Introduction Assignment Internet Resources Activities Fun Things to Do Conclusion

State an introduction to your Learning Quest in this space.

You can write your task as a paragraph or in a bulleted list. The paragraph can

describe the outcomes which will be attained following the completion of the

Learning Quest.

• If you wish to us e a bulleted list, begin here with the first step.

• Step #2.

• Continue as necessary to complete the steps for your Learning Quest.

Information about the resources the learner will use can be written here.

• Link Title. Describe the link to clarify if you wish. Clarify which question

this URL will address.

• Link Title. Description. Question

• Link Title Description. Question

1. List the questions or activities which will be completed during the Learning

Quest.

2. Additional questions/activities.

3. Continue or delete as required to meet objectives to answer questions or provide

activities to reinforce learning during he LearningQuest.

This space can extend the learning process through additional activities. Internet

sites or ideas. Children can draw pictures based on what they learned, complete an

Internet activity or numerous other education activities.

A summarization of the learning can be placed here. You can also place some

additional resources or Internet addresses in this space.

This page maintained by (Your name). Written, (mm/dd/yy). Last updated mm/dd/yy.

From the time he was a small boy Wilson Bentley has been interested in the snow crystals that fall

near his home in Vermont. He dreams of using a camera to take pictures of the snow an d study each

flake. Little did he know that his dream would become an important discovery!

Wilson Bentley wanted to take pictures. Often we take pictures to remember a fun event or special

time. It is exciting to look at the pictures we have taken. In this LearningQuest, you will learn about

the history of photography and have fun while you do.

Expedition Riverside

http://www.cmp.ucr.edu/site/exhibitions/exped/ph1.html Activity 1

Dinosaur Hall

http://photo2.si.edu/dino/dino.html Activities 2 and 3

Scribble Pad

http://www.cs.reading.ac.uk/people/jpb/children/scribble.html Activity 4

1. View the photographs contained on this Web page. Write a short story about what is happening.

2. Look at the photographs of the Allosaurus dinosaur. Where was this picture taken? Who took it?

3. Look at the Stegosaurus dinosaur. When did this dinosaur live? Can you guess how many bones a

Stegosaurus has?

4. Pretend you are going to photograph a picture you made of your house. Use the scribble pad to

draw a picture of you house. Don’t forget any trees, the grass or the sun!

Use the following address to see pictures from the collections of the Smithsonian Institution, our

national museum:

http://photo2.ssi.edu/contents. html

From the list of subjects, pick three Web links that interest you and look at the photographs on

those pages. Which picture were your favorites? Do you think you could take picture like those you

saw? Did you see picture of people, animals, or objects? Have fun and share your favorite pictures

with your class.

Taking pictures. Pictures are a way to record things that happen to us, places we’ve been and people

that are important to u s. Sometimes a picture helps us remember an event or activity. Sometimes

pictures make us laugh. Whatever the reason, taking pictures is a fun activity and can be something

we enjoy for many years.y.

You can build literature connections for any type of reading material. The Internet

will help you locate books that you might want to use or you can ask your library media

specialist to help you select books for your students. A good place to start is with

Newbery or Caldecott winning books. Check out the links for award winning books also.

Check out the links to state award books or best books that organizations recommend.

Read Alouds. Consider the books you read aloud in your classroom. Check out Jim

Trelease's site for information on good read-aloud books. Parent Soup has a good article

and list of read aloud books. Explore read-aloud lists from people in Indiana and Canada.

Book Database. If you can't decide on a book, use the Database of Award-Winning Children's Literature.

It can help you select a book.

Once you have located a book, enjoy it. Take some notes as you read. Develop an overview page that contains

the title, author, illustrator, award, grade level, and summary. Think about questions you’d like to ask the author.

• How does the background of the author impact their writing?

• Brainstorm questions related to the people, places, and issues presented in the book.

• Would it be helpful to learn more about the setting of the book?

• What about the problems that the characters face?

• Are there words or situations in the book that might be unfamiliar to students?

Students enjoy learning about the author and illustrator of the book they are reading. Make a bulletin board or

table with information about the author for the students. Ask them to find a fact about the author that is

surprising, or interesting to them. Categorize these ideas on the bulletin board.

Why reinvent the wheel? There’s a good chance that other teachers and students are reading the same book as your

class. Use search engines to search for the name of the book. Do a search for lesson plans.

It’s time to examine the notes you took while reading the book. Create a list of themes, keywords, ideas, or

elements that might be interesting to explore. Are there words that need to be defined? Do students need to know

more about a social issue or historical event? Evaluate your resources carefully. Consider the readability of the

site including the fonts used, reading level, and headings. Is the site easy to to use? Does it have visual appeal?

Once you’re read the book and identified resources, you’re ready to design meaningful activities. Start with specify

outcomes related to your curriculum. Then, look for instructional strategies that will help reach those outcomes.

Use the book as a focal point for activities.

• What are the most important themes or elements in the book?

• What will motivate or draw the interest of students?

• Where do students need more information or experiences to better understand the story?

• How does the book link to other important concepts across the curriculum?

• What do you want students to be able to do or talk about after completing the activity?

• What specific concepts or generalizations are important?

• How will students show their new knowledge or skill?

• How will they express their attitudes or values related to the issues presented in the book?

• Start with a goal, a question to answer or a problem to solve.

• Draw student interest by reading a quote from the book, asking about a word or phrase, or a picture.

• Use a website to website, show a colorful picture, or point out a table o f contents with motivating links.

• The springboard activity is intended to gain and maintain the interest of your students.

• Consider developing a scenario or case study to serve as the setting for the project.

