adapted from web quest by
Mr. Wendelberger Teacher Web
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a. Analyzes text features to get information (e.g., paragraphs, topic
sentences, concluding sentences, introduction, conclusion,
footnotes, index, and bibliography).
b. Uses graphic features to draw conclusions and make judgments
(e.g., graphic organizers, diagrams, captions, illustrations).
ELA7R2 The student determines the meaning of unfamiliar words
using context clues (e.g., contrast, cause and effect, etc.).
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The student
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a. Identifies messages and themes from books in all subject areas.
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b. Responds to a variety of texts in multiple modes of discourse.
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c. Relates messages and themes from one subject area to those in
another area.
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d. Evaluates the importance of texts in every subject area.
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e. Examines the author’s purpose in writing.
ELA7RC4 The student establishes a context for information
acquired by reading across subject areas.
The student
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a. Explores life experiences related to subject area content.
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b. Discusses in both writing and speaking how certain words and
concepts relate to multiple subjects.
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c. Determines strategies for finding content and contextual
meaning for unfamiliar words or concepts.
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a. Selects a focus, an organizational structure, and a
point of view based on purpose, genre, audience,
length, and format requirements.
b. Writes texts of a length appropriate to address the
topic.
d. Uses transition elements to add coherence.
e. Supports statements and claims with anecdotes,
descriptions, facts and statistics, and specific examples.
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a. Identifies topics, asks and evaluates questions, and
develops ideas leading to inquiry, investigation, and
research.
c. Includes researched information in different types of
products: compositions, multimedia presentations,
graphic organizers, projects, etc..
e. Uses electronic media to locate relevant information.
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NETS 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
Students:
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a. apply existing knowledge to generate new ideas, products, or
processes
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b. create original works as a means of personal or group
expression
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Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and
resources.
Students:
 a. identify and define authentic problems and significant
questions for investigation
 b. plan and manage activities to develop a solution or
complete a project
 c. collect and analyze data to identify solutions and/or make
informed decisions
 d. use multiple processes and diverse perspectives to
explore alternative solutions
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Imagine that the events
in this novel occurred in
the north Georgia
region.
You were part of the
circle justice team in
Georgia that banished
Cole to an isolated area
in the Appalachian
Mountains for a year.
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After a year, Cole is nowhere to found.
At first, everyone suspects Cole simply
died in the harsh environment, but
mysterious evidence shows up that
suggests Cole is alive and imprisoned
on the mountain.
The circle justice team has decided that
it is their responsibility to find and save
Cole. The problem is none of the circle
justice team has any experience in
surviving on an isolated north Georgia
mountain in the winter. Actually you
are not even sure where they are!
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Your only clues as to the dangers you
will face is the one letter Cole sent
back to Georgia in which he told of the
life and death problems he
encountered. Each member of your
rescue team will need to research one
of the survival difficulties mentioned
in Cole’s letter.
Once your research is done you will
assemble a plan and a list of all the
provisions you will take to try to
ensure your team’s survival as you
search for Cole in the harsh weather
conditions.
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Since none of the circle justice
group has any experience with
winter wilderness survival, the
group has decided to send four
people to try to rescue Cole.
The group has asked for teams to
come up with what will be
needed to survive in the
Appalachian Mountains and find
Cole. Your team will come up
with a plan and submit it to the
larger group.
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The team with the plan that seems to
give the most chance for success will
be selected to go. Your four member
circle justice rescue team needs to
prepare to go to the region and try to
find Cole. The most important thing
is that you and your team do not end
up dead or imprisoned like Cole.
After you get your information you
will compile a list of items you will
bring with you and your plan for
survival.
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First, within your group decide who will research each
mountain survival obstacle from Cole's letter.
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After your research in your area, you will discuss your finding
with your team.
 You will take notes on your research.
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When you have enough research, your team will compile
a list of things you will take with you to the mountains
and a general plan for the use of the items to ensure your
survival.
Finally, your team will develop a persuasive presentation.
 You may use technology such as power point, movie
video, photography, posters, brochures, costumes,
props, or any other format that your group agrees
will be effective.
Your goal is to convince the
circle group that you have the best
chance to survive and find Cole.
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Team Name : ________________________________
Team Captain: ______________________________
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Role 1- food and water:
__________________________
Role 2 – shelter and general supplies:
__________________________________________
Role 3 – animals and plants:
________________________________________________
Role 4 – navigating terrain and climate:
________________________________________
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Food Click here
Finding & Collecting Water Click here
Finding water Click here
Eat bugs click here
Fire Click here
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Shelter Basics Click here
Tools click here
Equipment whistles click here
Equipment click here
First aide click here
Stay safe on Appal trail click here
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Ga. Wildlife fact sheets click here
SNAKES click here
Animal bites click here
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Appalachian Trail Plants/Animals (may be blocked)
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click here
Medicinal Plants, trees, shrubs of Appalachia
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SEE PAPER COPY IN FOLDER
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Navigation click here

Click on key words:
 Finding direction, Walking Techniques, Crossing water
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Wilderness Survival Overview Click here
About the Appalachian Trial click here
Appalachian terrain by region click here
Signaling click here
Frost bite & first aid click here
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Yes No
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CIRLCE ANSWER
Yes No
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Yes No
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Yes No
Yes No
Yes No
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1. Have I written least 3 relevant questions related to my
research topic?
