Adventure to New York City


A WebQuest for 7th Grade (Music, Theater, Dance, and Physical Education)

Designed by

Mandy Harris

Lauren Eller

Anna Chapman

Matthew Wiseman



Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page


This WebQuest is designed for students to experience a real trip to the Big Apple. After completing this quest, students will have a better understanding of the city and the events that take place there.


Curriculum Standards


Competency Goal 1:The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.

1.02 Explore expressive materials that are read, heard, and viewed by

             - generating a learning log or journal


Competency Goal 1:The learner will identify and demonstrate elements and skills in dance. (National Standard 1)

1.05 Describe the movement elements observed in a dance using movement/dance vocabulary.

1.06 Demonstrate memorization and reproduction of movement sequences from verbal, visual, and/or auditory cues.

Competency Goal 5:The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)

5.01 Demonstrate dance styles and concepts from various cultures.

5.04 Investigate and explain dance styles using many resources including people in the community, videos, computer technology, and print sources.

5.05 Explore and identify various dance styles and innovators throughout historical time periods.


Competency Goal 1:The learner will write based on personal experience and heritage, imagination, literature, and history.

1.01 Recognize and explain unique characteristics of the dramatic script such as dramatic structure and dialogue.

1.02 Create monologues, dialogues and short plays in response to interdisciplinary prompts, ideas, pictures and other stimuli.

1.03 Practice playwriting techniques.

1.05 Identify themes and plots from multicultural literature.

Competency Goal 2:The learner will act by interacting in improvisations and assuming roles.

2.01 Practice role-playing and characterization skills.

2.02 Utilize role-playing skills in the total learning process.

2.03 Research and observe to create characters in formal and/or informal presentations.

2.05 Utilize physical movement and vocalization to create characters.

2.06 Adapt stories, myths and fairy tales into improvised scenes.

Competency Goal 3:The learner will design and produce theatre by conceptualizing and realizing artistic interpretations for informal or formal productions.

3.03 Work collaboratively to use available design resources for props, costumes, lights and set.

Competency Goal 4:The learner will direct through planning and presenting informal or formal productions.

4.03 Use rehearsal time effectively to brainstorm, experiment, plan and rehearse.

4.04 Identify characters' internal monologue during scenes.

Competency Goal 5:The learner will research by finding information to support informal or formal productions.

5.05 Articulate how artistic choices support the portrayal of characters.

Competency Goal 7:The learner will analyze, critique, and construct meaning from informal and formal theatre, film, television, and electronic media productions.

7.01 Recognize and practice audience etiquette.

7.03 Develop verbal, visual and written responses to works of informal and formal theatre, film, television, and electronic media productions from various cultures.

7.04 Express meaning perceived from informal and formal theatre, film, television, and electronic media productions.

7.05 Listen to constructive criticism and react in a positive manner.


Competency Goal 7 : The learner will achieve and maintain an acceptable level of health-related fitness

7.01 Complete a health-related personal fitness test and achieve fitness scores at an acceptable level.

Competency Goal 8 : The learner will exhibit a physically active lifestyle

8.01 Identify resources in the community that can be accessed to maintain a physically active lifestyle.

8.02 Monitor and evaluate the benefits of various physical activities.

8.03 Establish personal physical activity goals.

8.04 Demonstrate the importance and value of regular physical activity.

Competency Goal 9 :  The learner will demonstrate an understanding and respect for differences among people in physical activity settings

9.01 Demonstrate respect for individual differences in physical activity settings

Competency Goal 10 : The learner will demonstrate responsible personal and social behavior in physical activity settings.
10.01 Display sensitivity to the feelings of others during physical activities.

10.02 Engage in fair play and sportsmanship behaviors during physical activity.

10.03 Demonstrate the ability to work independently for various periods of time.
Competency Goal 11:  The learner will participate successfully in a variety of movement forms and gain competence towards lifetime physical activities.

11.04 Create a short movement sequence routine.


11.07 Demonstrate competence in skills needed for individual physical activity.




Competency Goal 2:  The learner will play on instruments, alone and with others, a varied repertoire of music.


2.05 Show respect for the instrumental playing efforts of others.


Competency Goal 4:  The learner will compose and arrange music within specified guidelines.


4.04 Show respect for the composing and arranging efforts of others.


Competency Goal 9:  The learner will understand music in relation to history and culture.


9.04 Show respect for music from various cultures and historical periods.



 Welcome to New York! Each day has its own challenge that the group must complete. Beginning with Day 1, students travel through all four days of their stay to complete the adventure. 

Day One - Physical Fitness

Day Two –  Let’s Dance!

Day Three -  Broadway

Day Four - Hear the Sounds!


Resources Needed



The group of students will be evaluated on the activities they are to accomplish for each day of their stay in New York. Below is a rubric that explains how each activity has been broken down, and how many points students will receive for the level of their work. 













Day 1 Physical Fitness and Sport.

Little group work and less than 50 % of worksheet done.

Completes work sheet somewhat satisfactory. Completes mile run and records time. 

Students identify 80% of stretches and run a mile in at least 15 min. 

Students identify 90% of worksheet correctly and runs the mile in 13 min or less.


Day 2



Only 1 of 3 challenges completed.

2 of 3 challenges are completed.

All challenges are completed, student can demonstrate some dance steps.

All challenges are completed, student can demonstrate all dance steps, and journal entries reflect creative thinking skills.


Day 3


Poor group cooperation, no presentation.

Average group work, weak presentation.

Average group work, strong presentation, but still lacking certain aspects.

Strong group work, powerful presentation, met all requirements.


Day 4



Only one worksheet completed and no attendance of a New York Philharmonic performance.

Both worksheets completed, but no attendance of a New York Philharmonic performance.

All steps are completed except for the journal entry on the New York Philharmonic performance.

All work completed.  Students have learned about two types of music found in NYC and have attended a live performance and given their reaction in a journal.




 When students returned home from their trip to the Big Apple, the students should have a better understanding of the events and culture that exists in New York City. The students will learn how people who live in a city stay in shape, the work and skill that goes into ballet, the diversity of cultures and morals that are presented in Broadway performances, and what it would be like to attend an orchestra performance. If students find a subject that particularly interests them, encourage them to further learn about these topics on the internet, and in magazines and books.



Last updated on August 15, 1999Based on a template from The WebQuest Page