Teacher Page

A WebQuest for 4th Grade Science/Social Studies/Language Arts

Designed by
Jessica Carroll
and
Mark Carroll

Introduction | Learners | Standards | Process | Evaluation | Conclusion | Credits | Student Page

Introduction

This lesson was inspired by a "classroom sketch" outlined in a social studies methods text. After much research and letters to legislators, fourth graders in Pennsylvania convinced legislators to adopt the firefly as the state insect. Students were even invited to Harrisburg to testify their knowledge about the firefly before the House Government Committee! It was quite a media event, and students in Mrs. Holzwarth's class acquired real world knowledge and experience regarding civic education!

This lesson focuses more on symbolism, rather than the legislative process, but I hope Nevada schoolchildren expand their research beyond this WebQuest. Encourage your students to become part of Nevada history by proposing a Nevada state insect!

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This lesson is anchored in fourth grade social studies and involves science and language arts to a lesser extent. This lesson could easily be extended to fifth or sixth grade.

Prior to beginning this lesson, it is helpful for students to be familiar with Nevada state symbols. The definition and characteristics of insects should also be reviewed. Additionally, students should have experience in persuasive writing.

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National Standards Addressed

• Social Studies (III People, Places, and Environment): Social studies programs should include experiences that provide for the study of people, places, and environments.
• Science (NS.K-4.3 Life Science): As a result of activities in grades K-4, all students should develop understanding of:The characteristics of organisms; Life cycles of organisms; Organisms and environments
• Language Arts/English (NL-ENG.K-12.4 Communication Skills): Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

This lesson also incorporates the following Nevada Content Standards and objectives from the Clark County School District (CCSD) Curriculum Essentials Framework:

Social Studies Standards Addressed

• (4)4.6 explain the symbols, mottoes, and slogans related to Nevada, including: “Battle Born,” state seal, Silver State, state flag [NS 6.5.22]
• (4)1.13 work cooperatively in groups
• (4)1.14 recognize differences of opinion

Science Standards Addressed

• (4)2.1 investigate, describe, compare, and contrast identifiable structures and characteristics of plants and animals [NS 6.4.2]
• (4)3.19 generate examples of various ecosystems found in Nevada and the United States (e.g., mountains, deserts, forests) [NS 3.4.3]
• (4)3.20 explain the location and distribution of a specific ecosystem in Nevada and the United States [NS 3.4.4]
• (4)5.6 explore and research science-related careers

Language Arts Standards Addressed

• (4)2.4 use note taking, outlining, summarizing, and other graphic organizers to organize and understand information from text [NS 2.4.4]
• (4)4.6 read and follow multi-step directions to complete a task [NS 4.4.6]
• (4)9.3 give organized presentations that demonstrate a clear viewpoint [NS 9.4.3]
• (4)10.1 contribute to and listen attentively in conversations and group discussions [NS 10.4.1]
• (4)10.2 ask and answer questions with relevant details to clarify ideas [NS 10.4.2]
• (4)10.3 share ideas, opinions, and information clearly and effectively [NS 10.4.3]
• (4)10.4 identify and express opinions and state facts [NS 10.4.4]
• (4)11.2 use a variety of library resources, media, and technology to find information on a topic [NS 11.4.2]
• (4)11.4 organize and record information from print and non-print resources [NS 11.4.4]

Technology Standards Addressed

• (4)3.3 select information from a variety of remote resources for a research topic or problem
• (4)4.4 use technologies independently and collaboratively

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To complete this lesson you must divide the class into groups of three. Ensure that the group has a leader, note taker, and a navigator. One way of dividing the class into these groups would be to describe what each position entails and have the students separate themselves into the various roles. You will probably get an uneven distribution and have to talk a few students into changing roles. Use previous examples of a student's work to illustrate they would do well in another role.

Variations/Extensions

• For older students, have them search the Internet for their own Nevada-related insects, rather than providing a predetermined list. A helpful site geared toward more advance readers is Nature Serve Explorer. Search the database for species by state.
• Upon the completion of the list, have students research steps to have their chosen insect officially become the state insect. The following links may be helpful:
  History of Nevada Symbols
  Nevada Legislature

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Evaluation for this project will utilize solely utilize the rubric provided on the student page.

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This lesson contains many components including state symbols, insects, individual research, and group collaboration. The students will become familiar with the importance of symbolism and relate that to the significance of their state.

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National standards acquired from: Education World

Lesson inspired by "Classroom Sketch" in the following book:
Maxim, G.W. (1999). Social Studies and the Elementary School Child (6th ed.). New Jersey: Merrill/Prentice Hall.

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