Background:

Using familiar activities such as driving and sightseeing, students take a hypothetical journey from Sag Harbor, New York to California by either car, motorcycle, or van. They select from the routes given in the book and plan a journey, taking notes and collecting pictures along the way. Each group is responsible for reading at least 60-70 pages of the book for their project.

Students are divided into four groups, 4-5 students per each group. Students are encouraged to each pick a different route in the WebQuest.

All of the research materials are provided in the WebQuest. However, the students are encouraged to go beyond the information provided to find additional information on the Internet and in the library. The students work in teams and record what they have seen and something of the history of several stopping points. They record the information in a journal, which is produced on a word processor.

Images in the form of pictures and maps are used to illustrate the journal. Skills in narrative writing, research, organizing, computer use, and collaborative learning are important activities in the process. The final product is submitted for a grade by each group and presented to the class.

The WebQuest is flexible, allowing for variations according to academic level and limitations in technology. Students should have some prior preparation with search engines, word processing, and manipulating graphics.

Opening:

Prior to beginning the WebQuest lesson, the teacher reviews Internet and library research techniques. A preliminary activity might include a discussion concerning automobile trips the students have taken to various places or to places they would like to visit. A discussion concerning what you might see if you went from the Maryland to New York City could effectively set up the lesson.

The teacher could ask the students to look at a map of the United States to locate and pronounce some of the cities and towns between New York and Los Angeles. When the stage has been set, the teacher announces that the entire class is going on a journey from across the United States with a dog named Charley. Introduce the book, Travels with Charley by John Steinbeck.

The teacher uses the included rubric to explain how the activity will be evaluated. Students are given a copy of the rubric for reference. All of the forms required are in the WebQuest. It is important for the teacher to explain to the students how to complete these forms accurately.

Development:

The teacher can "walk" the students through the various steps of the process, discussing some of the activities required to complete "A Travels with Charley Journal."

When the students have an adequate understanding of how to navigate the WebQuest, the lesson can begin. The teacher must monitor the progress of the writing and research and the techniques the students are using to coordinate text with various images. All of the materials for the teacher and the students are on the WebQuest site, but the teacher might want additional resources to accommodate specific students. Only the teacher can determine the length of time required for the class to complete the lesson.

After the research and the writing has been completed, the final product is submitted. The journal will be submitted as a Word document or in some other word processing format. You may want the students to use a desktop publishing program such as Microsoft Publisher, Corel Ventura 8 Publisher, or Adobe PageMaker.

Closing:

When the journals have been completed, the presenter of the group will get up and give a 3-5 minute speech about their group's journal. PowerPoint can be used for this part of the WebQuest. Then, after speeches are completed, the teacher asks all of the students to look at the journals of the other groups. Each student can refer to the rubric and decide the strengths and weaknesses of each journal. Awards can be given for various categories: writing, graphics, design, and creativity.

Body:

WebQuest Overview


Introduction:

"You have been selected to take an exciting journey. You and some of your classmates will be traveling from the East Coast across the country to the West Coast. You will travel by car, van, or motorcycle, and you won't need a driver's license!

Using the Internet and other sources of information to take a virtual journey, recording your experiences as you visit the cities and towns along a 500 mile or so route that will take you through big cities, farmland, hot deserts, beach communities, and rugged mountain passes. There will be four different routes you can choose from in this experience.

Using the John Steinbeck book, Travels with Charley as a guide, you will record your journey in a Traveler's Graphic Journal. You will join a Travel Team and work together to write a narrative of your experiences illustrated with photographs, maps, charts, and other graphics. Get ready for a wonderful experience. Students..... start your engines!"

Task:

Using Internet resources, you will create an illustrated journal documenting a simulated journey from the East Coast to California (depending on which route you take). This journal will include written descriptions of many of the places you may see along the way, including pictures of interesting places, people, map references, historical references, graphics, and references to web sites for additional information. You will be creating this journal as part of a research team. You and your team will combine your talents to create a well-written, graphically interesting, and exciting account of a 500 mile journey. Your completed journal will be printed and handed in to the teacher after being presented to the class by your group.

Process:

Step 1:

Arrange the class into groups. The WebQuest calls for four groups, having between 4-5 students in each group. Review the responsibilities of each role with students and have them pick what role they want to assume. Print out the rubric for the lesson and discuss the details of the assessment process. Give each group a copy of the rubric and Peer Feedback Checklist. Students' roles are listed below:

1. Geographer - Researches the travel route using Internet resources, library reference books, and an assortment of maps to plan each phase of the journey. Works closely with the other members of the team to communicate information about the landscape along the route, topographical information, climate, and relevant information relating to the historical and contemporary culture of specific areas along the route. The Geographer writes specific journal entries.

2. Historian - Uses the Internet and other sources of information to find information about the events that have made an impact on the lives of the people who lived along the route of the journey. Works closely with the Geographer to locate information about former cultures, towns, and important historical events which have shaped the way in which the people of the area live now and how they lived in the past. Works very closely with the writer in describing the contemporary and cultural history of specific areas along the route. The Historian writes specific journal entries.

3. Writer - Responsible for writing most of the journal entries in Microsoft Word. Uses the information provided by the Geographer and the Historian to develop the narrative that describes each phase of the journey. Edits the Journal and coordinates each phase of the writing process. Works closely with the Geographer and the Historian and Presenter to include information that will result in an interesting, informative, and exciting journal and presentation.

