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| Have
your students use traditional and online resources to identify where
the Expedition takes place and obtain a clear picture of what it is
like to be there. Identify their preconceptions, for during the
Expedition your students will discover the accuracy of their
assumptions. Assign teams to provide this information in
presentations. |
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Once
everyone knows where this Expedition takes place, "brainstorm" this
question: “What might we want to learn by following this
Expedition?” Have students list everything they want to learn or
ask. Refine this list in further sessions, perhaps creating
categories such as “Money,” “Food,” “Daily Living,” “Jobs,” “Family
Structure.”
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Show
your students what information is available on the Web site, or
practice using an archived Expedition. Decide how the class will
obtain information from the Web site (individual reading, group
presentations, etc.), how they will choose the questions to e-mail
the Explorers, who will write questions and track responses, how the
e-mailed answers will be used for learning, and any other necessary
team-member tasks. Assign teams to each task. Schedule class time
for following the Expedition reports, handling the interactivity,
and discussing the gathered information.
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| This
will involve your students in the unique experience of sharing in an
Online Expedition. Students who participate in basic decision-making
take charge of their education. Geography, economics, biology, and
other subjects acquire a fascinating, real-world aura. An Expedition
via the Web is an adventure of the
intellect. |
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| Many
Expedition sites contain teacher aids. Many sites align concepts to
state standards and allow two-way searching (matching concept to
standard or vice versa). Some sites contain teacher-specific message
boards for communication and collaboration. Some sites have lesson
plans keyed to the materials covered. |
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Many
sites contain a wealth of links that provide in-depth learning
experiences, customized learning, Webquest creation, and
more.
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Supplement available site information with local resources.
Recruit parents or other community members as Guest Speakers.
Faculty or students from a local college may be willing to speak.
Field trips to museums or libraries are always an option.
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Even
after an Expedition ends, its benefits continue. Further reflection
can result in interesting class debates, discussions, and personal
expressions such as essays, artwork, and multimedia presentations.
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Take
advantage of the technology. Students can create newscasts or
documentaries using nothing more than a camcorder and television
set, or they can collaborate on their own Web site using information
gathered from their Expedition.
Please review our
acceptable use
Guidelines for Good
Global Citizens. |
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