Teacher Information
This WebQuest was developed as part of a unit of study on three types of animals. Students will use an inquiry approach to investigate the three types of animals in order to determine what the animals will need when taken out of their natural habitats. Students will use the knowledge gained to design a zoo exhibit and develop it into a multimedia presentation.
Missouri Grade Level Expectations
Science
Strand 4. Changes in Ecosystems and Interactions of Organisms with their Environments
1. Organisms are interdependent with one another and with their environment.
A. All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem.
C. All organisms, including humans, and their activities cause changes in their environment that affect the ecosystem.
D.The diversity of species within an ecosystem is affected by changes in the environment, which can be caused by other organisms or outside processes.
2. Matter and energy flow through an ecosystem.
A. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use (Food Chain).
Strand 4. Changes in Ecosystems and Interactions of Organisms with their Environments
1. Organisms are interdependent with one another and with their environment.
A. All populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem.
C. All organisms, including humans, and their activities cause changes in their environment that affect the ecosystem.
D.The diversity of species within an ecosystem is affected by changes in the environment, which can be caused by other organisms or outside processes.
2. Matter and energy flow through an ecosystem.
A. As energy flows through the ecosystem, all organisms capture a portion of that energy and transform it to a form they can use (Food Chain).
ISTE Standards
1. Creativity and Innovation Students
demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression.
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
d. process data and report results.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression.
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
d. process data and report results.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Lesson Plan
In my classroom, I teach a Science Unit titled "Animal Studies" using an STC Science Kit. This is a 6 week study. Throughout the study, my students keep a Science Notebook where they record all drawings and information they are learning. This "Animal Studies" WebQuest was designed to accompany this unit of study. The WebQuest will take approximately two weeks of the 6 to complete.
Lesson Objective: In this unit, students will explore the relationship between an animal and its habitat, as well as some of the ways animal behaviorists study. Concepts/Skills/Attitudes
Lesson Outline
Science Notebook Outline
Teacher Tips:
1. Begin the WebQuest after completing "Lesson 1."
2. After students have completed Step 4, of the WebQuest Process, spend 2-3 days on getting important animal information into Science Notebooks. (Notebook Example Link)
Then, return to Step 5 and complete.
3. On Step 5, I let every team member create a design and then the team chose one from the three that they liked the best.
4. My students organized their information for the presentation in a Four-Square.
5. My students used Microsoft PowerPoint for final presentations because they were familiar with the program. Your students could organize their final presentations in SMART Notebook, or Movie Maker, if they know the programs.
6. When WebQuest is complete, finish the remaining lessons in the Unit.
Description of Assessments:
Formative Assessments: As my students worked through the WebQuest, I gave class work grades on their Animal Graphic Organizers, their Animal T-Charts, Their Exhibit Designs and their Organization of Information (Four-Square).
Summative Assessment: I gave my students a final project grade using the Evaluation Rubric.
Lesson Objective: In this unit, students will explore the relationship between an animal and its habitat, as well as some of the ways animal behaviorists study. Concepts/Skills/Attitudes
Lesson Outline
Science Notebook Outline
Teacher Tips:
1. Begin the WebQuest after completing "Lesson 1."
2. After students have completed Step 4, of the WebQuest Process, spend 2-3 days on getting important animal information into Science Notebooks. (Notebook Example Link)
Then, return to Step 5 and complete.
3. On Step 5, I let every team member create a design and then the team chose one from the three that they liked the best.
4. My students organized their information for the presentation in a Four-Square.
5. My students used Microsoft PowerPoint for final presentations because they were familiar with the program. Your students could organize their final presentations in SMART Notebook, or Movie Maker, if they know the programs.
6. When WebQuest is complete, finish the remaining lessons in the Unit.
Description of Assessments:
Formative Assessments: As my students worked through the WebQuest, I gave class work grades on their Animal Graphic Organizers, their Animal T-Charts, Their Exhibit Designs and their Organization of Information (Four-Square).
Summative Assessment: I gave my students a final project grade using the Evaluation Rubric.