4. Designer - Responsible for locating appropriate graphics. Works closely with the Geographer and the Historian to find appropriate graphics to illustrate the journal narrative. Works closely with the Writer to plan the way the Journal is to be organized and how the text and graphics can be effectively coordinated. Works with Presenter to by adding graphics, text for the presentation. Responsible for creating an attractive cover.

5. Presenter (optional) - Responsible for presenting the completed project to the class. Works closely with the Writer and Designer to plan the presentation (additional points given if speech is done along side of a PowerPoint presentation). Presentation will be 3-5 minutes in length. Student will turn in presentation notes to teacher after speech OR if student wants, this part of the activity can be done on PowerPoint and saved on disk to give to teacher instead of hand-written notes. This role can be used if you have more than 4 students in one group.


Step 2:

In this step you can assign the route each group will take in their journey from the East Coast to the West Coast. Or, you can have each group make that decision. Although there is no reason why all the groups can't take the same route, a variety of routes might result in a more interesting assignment Place a time limit on all of this decision making. Assist each group in making this decision.

Once a route has been assigned, click on the hypertext for each of the routes they can take. Many teachers find it much more efficient to assign groups and roles. The four routes are listed below:

ROUTE #1:   Sag Harbour to Connenicut then Deerfield, Massachusetts to Vermont. Continue to New Hampshire (White Mountains) to Bangor, Maine to Deer Island  (U.S Highway 1). Finally through Maine (towns: Millbridge, Addison, Machias, Perry and South Robbinston) and again through White Mountains, then down New York State via Rouses Point (via Highway 104) towards Erie, PA.     PAGES 10-83 in TWC.

ROUTE #2:                                                                                    PAGES 84-151.                                                           
                                                                                                         

ROUTE #3:                                                                                    PAGES 152-208.

ROUTE #4:                                                                   PAGES 209-277.


Step 3:

In this step, each group decides the means of transportation (automobile, van or motorcycle). The form of transportation will influence the route they will take. Ask students to click on the two types of transportation and to read the information on each page. There are specific requirements and rules for each means of transportation:

1. If your Travel Team decides to take your journey by automobile/van, here are some rules of the road...

* Stay on the paved highways and streets.
* You must drive near or at the posted speed limits.
* You can travel up to 50 miles a day.
* You must stop at no fewer than 6 cities, towns, or points of interest along the route you have selected.
* You must complete your journey in no more than four days.

2. If your Travel Team decides to travel by motorcycle, here are some rules of the road...

* You can travel on both paved and dirt roads.
* You can travel no more than 30 miles in a day.
* You can ride two Team Members per motorcycle.
* You must keep within the posted speed limits.
* You must stop to visit at least 6 towns or important sites.

Step 4:

Using the Traveler's Planning Form. Each group should print out one form and complete the information on the first day of the assignment. Keep this form for your information and to assess the activity of each group as the assignment begins.

Step 5:

Ask students to open the Traveler's Team Activity Log. Pass out a copy of the form, discuss it's purpose and when it is due. This form is for you to evaluate the progress of each team. Students record the miles traveled along with notes about their research, writing, conferences, and decisions.

Step 6:

Students write a Daily Travel Journal. This is the on-going writing and research process. Ask students to use the word processor to take notes and write journal entries. Although the Writer is responsible for most of the narrative, all members of the team should be involved in the writing process. The Historian gives the Writer important information to add to the journal. The Designer gives the Writer suggestions for graphics to illustrate the text. Ask the students to save all the work they have done to a disk on a regular basis. Graphics may be saved on a separate disk or in a separate file. Have an adequate number of blank floppy disks available and label each disk with group's name.

Conclusion Activity:

Step 7:

Publishing the Traveler's Graphic Journal: When students have completed the writing process, they can add photos, titles, and other images. Take time for instruction on the effective use of graphics and how to add them to a page of text. Color photos will reproduce in clear and crisp black and white. Use the black ink setting on the printer. If possible, ask the students to print the front cover in color on someone from the group's home computer. Suggestions for publishing the journal:

* Use Microsoft Word as your word processor.
* Save your daily journal writing to a floppy disk.
* Save graphic files to a floppy disk to add to the journal later.
* Print your final copy on white, 8 1/2" x 11" paper.
* Use the text wrap feature to make the text flow around pictures.
* Do not just write captions. The graphics should only illustrate the information.
* Your last page should list the Internet sites and library materials you used for references. Be sure to include the name of every member of the team.
* Develop an attractive title page.
* Bind your Journal with a card stock cover. Use brads or comb binding to publish your Journal in a professional manner.
* Make 5 copies of your Journal -- one for each member and one for the teacher.

Presentation:

The Presenter will through a prepared speech or PowerPoint presentation show their group's Journal through images and journal descriptions. Speech/presentation will be 3-5 minutes in length. Notes/PowerPoint will be turned into instructor after the speech.  Each group will present their journal to the class.

Assessment:

Evaluation:

Teachers can use a rubric to assess students on the following criteria (research, organization, writing, design, and collaboration):

1. Demonstrates effective and efficient use of the Internet and library resources for locating appropriate sources of information. Provides proper citations and references to sources of information.
2. Demonstrates an ability to effectively use and organize many sources of information.
3. Demonstrates the ability to write clearly, following the rules of Standard American English so to effectively communicate information, ideas, and conclusions.
4. Demonstrates the ability to create a well-organized, graphically rich publication which effectively integrates images and text.
5. Demonstrates the ability to work cooperatively, sharing information and skills necessary for effective collaborative learning.
6. Collect 'Peer Feedback Checklist' form and use this accordingly to supplement grade.

Credits:

Original idea/concept for WebQuest by David Boin.

The Steinbeck Organization