Geography Webquest
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Geography Webquest

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Around The World

Around The World

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Geography Webquest Geography Webquest Presentation Transcript

  • Student Page AROUND THE WORLD [Teacher Page] Title A WebQuest for 3rd Grade Geography Introduction Designed by Task Amanda Willis Process amw184@zips.uakron.edu Evaluation Conclusion Credits Based on a template from The WebQuest Page
  • Student Page [Teacher Page] INTRODUCTION Title You are on a mission!!! You are in the works of Introduction creating a new zoo. As head zookeeper, I need you to Task pack up your suitcases and passport because you are going on a trip of a lifetime! You will travel to 5 Process continents in search of the most interesting animals to Evaluation bring back to your zoo. Conclusion On your trip you will learn about the different habitats that these unique animals live in. You will also learn about the environments and climates of the regions you visit. Credits
  • Student Page [Teacher Page] THE TASK Below are your missions. You must complete these to Title ensure your animals are healthy and safe. Really get to Introduction know your animals and about their lifestyle. Have fun with this! Task Find the animals in their most natural habitats Process Explore their environment Evaluation Learn their behaviors (i.e. do they like to play, Conclusion swim, or climb?) Learn what they eat Learn when they eat Know how much space they like Find out if they like to be alone or in groups You have no budget, so be creative and accommodate to all the animals Once you’ve gathered your facts and information on your new animals you will create your own zoo! Be creative and think of the ideal way to keep your animals safe from one another and the elements of Ohio. Credits
  • Student Page [Teacher Page] THE PROCESS To accomplish the task, students will work Title individually while completing their mission. Introduction Students will follow the numbered steps and Task collect information on animal’s habitats. Students will then take the gathered information and create Process a functional zoo for all the animals to coincide Evaluation with one another. Conclusion 3.Find the following information for each animal: -in what country does the animal live -average life-span -weight -size -what they eat -include a drawing of the country 2.Visit HERE to find the Jaguar 3.Visit HERE to find the Lion 4.Visit HERE to find the Koala 5.Visit HERE to find the Emperor Penguin Credits 6.Visit HERE to find the Red Panda
  • Student Page [Teacher Page] EVALUATION Multimedia Project : Geography WebQuest Teacher Name: Ms. Willis Title Student Name: ________________________________________ CATEGORY 4 3 2 1 Introduction Sources Source information Source information Source information Very little or no collected for all collected for all collected for source information Task graphics, facts and graphics, facts and graphics, facts and was collected. quotes. All quotes. Most quotes, but not Process documented in documented in documented in Originality Product shows a Product shows Uses other Uses other Evaluation large amount of some original peoples ideas peoples ideas, but original thought. thought. Work (giving them does not give them Conclusion Ideas are creative shows new ideas credit), but there is credit. and inventive. and insights. little evidence of Requirements All requirements All requirements One requirement More than one are met and are met. was not completely requirement was exceeded. met. not completely met. Attractiveness Makes excellent Makes good use of Makes use of font, Use of font, color, use of font, color, font, color, color, graphics, graphics, effects graphics, effects, graphics, effects, effects, etc. but etc. but these often etc. to enhance the etc. to enhance to occasionally these distract from the presentation. presentation. detract from the presentaion Content Covers topic in- Includes essential Includes essential Content is minimal depth with details knowledge about information about OR there are and examples. the topic. Subject the topic but there several factual Subject knowledge knowledge appears are 1-2 factual errors. is excellent. to be good. errors. Oral Presentation Delivery not Delivery not Delivery not Delivery not smooth and smooth and smooth and smooth and audience attention audience attention audience attention audience attention lost. lost. lost. lost. Credits
  • Student Page [Teacher Page] CONCLUSION Title When you’ve finished your mission, you will have Introduction successfully researched information about 5 Task interesting animals and their habitats. You also will Process have creatively generated a zoo which houses the animals you have found. Evaluation Conclusion Using the information you found in the websites, you now understand the certain climates and accommodations of each animal you found. Credits
  • Student Page [Teacher Page] CREDITS & REFERENCES Title Introduction National Geographic- Task http://www.nationalgeographic.com/ Process Evaluation Conclusion Credits
  • [Student Page] PUT THE TITLE OF THE LESSON HERETeacher Page (TEACHER) A WebQuest for 3rd Grade Geography Title Introduction Designed by Learners Name Standards email Process Resources EvaluationTeacher Script Conclusion Credits Based on a template from The WebQuest Page