2. Have I thoroughly answered each of my research
questions?
3. Have I read, understood, and taken notes from each
web site and document included in my section of the web
quest?
4. Since my team is counting on me to be an expert on my
topic, do I still need to gather more information in my
area of research?
5. After asking someone on my team to evaluate how
accurate and complete my notes are, did I revise my data
based on their feedback?
6. After evaluating one of my team mate’s notes for
accuracy and thoroughness, did I give them sound
feedback on areas that could have been improved?
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GROUP CHECKLIST #2
TEAM Name _____________________________________
YES NO
Team Members: __________________________________
Has everyone on the team completed his or her research?
No? who?
Has everyone on the team discussed his or her research with the
entire team?
No? Who?
Has each team member reviewed someone else’s research notes?
No? Who?
List 3 different ideas for your team presentation that have been discussed.
1.
2.
3.
Describe the format for your presentation which your team has agreed upon.
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GROUP PRESENTATION- CHECKLIST #3
TEAM NAME ___________________________________
Presentation Format:
Team member
Responsibility for preparation:
Role during presentation:
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Your team will be evaluated in 3 areas:
 quality of research ,
 how well your survival plan meets any challenges
 your ability to convince the circle justice group
that your team offers the best chance to rescue
Cole.
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Research
How well did your research questions guide your
research?
 Did you find quality information about your assigned
topic?
 How accurate and relevant is your information?
 What evidence is there that you shared your research
information with the team?
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Survival Plan:
 How well do the survival items listed and the plan
match the research on the challenges of surviving
the Appalachian Mountains in the winter?
 How will the four person team realistically carry
the items??
Presentation:
 How well does the presentation show evidence
that the team was knowledgeable about the island
and it's dangers?
 How clear, thorough, and persuasive was the
presentation?
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Group Planning – Touching Spirit Bear
Formative Assessment
Students’ Names:
CATEGORY
Teacher : S Draughn
________________________________________________________________________________________
20 - Exceeds Standards
17 Above Standards
14 – Meets
Standards
12 Below Standards
Ideas &
Research
Questions
Researchers independently
identify at least 4 reasonable,
insightful, creative
ideas/questions to pursue when
doing the research.
Researchers
independently identify
at least 4 reasonable
ideas/questions to
pursue when doing the
research.
Researchers identify, with
some adult help, at least 4
reasonable ideas/questions
to pursue when doing the
research.
Researchers identify,
with considerable adult
help, 4 reasonable
ideas/questions to
pursue when doing the
research.
Group Timeline
Group independently develops a
reasonable, complete timeline
describing when different parts
of the work (e.g.,planning,
research, first draft, final draft)
will be done. All students in
group can independently
describe the high points of the
timeline.
Group independently
develops a timeline
describing when most
parts of the work will be
done. All students in
group can independently
describe the high points
of the timeline.
Group independently
develops a timeline
describing when most parts
of the work will be done.
Most students can
independently describe the
high points of the timeline.
Group needs adult help
to develop a timeline
AND/OR several
students in the group
cannot independently
describe the high points
of the timeline.
Delegation of
Responsibility
Each student in the group can
clearly explain what information
is needed by the group, what
information s/he is responsible
for locating, and when the
information is needed.
Each student in the
group can clearly explain
what information s/he is
responsible for locating.
Each student in the group
can, with minimal
prompting from peers,
clearly explain what
information s/he is
responsible for locating.
One or more students in
the group cannot clearly
explain what information
they are responsible for
locating.
Plan for
Organizing
Information
Students have developed a clear
plan for organizing the
information as it is gathered and
in the final research product. All
students can independently
explain the planned organization
of the research findings.
Students have developed
a clear plan for
organizing the
information in the final
research product. All
students can
independently explain
this plan.
Students have developed a
clear plan for organizing
the information as it is
gathered. All students can
independently explain
most of this plan.
Students have no clear
plan for organizing the
information AND/OR
students in the group
cannot explain their
organizational plan.
Quality of
Sources
Researchers independently
locate at least 2 reliable,
interesting information sources
for EACH of their ideas or
questions.
Researchers
independently locate at
least 2 reliable
information sources for
EACH of their ideas or
questions.
Researchers, with some
adult help, locate at least 2
reliable information
sources for EACH of their
ideas or questions.
Researchers, with
extensive adult help,
locate at least 2 reliable
information sources for
EACH of their ideas or
questions.
