This WebQuest lesson teaches students about the culture of Costa Rica through a simulated travel experience. Students are divided into groups and take on roles as researcher, recorder, or presenter. They research facts about Costa Rica's geography, food, religions, government, and history of independence. Students create a PowerPoint, Excel graph, and newsletter in Word or Publisher to demonstrate their knowledge. Their work is evaluated based on participation, quality of presentations, and meeting requirements. The goal is for students to learn about Costa Rican culture while practicing Spanish language skills.

1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10th Grade Spanish 2 Designed by Ms. Ashley Cooper [email_address] Based on a template from The WebQuest Page

3. El Trabajo Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are a tourist in another country, and the only way the country’s government will let you enter or exit the boundaries of their country is if you know all the facts about it! This country is Costa Rica – a small yet beautiful land mass with an attitude. There are two oceans and two countries that surround it, and it has a tendency to attract surfers and fruit-lovers. You want to get in, but you have to answer some essential questions given by the country Magistrate first. There will be three of you in the interview – a researcher, a recorder and a presenter. You’ll have to know the information before you can enter their country, so don’t be inadequate! Lo puedes hacer. Title

5. La Evaluación Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Participation in Group Work Did little to nothing for the group, did not help with any of the three projects, the research, or the production and presentation of the material. Helped with some things, but didn’t give a lot of effort or the majority of valuable information for the project to be produced. Helped with and led plenty of things, worked as a normal group member. Did not pick up any slack, but accomplished the task assigned. Led most of the group work; went above and beyond with the presentation and production of the project. PowerPoint Used less than 3 slides; did not give much clear information about the food/geography of Costa Rica, very boring, little to no citations. Used 3-4 slides; presented some information about food/ geography of Costa Rica, needs some work, some citations. Used 5-6 slides; presented good clear information about food/ geography of C.R., is interesting, and includes most citations. Used 7-8 slides; presented more information than necessary, very interesting with effects, all citations. Excel Worksheet Poorly done graph, little to no marked clarifications, dull, not enough information about religions of Costa Rica. Graph of country religions somewhat confusing, not clearly marked, some information but not enough. Clear graph of country religions, including at least 3 religions, but nothing special, just enough information. Colorful, clear graph of country religions, with titles, citations, and more information than necessary. Word or Publisher Presentation not in newsletter form; may include articles but nothing on animals or the government, poorly put together. Presentation in newsletter form, but doesn’t include enough articles, put together quickly and sloppy, but some good information. Presentation in newsletter form, meets requirements and includes articles, nothing too fancy. Presentation in newsletter form, graphics and pictures included, more than 2 articles and added bonuses. Presentation One or more parts of the project are missing or incomplete, speech unprepared and student clearly did not participate adequately. All parts are there, but are partially incomplete or below standards, student somewhat prepared for speech but could practice more. All parts are there are put together in a way that is sequential, but each part is less than exemplary, only meets expectations. All parts are there and organized; speech is practiced and memorized, student/s very clearly gave above and beyond.

6. Conclusión Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You’re in the airport after a long journey, finally at the Magistrate’s office. Do you have what you need to have? Have you planned what you’ve needed to plan? In a couple hours, will the magistrate be impressed? Will you get to enter into the beautiful country of Costa Rica? ¡BUENA SUERTE!

7. Créditos y Referencias Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] http://www.state.gov/r/pa/ei/bgn/2019.htm https://www.cia.gov/library/publications/the-world-factbook/geos/cs.html http://travel.state.gov/travel/cis_pa_tw/cis/cis_1093.html http://www.lonelyplanet.com/worldguide/destinations/central%2Damerica/costa%2Drica/ http://centralamerica.com/cr/info/ http://www.costaricaweb.com/ http://www.theibfr.com/costaricainfo.htm http://www.costaricarural.com/en/infocr.htm http://www.mcx.es/turismo/infopais/costarica/Costarica.htm http://www.lclark.edu/~ault/courses/costa_rica/costa_rica_map_2003.jpg The WebQuest Page The WebQuest Slideshare Group

8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 10th Grade Spanish Designed by Ms. Ashley Cooper [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

10. Aprendientes (Profesor) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest lesson is designed to cover the national cultural standards for Spanish 2 in the 10 th grade. It uses the standards covered with the 5 C’s of Foreign language, especially in the areas of Culture and Communication. It also can easily be extended to additional grades, by making the content more or less difficult according to the students’ capacity. The learners will need to know how to translate some words in Spanish for this lesson, as there are some websites that are in Spanish. They will also need to know how to work PowerPoint, Excel, and Word (or Publisher), all by Microsoft. Evaluation Teacher Script Conclusion

11. Curriculum Standards (Profesor) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page As a result of this lesson, students will learn key facts about the culture of Costa Rica, and traveling in a country that speaks Spanish. They will also learn some key vocabulary words in Spanish that they can share with the class if you so choose. Foreign Language Standards Addressed: Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 4.2 : Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. The students also have to learn to make PowerPoint presentations, Excel worksheets, and address the mathematical standards through making graphs and formatting a newsletter. Evaluation Teacher Script Conclusion

