Introduction
Learners Standards Process Resources Evaluation Student Page Home


Teacher Introduction

This lesson was developed as part of TeacherTECH, a training program sponsored by the Center for Excellence and Equity in Education (CEEE) and made possible by support from the National Science Foundation through the EPIC and Rice University.

This lesson is designed to take students on a virtual tour of the Holy Land with the purpose of acquiring knowledge of Holy Land sites and utilize technology applications to organize and present information. A competitive element is incorporated to spark creativity and quality in completing the task. Students will also engage in group dynamics and incorporate technology, language arts, and graphic design into the lesson. After taking a virtual tour, students are informed that they have just been hired by a premier travel agency and will be placed in teams to put together a tour package to attract world renowned scholars, professors and theologians. The outcome of the task will produce a travel brochure, powerpoint presentation and "potential tour guides" who are knowledgeable of the major places and events in the Holy Land. Hopefully, students come away with a deeper feeling of connectedness to our Christian heritage. For those of you who would like to truly enrich this lesson, I recommend purchasing a video/DVD as an intorduction to the lesson. I think this is the only way to get a true experience. Most of the online tours I have found provide pictures rather than video clips. The following link offers these video's at a reasonable cost: http://www.myfamilysoftware.com/holy-land-tour.html .

 

 


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Learners
This webquest is anchored in middle school Technology Applications and or Theology and may be adapted for the lower or higher end by adjusting the rubrics and streamlining requirements. This project involves technology application skills and includes standards for language arts and social studies.

Prior to beginning this lesson students should have intermediate skills in technology including Microsoft Publisher, Microsoft Power Point, Microsoft Word and Internet usage skills. Each team will need to include strong leaders to help move the team forward. Students should be encouraged to utilize a variety of outside resources especially teachers in other disciplines, parents, library etc. Learning how to work in teams is a big part of this web experience. Students should learn and experience how group dynamics impact the outcome of large projects.

 

 

 

 

 


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Standards

After completing this webquest, students will meet the following standards as set forth by the Texas Essential Knowledge and Skills Assessment :

Language Arts:
Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to:

  • demonstrate effective communication skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8)

Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to:

  • form and revise questions for investigations, including questions arising from readings, assignments, and units of study (6-8)
  • use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8)
  • use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8)
  • produce research projects and reports in effective formats for various audiences (6-8)
  • present organized statements, reports, and speeches using visuals or media to support meaning, as appropriate (6-8)

Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to:

  • write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8)
  • write to influence such as to persuade, argue, and request (4-8)
  • write to inform such as to explain, describe, report, and narrate (4-8)
  • select and use voice and style appropriate to audience and purpose (6-8)
  • choose the appropriate form for his/her own purpose for writing, including journals, letters, editorials, reviews, poems, presentations, narratives, reports, and instructions

Writing/writing process. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to:

  • generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs (4-8)
  • develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8)
  • revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8)
  • revise drafts for coherence, progression, and logical support of ideas (4-8)
  • use available technology to support aspects of creating, revising, editing, and publishing texts (4-8)
  • refine selected pieces frequently to "publish" for general and specific audiences (4-8)
  • proofread his/her own writing and that of others (4-8)
  • select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8)

Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:

  • take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8)
  • present information in various forms using available technology (4-8)
  • Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The student is expected to:
  • collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8)
  • correspond with peers or others via e-mail or conventional mail (4-8).

Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to:

  • select, organize, or produce visuals to complement and extend meanings (4-8)
  • produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8)

Social Studies:

Geography. The student understands the characteristics and relative locations of major historical and contemporary societies. The student is expected to:

  • locate major historical and contemporary societies on maps and globes

Technology Applications:

Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

  • plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings
  • create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats
  • use interactive virtual environments, appropriate to level, such as virtual reality or simulations
  • use foundation and enrichment curricula in the creation of products.


Process

1.Assign teams of 4 to 8 students depending on the size of your class. An ideal team would consist of 6 students with 2 students assigned as historian. However, your class demographics will be the best determining factor in establishing cohesive synergistic groups.

2.Each team should be directed to choose from the following positions:
A.Graphic Designer:
This person is responsible for designing a brochure that would be used to mail out to gather prospective tourists. Information and graphic images will be gathered by the historian and photographer/ image specialist. This brochure will include:

  • A graphically pleasing layout utilizing good design practices and appropriate graphic images.
  • Five destination sites with a brief caption of a significant event that took place in this region.
  • A map featuring the Holy Land.
  • Pertinent data providing all travel arrangements such as; roundtrip airfare, hotel accommodations and meal
    package.

B. Image Specialist:
This person will gather graphic images needed for use in the travel brochure and power point presentation. Images may include, web graphics, clip art or scanned photography. This person will create an image file to gather, collect and organize needed art work and edit, enhance, crop and export all images to their destinations.

C. Historian (2 recommended):
The duties of the historian begins with a group meeting to collectively determine which of the destinations sites will be selected as the itinerary for the Holy Land Tour. Selection should include a) ites that answer the questions posed
in the introduction, b) places where significant events occurred, c) places of popular attraction. After determining
the places to be visited the historian will ensure that all members of the group are clear on which sites have been
selected. Compile historical information and compose the write-ups for the brochure and power point.

D. Tour Guide:
This person will prepare and produce a power point to present to the travel agencies marketing director using images and information gathered by the team. This person will organize the information, develop the presentation and
give the oral presentation to the director and all staff and employees on hand. This person will create files and folders to collect needed information and import them into the presentation. This person will open and conduct the team meetings to share, discuss, and track progress of all members.

E. Itinerary Specialist:
This person will research the internet and find the following accommodations: Roundtrip Airfare including price, and airline, hotel accommodations in each of the tour sites, estimated meal package featuring three famous or four star
restaurants. This will be compiled in an excel spreadsheet to organize and share with the team. This person will also
take the lead in developing a timeline calendar to chart team progress and meet deadlines.

3. Once all roles have been assigned, each team member should begin the project by taking the on-line tours provided with these links:
1.
2.

This lesson should be easily pulled off by a novice teacher. If this lesson is based in Theology classes then collaboration should take place with the Technology teacher to coordinate completion of research, media presentations. Perhaps a joint endeavor will work best. If this class is based in Technology Applications, then collaboration should include other teachers for support as resources.


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These pages were developed through TeacherTECH, the teacher professional development component of GirlTECH, which is sponsored by the Center for Excellence and Equity in Education (CEEE) and made possible by support from the National Science Foundation and Rice University.

Copyright © 1995 -2006 by Barbara Molaison
Updated: Friday, June 16, 2006 10:53 AM
URL = http://teachertech.rice.edu/Participants/bmolaison