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WebQuest Main Page for  

Our Field Trip to Mexico

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Introduction Process
Goals Evaluation
Task Conclusion
Activity Extensions
Resources Teacher Notes
 

 

Introduction 

This project is a 10 day classroom adventure. Day one begins with a visit from a representative of the local travel agency  to discuss traveling to Mexico.  This person will bring brochures and travel information for students to use throughout the study.  Note:  if the representative can not visit, a field trip or teacher presentation of Mexico will begin the study.  (An arrangement will be made with this travel agency representative to display the student-created travel brochures that will be made at the conclusion of this study.) 

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The TN Curriculum Standards for Sixth Grade

*  English/Language Arts sixth grade TN Content Standard: The student will develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences.

* Reading - sixth grade TN Content Standard: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text.

* Technology - sixth grade TN Content Standard: 
The student will use technology as a tool to conduct and evaluate research and to communicate effectively information and ideas. 

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Student Task:

Buenos Dias, Amigos! You are going on a field trip to  Mexico!  Together we will learn more of the Spanish language and the Hispanic culture as we tour!   Let's read, write, and work as we travel to Mexico. Together, let's gather some facts! 

We will have great fun on our trip!  First read and follow the directions and complete all the assignments on the way!  At completion, you'll be able to print out your certificate declaring you a classroom cyber visitor to Mexico.

Student Information

Students, you will work in pairs. You will be traveling to Mexico together.  You have 10 days to schedule and $3,000.   During your cyber visit to Mexico, your task is to complete the "A Trip to Mexico" travel plan, design a reasonably priced itinerary to Mexico, keep up with your budget, make journal entries for each of the ten days that you are gone, and create a travel brochure to entice others to visit Mexico.  

Days 2-9

1. As with any trip, first we must prepare to travel.  Here's some things to take care of first. (If your teacher has not printed out the "Travel Plan" sheet to complete, then click here to view or print.)

2.  Visit Internet sites about Hispanic and Native American cultures. (Day 4)

3. Interview family members or people of Hispanic or Native American culture.  (Students should write the interviews and bring them to class to share with other students.) (Day 5)

3. Talk to the art and music teacher at your school and get information about Hispanic art and music.  (Day 6)  A discussion with actual hands on with a Hispanic art project and the playing of music from this culture would provide an appreciation for the art and music of this culture.

4. Visit the school's library or public library to gather books and resources about the culture. Students will keep a daily reflection journal to describe your feelings, impressions, questions, and comments.  (Day 7)  If journals are not completed, students would use the available resources of the library to complete the itinerary to Mexico and their journals of the ten days. 

5. Compare and contrast elements of cultural similarities and differences between the Hispanic and American cultures. (Day 8) Discussion and the sharing of journals to compare and contrast the cultures. 

6. Day 9 and 10 - Students will create a travel brochure to entice others to visit Mexico. These will be displayed at the local travel agency or school libary.  
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Alternative Activities for Remedial or Enrichment:

1.  Visit this site and read about Mexico.  Go through your choice of two of the listed WebQuests on specific aspects of Mexico. 

http://www.aps.edu/aps/sw_depart/~moffett/newmex.htm  (Mexico and WebQuests)

http://wapiti.pvs.k12.nm.us/~Computer/Nmweb.htm  ( A Trip Through New Mexico)

http://library.thinkquest.org/50055/index.shtml         (Cultural Connections in the World)

http://www.ipl.org/youth/cquest/         (Culture Around the World)

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Resources: Click here to go to Internet resources about your culture.

 

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The Process:

  • The class will be divided into groups of two each, one student will represent the Hispanic culture and one the American culture.
  • Each of the groups will choose two aspects of the culture to study.
  • Each group will work through the process and directions above under teacher guidance.  
  • Students may create a  slide show about the aspects that they are studying.
  • Aspects of each culture to be researched will be from these links:
 
Music and Dance
Food
Mexico for Kids 
Mexican Newsletter
  • All of the groups studying each culture will work together cooperatively to create a detailed journal entry for each day and specifics that are gathered above any of the above topics. 
  • Optional:  Students will be gathering items for their Cultural Museum. 
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Evaluation

Product Rubric

Process Rubric

Self-Evaluation Questions for Students

Slide Show

  • Was your slide show appealing in appearance?
  • Did you have all the required elements?
  • Was your slide show easy to understand and/or navigate for the participants?
  • Was PowerPoint easy or difficult for your group to use? Explain.
  • How well did your group work together? Did everyone in the group contribute equally?

