This WebQuest lesson guides 3rd grade students on a virtual trip around the world to research animals for a new zoo. Students will visit websites to gather information on a jaguar, lion, koala, emperor penguin, and red panda. They will learn about each animal's habitat, behaviors, diet, and space needs. Using the research, students will then design their own zoo that safely houses all the animals. The teacher page provides standards, process details, evaluation criteria, and resources to support lesson implementation.

1. 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

2. 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

3. 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

4. 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

5. 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 people's ideas people's 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

6. 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

7. Student Page
[Teacher Page]
CREDITS & REFERENCES
Title
Introduction National Geographic-
Task http://www.nationalgeographic.com/
Process
Evaluation
Conclusion
Credits

8. [Student Page] PUT THE TITLE OF THE LESSON HERE
Teacher Page (TEACHER)
A WebQuest for 3rd Grade Geography
Title
Introduction Designed by
Learners
Name
Standards email
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

9. [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 District's 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
Evaluation
Teacher Script
Conclusion
Credits

10. [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
Evaluation
Teacher Script
Conclusion
Credits

11. [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 OTHER
Teacher 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

12. [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 for
Teacher Script a novice teacher? Does it require some experience with directing debates or role
plays, for example?
Conclusion
If you're 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

13. [Student Page]
Teacher Page RESOURCES (TEACHER)
Describe what's 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 the
Teacher 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

14. [Student Page]
Teacher Page EVALUATION (TEACHER)
How will you know that this lesson was successful? Describe what student products
Title or performances you'll be looking at and how they'll 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
Evaluation
Teacher Script
Conclusion
Credits

15. [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 anticipate
Teacher 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

16. [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
Evaluation
Teacher Script
Conclusion
Credits

17. [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