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  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Mysteries of the World: Stonehenge

    • Grade 7
    • Language Arts
    Miscouche Consolidated School
    Miscouche, PE, C0B 1T0
    Telephone: 888-8495
    Fax: 888-8491
    Website: http://www.edu.pe.ca/miscouche/

    Teachers:
    Tina Wood, Teacher-Librarian (woodt@miscouche.edu.pe.ca)
    Susan S. Hornby, Grade 7 Teacher (hornby@stonepark.edu.pe.ca)


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Group Activities: Activity 1
  • Group Activities: Activity 2
  • Group Activities: Activity 3
  • Glossary of Terms

    Introduction
    (Curriculum Context - Background Information)

    This activity is called a webquest. A quest is a journey for something noble. In this webquest, students will be taking a virtual tour to Stonehenge, an actual site whose origins and purpose is still a mystery today! On their journey students will be seeking knowledge about this site and will be asked to use the knowledge that they gain on their journey to complete various activities. The entire webquest, including instructions for students and activities can be found linked off the Miscouche Elementary website at the following address:

    Students will need basic Internet navigation skills in order to complete this webquest, such as understanding what links are and how to access them, and knowing how to use the BACK and FORWARD buttons.

    This is designed as an independent activity. Once the students have the basic knowledge of navigating the Internet, the hope is that they will be able to complete the activity independently.

    Pre-teaching of the glossary of terms, listed under the guidance section, may be needed. You may wish to incorporate these into a spelling, vocabulary or science lesson.

    This webquest was designed for the language arts Multisource theme "Mystery and Wonder", which is used at the grade seven level in Prince Edward Island. However, it could be easily adapted for other grade levels or lessons in science or social studies.


    General Goals
    (Why are we doing this?)

    To intergrate the use of technology into a meaningful project which compements our current language arts theme.

    To help students gain basic Internet navigation skills.

    To show students that there are different ways of representing views, ideas, opinions and creative expressions, and to give them a chance to explore these options.

    To provide students with an sense of the mysteries of the world surrounding them.


    Student Learning Outcomes
    (Knowledge, Skills, Strategies and Attitudes from the Atlantic [APEF] Curriculum)

    Planning Stage

    GRADE LEVEL: 7
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • follow instructions and respond to questions and directions (3)

  • GRADE LEVEL: 7
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • demonstrate a commitment to crafting pieces of writing and other representations (4)
  • Gathering Information Stage

    GRADE LEVEL: 7
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select texts that address their learning needs and range of special interests (1)
  • develop some independence for recognizing and using various reading and viewing strategies (predicting, questioning, etc.) And in using cueing systems (graphophonic, contextual, syntactic, etc,) and to construct meaning; apply and develop these strategies and systems while reading and viewing increasingly complex print and media texts (4)
  • talk and write about the various processes and strategies readers and viewers apply when constructing meaning from various texts; recognize and articulate personal processes and strategies used when reading or viewing various texts (5)

  • GRADE LEVEL: 7
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • identify and articulate personal needs and personal learning needs with growing clarity and some independence (1)
  • become increasingly aware of and use periodically the many print and non-print avenues and sources (Internet, documentaries, interviews...) Through which information can be accessed and selected (2)

  • GRADE LEVEL: 7
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • make evaluations or judgements about texts and learn to express personal points of view (2)

  • GRADE LEVEL: 7
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • develop an ability to respond critically to various texts in a variety of ways such as identifying, describing, and discussing the form, structure, and content of texts and how they might contribute to meaning construction and understanding
    -- recognize that personal knowledge, ideas, values, perceptions, and points of view influence how writers create texts
    -- become aware of how and when personal background influences meaning construction, understanding, and textual response
    -- recognize that there are values inherent in a text, and begin to identify those values
    -- explore how various cultures and realities are portrayed in media texts (3)
  • Interacting With Information Stage

    GRADE LEVEL: 7
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express clearly and with conviction, a personal point of view, and be able to support that position (3)

  • GRADE LEVEL: 7
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • follow instructions and respond to questions and directions (3)

  • GRADE LEVEL: 7
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • extend personal responses, either orally or in writing, to print and non-print texts by explaining in some detail initial or basic reactions to those texts (1)
  • make evaluations or judgements about texts and learn to express personal points of view (2)
  • while learning to express personal points of view, develop the ability to find evidence and examples in texts to support personal views about themes, issues, and situations (3)
  • Creating New Information Stage

    GRADE LEVEL: 7
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express clearly and with conviction, a personal point of view, and be able to support that position (3)

  • GRADE LEVEL: 7
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • begin to understand that ideas can be represented in more than one way and experiment with using other forms such as dialogue, posters, and advertisements (3)
  • develop the awareness that content, writing style, tone of voice, language choice, and text organization need to fit the reader and suit the reason for writing (4)

  • GRADE LEVEL: 7
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • acquire some exposure to the various technologies used for communicating to a variety of audiences for a range of purposes (videos, e-mail, word processing, audiotapes) (3)
  • demonstrate a commitment to crafting pieces of writing and other representations (4)
  • Interacting With Information Stage

    GRADE LEVEL: 7
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • become aware of and describe the writing strategies that help them learn; express an understanding of their personal growth as language learners and language users (2)

  • GRADE LEVEL: 7
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • recognize that a writer's choice of form is influenced by both the writing purpose (to entertain, inform, request, record, describe) and the reader for whom the text is intended (e.g., understand how and why a note to a friend differs from a letter requesting information) (2)
  • develop the awareness that content, writing style, tone of voice, language choice, and text organization need to fit the reader and suit the reason for writing (4)
  • Assessment and Evaluation Stage

    GRADE LEVEL: 7
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • know how and when to ask questions that call for elaboration and clarification; give appropriate responses when asked for the same information (2)

  • GRADE LEVEL: 7
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • follow instructions and respond to questions and directions (3)

  • GRADE LEVEL: 7
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • acquire some exposure to the various technologies used for communicating to a variety of audiences for a range of purposes (videos, e-mail, word processing, audiotapes) (3)
  • demonstrate a commitment to crafting pieces of writing and other representations (4)


  • Learning Resources Required
    (Print, non-print, audio-visual, electronic, community)

    Electronic - Websites

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