Teacher Page
Introduction
This WebQuest was designed to fit into the standards of learning for grades 2-4.
The material can easily be adapted to reach older grades.
Everyone wears jeans, but where do they come from?
Over the next couple of days, take an in-depth look at the cycles of
cotton and boll weevil, the history of blue jeans, and the process cotton must
go through to become a pair of jeans.
Unit Notes and Process
You will want some way to show the students pictures online as a class. If you do not have access to a projector,
computer on wheels, etc., you could take the students to the computer lab and
have them go through the pictures at the same time. You could also watch the video
class-wide, or let the students watch it on their own computers.
The unit can be easily spread among different
days; this would be best for younger students.
The “parts” make it easy to space out the unit.
Part 2: History of Jeans
- Here is the history of jeans worksheet for the
students. Each student will need his
own copy.
- Here is the answer key
to the history of jeans worksheet.
Part 4: Boll Weevil
- Here is the cycle worksheet for the students.
Each student will need his own copy.
- Here is the answer key
for the cycle worksheet.
Part 5: Plant to Jeans
- Here is the
lesson plan for the weaving.
- The weaving
takes some preparation, as noted in the lesson plan.
Materials:
- corrugated
cardboard
- scissors
- yarn
- plastic combs
- tape
Part 6: Wrap Up
- You will want
to acquire the book, From Plant to Blue Jeans by Arthur John
L'Hommedieu.
- Here is the
page for the
story board. Each group will need
one.
Evaluation
Portfolio Criteria: (100 total points)
- History of
Jeans worksheet (10 points)
- 1 point per
correct fill-in-the-blank; 2 points for the short answer
- Life Cycle
Stages worksheet (10 points)
- 2 per label:
1 for the correct plant/animal; 1 point for the correct stage
- Completed
weaving (20 points)
- See rubric
below
- Descriptive
paragraph using correct vocabulary (20 points)
- 3 points per
each word used correctly (12 points)
- (up to) 5
points for strong descriptive words
- 2 points for
reaching the minimum length of 5 sentences
- 1 point for
writing legibly
- Storyboard with
6 scenes and 6 descriptions (35 points)
- See rubric
below
- Time-on-task
within the unit: (5 points given unless not earned)
NOTE: You could move the 5 points allotted to
time-on-task to be bonus/extra points on the storyboard.
Grading Rubrics
- Here is the weaving rubric
- Here is the storyboard rubric
- Here is the portfolio
assessment point sheet
Standards of Learning
Complete
list of Virginia SOLs
Second Grade:
Science
2.4 The student
will investigate and understand that plants and animals undergo a series of
orderly changes in their life cycles.
a)
some animals (frogs and butterflies) undergo distinct stages
during their lives, while others generally resemble their parents; and
b)
flowering plants undergo many changes, from the formation of the
flower to the development of the fruit.
2.8 The student
will investigate and understand that plants produce oxygen and food, are a
source of useful products, and provide benefits in nature.
a) important plant products (fiber,
cotton, oil, spices, lumber, rubber, medicines, and paper);
b) the availability of plant products
affects the development of a geographic area; and
c) plants provide homes and food for
many animals and prevent soil from washing away.
English
2.8 The student
will read and demonstrate comprehension of fiction and nonfiction.
d) Ask and answer questions about what
is read.
e) Locate information to answer
questions.
2.11 The student will write
stories, letters, and simple explanations.
a)
Generate ideas before writing.
b)
Organize writing to include a beginning, middle, and end.
c)
Revise writing for clarity.
d)
Use available technology.
2.12 The student will edit writing
for correct grammar, capitalization, punctuation, and spelling.
History
2.4 The student
will develop map skills.
Art
2.9 The student
will identify and use a variety of sources for art ideas, including nature,
people, images, imagination, and resource materials.
2.10 The student will create a
three-dimensional work of art, using a variety of materials.
2.12 The student will recognize the
careers related to the media they have studied.