• Ask student to take on a role or serve as a detective as they explore the information found on the Internet.

For example, how would a character in the book react to a particular situation?

• Consider the reading level of your students.

• The activity must be flexible enough to evolve as the web resources change. Instead of posing specific

questions ask a question that requires the student to apply the information they find at the site.

• Ask students to do something with the information they find. They could hold a debate, create a poster, or

write a letter.

• Share your project with others.

The last step is implementation and evaluation. As you implement the project, consider classroom management. In

other words, who, will be doing what, when? Think about developing small group reading teams that would work

together on projects. This will make the best use of your limited technology resources. Then, ask groups to share

their book and project with other class members.

Revisit your mission. Have students achieved the outcomes you identified? Be sure to use a variety of

assessment tools that focus on both the reading and content aspects of the project. Most of all, enjoy!

bibliography ad campaign animation Anecdotes Articles short story

card game board game book brochure Collection scrapbook

comic contest chart Collage Diagram tour

database debate Costume Display Documentary songs

diary dictionary Diorama Flowchart Invention terrarium

drawing essay Illustration Interview Jigsaw Puzzle spreadsheets

invitation HyperStudio Graphic Greeting Card Magazine test

journal graph Museum Limerick Models speech

map Letter Newspaper Mobiles Pamphlet timelines

multimedia Mask Radio Show Oral Report Puppets Web page

newscast Newsletter Role Playing Photos Play polls

poem Paper folding Sculpture Presentation Research Paper tape recordsings

quilt Quiz Bowl Slide Show Recipe Simulation transparencies

review Riddle Surveys Rubbings Specimens Traavelogue

short story Scrapbook Tour Songs Terrarium Video

Choose a book which is age-appropriate for your students and geared to your students’

interest level. Don’t be too concerned about the reading level of a book. If the theme is interesting

to the students, they will be motivated to read a book even if not on their independent reading level.

Try Ask Jeeves for Kids, Google, AltaVista, Yahooligans, KidsClick!, Blue Webm, Dogpile

Always bookmark the websites ahead of time. This will reduce time spent in searching for

the sites and allow you to test activities and check for sites and allow you to test activities and

check for change or modifications in the websites. There are a variety of ways to use the website

activities. Try these suggestions. Read portions of the book together. Have students work

individually with a partner, or in small groups to complete the activities.

Have students work independently by selecting their own books and completing the corresponding

Internet activities.

Assign a book to a group of students. Ask them to read the story together and complete the

website activities a a team.

Read the story together as a group. Introduce the websites using a projector on the computer.

Have the students complete the activities individually.

• Stay on the websites bookmarked by your teacher or library media specialist unless you are

given permission to surf for other sites.

• Never give you name, address, phone number, teacher’s name, or school’s name to anyone you

meet on the Internet.

• Never download a program from the Internet unless your computer is protected with antivirus

program.

• Don’t believe everything you read online. Some people may not be telling you the truth.

• Never agree to keep a relationship on the Internet secret.

• Tell your teacher if anyone on the Internet asks you to meet them in person. Never make

arrangements to meet a stranger.

• Never reply to e-mail messages from strangers.

• Fill out an on-line survey.

• Enter a contest.

• Send a e-mail.

• Submit information to a site.

• Enter a chat room

• Download a file or program.

• Be polite when you send messages. Do not curse or use name-calling.

• Tell your teacher or librarian immediately if you see anything on the Internet which seems

strange or upsetting.

The Author Corner http://ccpl.carr.org/authco/

A place to meet authors and illustrators of children and young adult books.

Children's Literature Web Guide http://www.acs.ucalgary.ca/~dkbrown/index.html

This site is maintained by David Brown at the University of Calgary. He examines each link and includes

things for quality and authenticity.

Celebrate Children's Authors http://edcen.ehhs.cmich.edu/~tbushey/author.html

CBC Author & Illustrator Links (scroll down and click on Author & Illustrator Links)

http://www.cbcbooks.org/html/aboutauthors.html

Established in 1945 by the Children's Book Council, it's a non-profit organization dedicated to encouraging

literacy and the enjoyment of reading in children.

Children's Literature Authors and Illustrators http://www.childrenlit.com/f_mai..htm

Children's and Young Adults Authors and Illustrators http://falcon.jmu.edu/~ramsey/biochildhome.htm

This site was created by the Internet School Library Media Center Index. Has lots and lots of great author

sites.

http://www.statelib.lib.in.us/WWW/LDO/CHILDRENS/index.htm

This is a online version of the book

Internet Public Library Youth Division http//www.ipl.org/cgi-bin/youth/youth.out.pl?sub=rzn000.

Learning about the Author & Illustrator Pages http://www.scils.rutgers.edu/%7Ekvander

This site has been designed and maintained by Kay Vandergrift, professor at Rutgers University. Has an

extensive list of children's and young adult author and illustrator sites.

Links for Book Lovers http://www.haemibalgassi.com/links.html

A great pge featuring author links, publishers, and online bookstores.

Mr. William Shakespeare and the Internet http://daphne.palomar.edu/shakespeare/

The goals of this site are to be a comprehensive annotated guide to Shakespeare on the Internet and to

present material not available anywhere else.

The Scoop Biographies http://www.friend.ly.net/scoop/biographies

Yahoo! Children's Authors http://dir.yahoo.com/Arts/Humanities/Literature/Authors/children_s/

List of annotated links to children's author's.

Yahoo! Young Adult Authors http://dir.yahoo.com/Arts/Humanities/Literature/Authors/Young_Adult/

Annotated links to children's authors's.

Lots of ideas and themes here to discover