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GOLD! A WebQuest designed for third and fourth grade students by Terri Richter Introduction GOLD!

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slide1

GOLD!

A WebQuest designed for third and fourth grade students

by Terri Richter

introduction
Introduction

GOLD!

Congratulations! Prospector Pete has left you his goldmine! In his last will and testament he stipulated a few rules in order to claim the deed to the goldmine. You have just 1 week, yes 7 days, to discover where his mine is located. You must work together as a group.

clues
Clues

He has left a few clues to help you out.

  • These are the clues: New Helvetia
  • the Consumnes Indian Tribe
  • Mr. Scott
  • the Sacramento River
  • the American River
  • vineyards
  • orchards
  • rare plants
  • pine trees

Can you find it? Will you all be rich next week?

the process
The Process

On this quest for gold, you will be working in groups of four to complete your assigned task. Each member of the team will explore a variety of web pages that have been chosen to guide you in locating the hidden goldmine.

Each member of your team will research the background information provided on the California Gold Rush. You will decide as a group which role each individual will play and follow the links associated with your area of expertise. Your job is important to the discovery of the goldmine. Do your best work!

the roles
The Roles
  • The Geographer
  • The Botanist
  • The Anthropologist
  • The Historian
slide6

The Geographer

The job of the geographer is to examine the land features of California.

A geographer examines the soil, cities, hills and mountains, and river and streams.

http geography berkeley edu projectsresources publications parsons sauerlect html
http://geography.berkeley.edu/ProjectsResources/Publications/Parsons_SauerLect.htmlhttp://geography.berkeley.edu/ProjectsResources/Publications/Parsons_SauerLect.html

What cities are nearby the mine?

What is the soil type?

Are there hills, mountains, rivers or streams?

Can you figure out Prospector Pete’s clues?

slide8

The Botanist

The role of the botanist is to examine the plant life in California. Before beginning your research, learn more about what a botanist does.As a botanist, you will be researching the plants, and trees in the area.

http www careers co nz jobs 6b lif j26220a htm
http://www.careers.co.nz/jobs/6b_lif/j26220a.htm

What plants are found in the area?

Are there trees?

What kinds of trees are there?

Can you make sense of Prospector Pete’s clues?

slide10

The Anthropologist

The role of the anthropologist is to examine the people and cultures the California Gold Rush. Before beginning your research learn more about what an anthropologist does.

http americanhistory si edu hohr springer index htm
http://americanhistory.si.edu/hohr/springer/index.htm

Who was there?

How were they involved?

Did you read about any interesting people?

Can you make sense of Prospector Pete’s clues?

slide12

The Historian

The role of the historian is to examine the past. You will journey through history to discover what Prospector Pete’s clues mean. Before beginning your research find out more about what a historian does.

http americanhistory si edu hohr springer index htm13
http://americanhistory.si.edu/hohr/springer/index.htm

Who were the people involved in the California Gold Rush?

What really happened?

Where did it take place?

Can you make sense of Prospector Pete’s clues?

the assignment
The Assignment
  • Each member of the research team will investigate their individual role by visiting a variety of web sites and collecting information from them.
  • Focus on Prospector Pete’s clues searching for information.
  • Record the facts you learn about California and the Gold Rush in your journal.
  • Create a timeline relating to your discoveries.
  • As a group you must compare notes and decide which gold mine belongs to Prospector Pete.
  • You will be graded on the accuracy of your conclusion as well as how well you notate in you journal. The journal will be graded on its accuracy, neatness, and completeness.  Remember neatness counts!
resources
Resources

www.pbs.org/goldrush/funfacts.html

www.isu.edu/~trinmich/funfacts.html

www.eduplace.com/ss/hmss/4/unit/act3.2.html

ceres.ca.gov/ceres/calweb/geology/goldrush.html

www.pbs.org/wgbh/amex/kids/goldrush

conclusion
Conclusion

Congratulations! Your determination and perseverance has paid off. All of you are now the proud owners of a goldmine! Enjoy your new wealth but remember the lessons you have learned from exploring the California Gold Rush.

teacher s resource
Teacher’s Resource

FOURTH GRADE: Fourth grade Social Studies focuses on the story of California. Students will bring alive California's geography and history as they study early exploration, settlers, immigrants, Gold Rush, Statehood and Westward Movement.

FOURTH GRADE: Students will continue to develop an awareness of place by:

Social Science 4.1

· Becoming aware of the state's geographical features

· Discussing what were the geographic factors vital to people of the past which are no longer necessary for survival for the people of today

· Develop location skills and understanding

Social Studies 4.3

· Becoming increasingly familiar with California geography and large city locations

· Becoming familiar with the routes early settlers took into California

· Becoming familiar with routes of specific immigrants such as the Chinese and where specific groups of immigrants settled

Social Studies 4.4

· Learning more about the specific natural environment and how it affected the location of the Gold Mining towns and mission settlement

teacher s resource19
Teacher’s Resource

THIRD GRADE: Third grade Social Studies focuses on continuity and change. Emphasis is on the physical and cultural landscape of California, including the study of American Indians, the subsequent arrival of immigrants, and the impact they had in forming the character of our society

  • Social Science 3.1 Students identify geographical features in their local region.
  • They also trace the ways in which people have used the resources of the local region and modified the physical enviorment.
  • · They will develop location skills and understanding.
  • Social Studies 3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.