Last updated on December 4, 2006.

Copyright © 2006 London District Catholic School Board and its licensors.
All rights reserved.

This Rich Performance Task is modeled on the WebQuest format.


Keywords: Teacher, Rich Performance Task, RPT, Assessment, Catholic graduate expectations, Designing a task, Science & technology WebQuest