Score
INDIVIDUAL SUMMATIVE ASSESSMENT
Student Name: ____________________________
Gathering Information & Notetaking, Touching Spirit Bear Teacher :S.Draughn
25 – Exceeds
Standards
20 – Above
Standards
18 -Meets
Standards
15 - Below
Standards
Notes
Notes are recorded and
organized in an extremely
neat and orderly fashionusing headings and
subheadings.
Notes are recorded
legibly and are
somewhat organizedusing headings and
subheadings.
Notes are recorded with some headings
and some subheadings.
Notes are recorded
only with
peer/teacher
assistance and
reminders.
Amount of
Information
All topics are addressed
and all questions
answered with at least 2
sentences about each.
All topics are addressed
and most questions
answered with at least 2
sentences about each.
All topics are
addressed, and most
questions answered
with 1 sentence about
each.
One or more topics
were not
addressed.
Quality of
Information
Information clearly relates
to the main topic. It
includes several
supporting details and/or
examples.
Information clearly
relates to the main topic.
It provides 1-2
supporting details
and/or examples.
Information clearly
relates to the main
topic. No details and/or
examples are given.
Information has
little or nothing to
do with the main
topic.
Internet Use
Successfully uses
suggested internet links to
find information and
navigates within these
sites easily without
assistance.
Usually able to use
suggested internet links
to find information and
navigates within these
sites easily without
assistance.
Occasionally able to
use suggested internet
links to find
information and
navigates within these
sites easily without
assistance.
Needs assistance
or supervision to
use suggested
internet links
and/or to navigate
within these sites.
CATEGORY
Score
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Persuasive Group Presentation - Touching Spirit Bear , Teacher: S Draughn
SUMMATIVE ASSESSMENT Students’ Names ________________________________________________
14 - Exceeds
Standards
12 – Above
Standards
10 - Meets
Standards
9 - Below
Standards
Understands Topic
The team clearly understood the
topic in-depth and presented their
information forcefully and
convincingly.
The team clearly understood
the topic in-depth and
presented their information
with ease.
The team seemed to understand the
main points of the topic and
presented those with ease.
The team did not show an
adequate understanding of the
topic.
Focus or Thesis
Statement
The speaker names the topic of the
presentation and outlines the main
points to be discussed.
The speaker names the topic of
the presentation.
The speaker outlines some or all of
the main points to be discussed but
does not name the topic.
The speaker does not name the
topic AND does not preview
what will be discussed.
Evidence
and
Examples
All of the evidence and examples
are specific, relevant and
explanations are given that show
how each piece of evidence
supports the group’s position.
Most of the evidence and
examples are specific, relevant
and explanations are given that
show how each piece of
evidence supports the group's
position.
At least one of the pieces of evidence
and examples is relevant and has an
explanation that shows how that
piece of evidence supports the
group’s position.
Evidence and examples are NOT
relevant AND/OR are not
explained.
Sequencing
Arguments and support are
provided in a logical order that
makes it easy and interesting to
follow the group's train of thought.
Arguments and support are
provided in a fairly logical
order that makes it reasonably
easy to follow the group's train
of thought.
A few of the support details or
arguments are not in an expected or
logical order, distracting the
audience and making the
presentation seem a little confusing.
Many of the support details or
arguments are not in an expected
or logical order; distracting the
audience and making the
presentation seem very
confusing.
Closing paragraph
The conclusion is strong and leaves
the audience solidly understanding
the group’s position. Restatement
of the position statement begins the
closing statement.
The conclusion is recognizable.
The group's position is restated
within the first two sentences
of the closing statement.
The group’s position is restated
within the closing paragraph, but not
near the beginning.
There is no conclusion - the
presentation just ends.
Audience
Demonstrates a clear
understanding of the audience and
uses appropriate vocabulary and
arguments. Anticipates audience's
questions and provides thorough
answers appropriate for that
audience.
Demonstrates a general
understanding of the audience
and uses vocabulary and
arguments appropriate for that
audience.
Demonstrates some understanding
of the audience and uses arguments
appropriate for that audience.
It is not clear who the group’s
audience is.
Presentation Style
Team consistently used gestures,
eye contact, tone of voice and a
level of enthusiasm in a way that
kept the attention of the audience.
Team usually used gestures,
eye contact, tone of voice and a
level of enthusiasm in a way
that kept the attention of the
audience.
Team sometimes used gestures, eye
contact, tone of voice and a level of
enthusiasm in a way that kept the
attention of the audience.
One or more members of the
team had a presentation style
that did not keep the attention of
the audience.
CATEGORY
Score
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
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Your team has been chosen to rescue Cole.
Together, your team was most informed and
prepared for the rescue mission.
Your team presented the most thorough list of
supplies, had the best explanation of you plan, and
your presentation was well organized and
convincing.
When you find him you can expect to hear of his
adventures in the mountains.
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Take a quiz on your wilderness
survival knowledge Click here
Site may be temporarily blocked.
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