Cultural Museum

  • Was your cultural museum interesting and appealing?
  • Did your group have all the required elements?
  • How well did your group work together? Was the work equally distributed?
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Conclusion:

Congratulations! You have completed your field trip! Through this WebQuest you have learned about compared and contrasted two cultures and have gained a greater understanding of their characteristics and customs.

Answer the following questions in your journal and then share with other classmates:

  • How did this experience change your opinion of different cultures? Be specific.
  • Why is it important to respect and tolerate people's culture?
  • How can our class use this information, to resolve any future conflicts?
  • What did you learn from completing this WebQuest?
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Extensions:

I.  Demonstrate your understanding of the culture you researched by sharing your knowledge with the rest of your class in a Cultural Celebration which will include:

1. A slide show presentation done with PowerPoint that describes the aspects of the culture that your group researched.

All slides should contain:

  • Navigable buttons, appropriate backgrounds, graphics, and readable, edited text.
  • Title slide which contains name of slide show.
  • Three to five content slides that describe the aspects of the culture your group is studying. These slides will contain:
    • Text describing the aspects of your culture that your group is studying.
    • Author page containing digital camera photos of authors, names, and brief descriptions.
    • Bibliography slide that properly lists the resources 
    • Be careful with content.  It is the most important aspect of your slide show.

II. A cultural museum created by all of the students in the classroom.  This museum will include:

  • Food Booth which offers samples of American or Hispanic cultures.
  • Listening Center to hear tape recorded folk tales and poetry of your culture.
  • Book corner for students to listen to picture books about the Hispanic culture.
  • Art Display containing student-created drawings, pictures, paintings done in the style of your culture.
  • Artifact Case displaying actual pieces of pottery, jewelry, clothing, art, tools, musical instruments of the Hispanic culture.
  • Music Center offering examples of music from both cultures.

 

 

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Teacher Notes:

Lesson Title: A Study of Mexico and Mexican Culture

Curricular Areas: Emphasizing Content Reading and Language Arts, ( Social Studies,  Art, Music, and Technology)

Grade Levels: 6-8 (middle school)

Length of Lesson: 10-12 days

Rational for lesson:  This WebQuest is the result of a desire to improve relationships between students, expand vocabularies,  acquire knowledge of United States and Mexico, and to improve reading and writing scores for both Hispanic and English speaking students.  

Suggestions:

1. Anticipate students' need for vocabulary development.

2. Go through the Internet resources to make sure that all links are working.

3. Print out project and worksheets so students can refer back to them when working offline.

4. Online images may take time to load, so have some type of other work available for students to do while they wait.

5. Have class/group discussion after each step in the process. This will help students organize their thoughts and check for understanding.

6. Bring in or have students bring in any kinds of cultural artifacts related to the Hispanic culture.

7. Contact a guest speaker (Hispanic or travel agency representative) to visit your class.

8. Bring in children's books and music relating to the Hispanic culture.

(http://www.state.tn.us/education/ci/cila68intro.htm) State of Tennessee Reading Standards: 

Sixth through Eight Grade Reading Goal:   The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text.

Learning Expectations: 

Develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects. 
Discern reading strategies appropriate to text.
Extend reading vocabulary using contextual and reference skills. 
Use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.
Improve comprehension by interpreting, analyzing, synthesizing, and evaluating written texts. 
Read orally to develop fluency, expression, accuracy, and confidence. 
Improve fluency through opportunities for oral presentation. 
Select reading materials for a variety of purposes.
Use cognitive strategies to evaluate text critically.
Recognize biases and persuasive devices found in various texts. 
Select, evaluate, and utilize resource material in order to apply it effectively.
Identify literary genres.
Identify and interpret literary elements and figurative language. 

National Reading Standards:  (http://www.mcrel.org/standards-benchmarks/standardslib/langarts-2.html)

1. Demonstrates competence in the general skills and strategies of the reading process 
2. Demonstrates competence in the general skills and strategies for reading a variety of literary texts 
3. Demonstrates competence in the general skills and strategies for reading a variety of informational texts 

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