2.16 The student will express
opinions with supporting statements regarding works of art.
Third Grade
Science
3.3 The student
will investigate and understand that objects are made of materials that can be
described by their physical properties.
a)
objects are made of one or more materials;
3.7 The student
will investigate and understand the major components of soil, its origin, and
importance to plants and animals including humans.
a)
soil provides the support and nutrients necessary for plant growth;
3.8 The student
will investigate and understand basic patterns and cycles occurring in nature.
b)
animal and plant life cycles.
English
3.9
The student will write descriptive paragraphs.
a)
Develop a plan for writing.
b)
Focus on a central idea.
c)
Group related ideas.
d)
Include descriptive details that elaborate the central idea.
e)
Revise writing for clarity.
3.11 The student will edit writing
for correct grammar, capitalization, punctuation, and spelling.
History
3.8 The student
will recognize the concepts of specialization (being an expert in one job,
product, or service) and interdependence (depending on others) in the production
of goods and services.
Art
3.20 The student will describe the
problem-solving process involved in producing personal works of art, using
appropriate art vocabulary.
3.28 The student will develop and
describe personal reasons for valuing works of art.
Technology
3-5.6 The student will use technology
to locate, evaluate, and collect information from a variety of sources.
·
Collect information from a variety of sources.
·
Evaluate the accuracy of electronic information sources.
Fourth Grade
Science
4.4 The student
will investigate and understand basic plant anatomy and life processes.
a)
the structures of typical plants (leaves, stems, roots, and
flowers);
b)
processes and structures involved with reproduction (pollination,
stamen, pistil, sepal, embryo, spore, and seed);
c)
photosynthesis (sunlight, chlorophyll, water, carbon dioxide,
oxygen, and sugar); and
English
4.7
The student will write effective narratives, poems, and explanations.
a)
Focus on one aspect of a topic.
b)
Develop a plan for writing.
c)
Organize writing to convey a central idea.
d)
Write several related paragraphs on the same topic.
e)
Utilize elements of style, including word choice and sentence
variation.
4.8 The student
will edit writing for correct grammar, capitalization, spelling, punctuation,
and sentence structure.
History
VS.9 The student will demonstrate knowledge of twentieth
century
describing the economic and social transition from a rural, agricultural society
to a more urban, industrialized society.
Art
4.3 The student
will create a work of art that uses themes, ideas, and art forms from the past.
4.11 The students will identify and
discuss a variety of art careers (e.g., potter, weaver, glassmaker, jeweler,
local community artist).
4.18 The student will analyze works
of art based on visual properties.
4.21 The student will support the
selection of a work of art, using appropriate art vocabulary.
Technology
3-5.6 The student will use technology
to locate, evaluate, and collect information from a variety of sources.
·
Collect information from a variety of sources.
·
Evaluate the accuracy of electronic information sources.
Additional Resources
This website gives a very detailed look at the story of cotton. It would be great for getting more
pictures as well as educational resources.
This would be more for the teacher to use for background information, but
advanced students would be able to use it, too.
You could buy white yarn and have the class make a natural blue dye. This website has a lot of options as well
as explains how to make the dyes from the plants listed. This would be a good extension to the
weaving portion.
From Cotton to T-Shirt by Robin Nelson
ISBN 0822546612
This book, “gives a basic overview of where familiar products come from, written
in language that's suitable for beginning readers.” It would be a good alternate book for,
From Plant to Blue Jeans.
From Cotton to Pants by Ali Mitgutsch
ISBN
0876141505
It, “traces the journey of cotton from the plants, through the cotton gin and
the spinning mill where it is made into thread, to the loom where it is woven
into cloth, and finally to the clothing factory where it is sewn into pants.” It is on a very basic reading level and
would be appropriate for struggling readers.
This WebQuest was created by Kelly Henaghan for
Last revised: August,
2008
© 2008 Agriculture in the Classroom; All Rights Reserved