  • [Student Page]Teacher Page INTRODUCTION (TEACHER) Begin with something that describes the origin of the lesson. For example: This Title lesson was developed as part of the San Diego Unified School Districts Triton Project, a federally funded Technology Innovation Challenge Grant. Introduction Learners In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students. Standards Process Resources EvaluationTeacher Script Conclusion Credits
  • [Student Page]Teacher Page LEARNERS (TEACHER) Describe the grade level and course that the lesson is designed to cover. For Title example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to Introduction additional grades and subjects, mention that briefly here as well. Learners Describe what the learners will need to know prior to beginning this lesson. Limit Standards this description to the most critical skills that could not be picked up on the fly as the lesson is given. Process Resources EvaluationTeacher Script Conclusion Credits
  • [Student Page]Teacher Page Social Studies (Geography) Standards Title Addressed Introduction Learners GEOGRAPHY CORE CONTENT- PLACES AND Standards REGIONS Process A PLACE IS A LOCATION HAVING DISTINCTIVE Resources CHARACTERISTICS, WHICH GIVE IT MEANING AND Evaluation CHARACTER AND DISTINGUISH IT FROM OTHERTeacher Script LOCATIONS. A REGION IS AN AREA WITH ONE OR MORE COMMON CHARACTERISTICS, WHICH GIVE IT Conclusion A MEASURE OF HOMOGENEITY AND MAKE IT DIFFERENT FROM SURROUNDING AREAS. REGIONS AND PLACES ARE HUMAN CONSTRUCTS. ODE WEBSITE- HTTP://WWW.EDUCATION.OHIO.GOV/GD/TEMPL Credits
  • [Student Page]Teacher Page THE PROCESS (TEACHER) You can paste in the process description given to students in the Title “student” process slide and then interleave the additional details that a teacher might need. Introduction Learners Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days Standards or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? Process If students are divided into groups, provide guidelines on how you might do that. Resources If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them. Evaluation What skills does a teacher need in order to pull this lesson off? Is it easy enough forTeacher Script a novice teacher? Does it require some experience with directing debates or role plays, for example? Conclusion If youre designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Credits
  • [Student Page]Teacher Page RESOURCES (TEACHER) Describe whats needed to implement this lesson. Some of the possibilities: Title •Class sets of books Introduction •E-mail accounts for all students Learners •Specific software (how many copies?) •Specific hardware (what kind? How many?) Standards •Specific reference material in the classroom or school library •Video or audio materials Process If the lesson makes extensive use of specific websites, it would be appropriate to Resources list, describe and link them here. Evaluation Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in theTeacher Script room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the Conclusion lesson? Credits
  • [Student Page]Teacher Page EVALUATION (TEACHER) How will you know that this lesson was successful? Describe what student products Title or performances youll be looking at and how theyll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. Introduction Learners You may want to just copy and paste the evaluation section of the student page ( Evaluation) into this space and add any clarifications needed for another teacher to Standards make use of this lesson. Process Resources EvaluationTeacher Script Conclusion Credits
  • [Student Page]Teacher Page TEACHER SCRIPT (TEACHER) The WebQuest model is best suited for learners who can navigate the Web on their Title own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Introduction Learners and special populations by creating a facilitated WebQuest, one that Learners requires an adult or older peer to drive things. Standards Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest. Process This page will include step by step directions to the facilitator, including: Resources •What to say at each point in the process Evaluation •What to click on •What questions and misconceptions to anticipateTeacher Script •How long to take at each point •When to direct learners to work away from the computer Conclusion To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point. This page is linked to the Process segment off of the Teacher Page Credits
  • [Student Page]Teacher Page CONCLUSION (TEACHER) Make some kind of summary statement here about the worthiness of this lesson Title and the importance of what it will teach. Introduction Learners Standards Process Resources EvaluationTeacher Script Conclusion Credits
  • [Student Page]Teacher Page CREDITS & REFERENCES (TEACHER) Title NATIONAL GEOGRAPHIC- Introduction http://www.nationalgeographic.com/ Learners Standards MAPS- Process http://www.vbmap.org/blogs/admin-1/continents-europe-7/ Resources Evaluation EMPORER PENGUINS-Teacher Script Conclusion http://www.squidoo.com/facts-about-emperor-penguins KOALA-http://www.planetozkids.com/oban/ animals/facts-koala.htm SMITHSONIAN NATIONAL ZOOLOGICAL PARK Credits http://nationalzoo.si.edu/Animals/AsiaTrail/ RedPanda/factsheet.cfm