1. Student Page for Ms. Kendall’s 3 rd Grade
[Teacher Page
]
Title Class
Introduction
Designed by
Task
Samantha Kendall
Process sck12@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page Introduction
]
Title Justine Gordon, curator of the Akron Art
Introduction Museum, drove to work one Monday
Task morning thinking it would be just like any
other day at the museum. She could have
Process never imagined what was awaiting her
Evaluation when she arrived! As she walked into the
Conclusion museum, she noticed that all of the art
work was gone! “There are several tours
scheduled today” Justine thought
I have hidden ALL of the artwork from your museum
frantically, “what am I supposed to do?”
in schools throughout the city of Akron. Better yet, I
Just then she noticed a piece of paper
have removed all of the labels, so you have no way of
attached to one of the bare walls that was
knowing which pieces are which! Let the games begin!
previously covered in beautiful artwork.
She crossed the room the floor, Justine ran
Dropping the note to quickly and began to
read the note: phone and dialed a number.
to the nearest
“I need as many students as possible to
help me search the city for the missing
artwork!” she exclaimed. “If each student
Credits
can locate and identify at least three

3. Student Page
[Teacher Page The Task
]
Title
Introduction You will gather in groups of three
Task and search the school for the
Process artwork that has gone missing from
Evaluation The Akron Art Museum. Each group
Conclusion should find three pieces (one per
person) and return to our
classroom once finished. Any
classroom with an open door can be
searched. If a door is closed, do not
enter that room. Stay inside the
building, as the note left at the
museum indicated that all artwork
was hidden inside the schools.
Finding the artwork is only half of
Credits your job! Next, you must use the

4. Student Page
[Teacher Page The Process
]
Title 1. After you have been assigned to your group of
three students, start searching! Remember, any room
Introduction with an open door is fair game. Be creative, the
Task artwork could be hidden where you least expect it!
Process 2. Be sure to continue searching until each person in
your group has a piece of art to bring back to our
Evaluation classroom.
Conclusion 3. Once you have returned to the room, find an open
computer. Your group will only need one, as this is
intended to be a task accomplished by working
together. Make sure each person in your group has a
chance to work on the computer and do some online
research. Keep in mind that you need to know the
name of the piece, the artist, and the culture from
which it came. Listed below are a few websites to get
you started. These websites are also examples of
useful internet resources.
4. After you have identified all of the necessary
information on the artwork you found, label the back
of each piece with that information. Place the artwork
Websites to get you
and the list of the sources your group used on the
table in the center of the room, return to your own
Credits started:
seats, and work quietly until the http://www.nga.gov
http://kids.usa.gov/art/index.shtml
rest of the students

5. Student Page Evaluation
[Teacher Page
Digital Citizenship: Art/Internet Project
]
Title Teacher Name: Ms. Kendall
Introduction
Student Name: ________________________________________
Task CATEGORY 4 3 2 1
Process Characteristics Student identifies
multiple significant
Student identifies
multiple significant
Student identifies 1 or Student cannot identify
2 significant characteristics that
Evaluation characteristics that characteristics that characteristics that distinguish this artist's
distinguish this artist's distinguish this artist's distinguish this artist's work or period/school.
Conclusion work or school/period work or this
from others and uses school/period from
work or this
school/period from
these to recognize others. others.
other works by this
artist.
Influence of culture Student is able to give Student is able to give Student is able to give Student has difficulty
several detailed a couple of examples of one example of how describing how the
examples of how the how the time period(s) the time period(s) in time periods in which
time period(s) in which in which an artist lived which an artist lived artists lived influenced
an artist lived influenced his/her influenced his/her their work.
influenced his/her work. work.
work.
Use of online resources Student is able to use Student is able to use a Student is able to use Student has difficulty
several online couple online resources one online resources using online resources
resources for the for the research for the research for the research
research portion of this portion of this project, portion of this project, portion of this project,
project, as well as as well as identify but has some trouble as well as identifying
identify proper proper resources. identifying proper proper resources.
resources. resources.
Ability to work in Student exhibits Student exhibits skills Student exhibits skills Student has difficulty
groups advanced skills in in teamwork, in teamwork in regards working as a team, and
teamwork, including compromises on most to working well with does not do their fair
the ability to aspects and is willing to others, but does less share of the work.
compromise as well as do their portion of the work than other
Credits do their fair share of work.
the work.
members of the group.

6. Student Page
[Teacher Page Conclusion
]
Title Upon completion of this project, you will have
not only helped Curator Gordon return all of
Introduction the artwork to The Akron Art Museum, but you
Task will also:
Process
Evaluation - Know more about what kind of art different
cultures produce, including your own
Conclusion
- Be able to identify pieces of art by looking at
the style in which they were created
- Understand how to use the internet as a way to
help solve mysteries such as this!
- Have a better understanding of how to identify
useful internet resources as opposed to sources
that should not be used
Credits Questions you may consider for further

7. Student Page
[Teacher Page Credits & References
]
Title
Introduction
Task - Images obtained through
Process
Evaluation Google Images
Conclusion
- Ohio Department of
Education (August 2011.)
K-12 Social Studies
Standards.
Credits

8. Cur r iculum Standards
[Student Page
Teacher Page
] (Teacher)
Title Social Studies Standards
Introduction
Learners Addressed
Standards
Process “Whenever possible, students should have
Resources opportunities to learn social studies in
Evaluation real-world contexts. They should be able to
examine artifacts, read primary source
Teacher
materials, engage in authentic experiences
Conclusion
Script and take field trips. Research shows that
learning is enhanced when students make
meaningful connections between new
information that they are learning and
their own experiences. Combining social
studies instruction with the study of other
disciplines, such as art and literature,
helps to reinforce the learning within each
Credits discipline. It also helps the students to