12. El Proceso (Profesor) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The lesson is organized so that the students have the semester to work on it – there is a lot of work involved. They should have at least 3 class periods to work on the project, so that they can put everything together with your help as the teacher right there. Then, if they need additional time, they can meet outside of class. To put the students into groups, use your discretion – group together quiet students with loud students; followers with leaders. This is simple to do – all you as the teacher need to know is how to work with the Microsoft Office tools. Here’s what the students look for and how to find it: First, they’re assigned to a team of three students. They figure out who will be the researcher, recorder, and presenter. Once they’ve chosen a role, they start their research. The research should include religion, government, geography, foods, and independence. The recorder should record this information in a way that can be referred back to easily (don’t forget a bibliography!). The presenter should write his speech words according to what is found. They make a PowerPoint presentation to present to the Magistrate, that talks about the geography and food of Costa Rica, along with a few other fun facts. They then make an Excel spreadsheet exploring the major religions of Costa Rica and creating a graph describing them. Then they make a timeline outlining the events that lead up to Costa Rican independence. Using Word or Publisher, they will w rite a newsletter, with one article about a Costa Rican animal, and one an opinion article about whether or not the government can support the growing economy, and a third world country. Evaluation Teacher Script Conclusion

14. La Evaluación (Profesor) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson will be successful if the students can present about and understand a little about the culture of Costa Rica. You can also have them go into different countries, and do different things, but you’ll need to get more websites and references. The students can also learn a lot from each other – from when they are presenting. You can implement a part where they have to grade their peers and themselves. Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Participation in Group Work Did little to nothing for the group, did not help with any of the three projects, the research, or the production and presentation of the material. Helped with some things, but didn’t give a lot of effort or the majority of valuable information for the project to be produced. Helped with and led plenty of things, worked as a normal group member. Did not pick up any slack, but accomplished the task assigned. Led most of the group work; went above and beyond with the presentation and production of the project. PowerPoint Used less than 3 slides; did not give much clear information about the food/geography of Costa Rica, very boring, little to no citations. Used 3-4 slides; presented some information about food/ geography of Costa Rica, needs some work, some citations. Used 5-6 slides; presented good clear information about food/ geography of C.R., is interesting, and includes most citations. Used 7-8 slides; presented more information than necessary, very interesting with effects, all citations. Excel Worksheet Poorly done graph, little to no marked clarifications, dull, not enough information about religions of Costa Rica. Graph of country religions somewhat confusing, not clearly marked, some information but not enough. Clear graph of country religions, including at least 3 religions, but nothing special, just enough information. Colorful, clear graph of country religions, with titles, citations, and more information than necessary. Word or Publisher Presentation not in newsletter form; may include articles but nothing on animals or the government, poorly put together. Presentation in newsletter form, but doesn’t include enough articles, put together quickly and sloppy, but some good information. Presentation in newsletter form, meets requirements and includes articles, nothing too fancy. Presentation in newsletter form, graphics and pictures included, more than 2 articles and added bonuses. Presentation One or more parts of the project are missing or incomplete, speech unprepared and student clearly did not participate adequately. All parts are there, but are partially incomplete or below standards, student somewhat prepared for speech but could practice more. All parts are there are put together in a way that is sequential, but each part is less than exemplary, only meets expectations. All parts are there and organized; speech is practiced and memorized, student/s very clearly gave above and beyond.

15. La Escritura del Profesor [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page If the facilitator needs a script, they should refer to the student slides. Most of the slides very thoroughly explain what the lesson needs to do, and the process page goes further in depth for the assignment ( Process segment ). Evaluation Teacher Script Conclusion

16. La Conclusión (Profesor) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very worthy to students, because they need to learn about other cultures – perhaps ones that they don’t think about on a day-to-day basis when they are in a Spanish language class. Help them to reach their goals as language learners, and get them interested in another culture by just introducing to them another country that is so similar to their own. They have no idea what is out there – but if they had the chance to travel, they might consider going to a place that has Spanish-speakers so that they can practice with these tools they have learned during this WebQuest. Evaluation Teacher Script Conclusion

17. Créditos y Referencias (Profesor) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page http://www.state.gov/r/pa/ei/bgn/2019.htm https://www.cia.gov/library/publications/the-world-factbook/geos/cs.html http://travel.state.gov/travel/cis_pa_tw/cis/cis_1093.html http://www.lonelyplanet.com/worldguide/destinations/central%2Damerica/costa%2Drica/ http://centralamerica.com/cr/info/ http://www.costaricaweb.com/ http://www.theibfr.com/costaricainfo.htm http://www.costaricarural.com/en/infocr.htm http://www.mcx.es/turismo/infopais/costarica/Costarica.htm http://www.lclark.edu/~ault/courses/costa_rica/costa_rica_map_2003.jpg The WebQuest Page and The WebQuest Slideshare Group Evaluation Teacher Script Conclusion