Student Page [Teacher Page]                  Webquest to Create Webquests     Title                        For Educators I...
Student Page [Teacher Page]                         Introduction     Title        What is a Habitat? Introduction      Do ...
Student Page [Teacher Page]                                         The Task                  HELP!     Title             ...
Student Page [Teacher Page]                                                       The Process     Title        1.First you...
Student Page [Teacher Page]                                                                           Evaluation          ...
Student Page [Teacher Page]                                                       Conclusion                  So now that ...
Student Page [Teacher Page]                                                       Credits & References                  ht...
[Student Page]                  Put the Title of the Lesson HereTeacher Page                              (Teacher)       ...
[Student Page]Teacher Page                              Introduction (Teacher)                  Begin with something that ...
[Student Page]Teacher Page                     Learners (Teacher)                  Describe the grade level and course tha...
[Student Page]                                    Curriculum StandardsTeacher Page                                    (Tea...
[Student Page]Teacher Page                                The Process (Teacher)                  You can paste in the proc...
[Student Page]Teacher Page                                   Resources (Teacher)                  Describe whats needed to...
[Student Page]Teacher Page                                               Evaluation (Teacher)                  How will yo...
[Student Page]Teacher Page                                      Teacher Script (Teacher)                  The WebQuest mod...
[Student Page]Teacher Page                                        Conclusion (Teacher)                  Make some kind of ...
[Student Page]Teacher Page                      Credits & References (Teacher)                  List here the sources of a...
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Habitats- Shannon Miller

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This is a web quest where students can learn about different animals and their habitats while creating a collage and a brochure.

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Habitats- Shannon Miller

  1. 1. Student Page [Teacher Page] Webquest to Create Webquests Title For Educators Introduction Designed by Task Shannon Miller Process srm38@zips.uakron.edu Evaluation Conclusion Credits Based on a template from The WebQuest Page
  2. 2. Student Page [Teacher Page] Introduction Title What is a Habitat? Introduction Do you know what a habitat is? Did you know that different animals Task live in different habitats? What if an animal got lost from their habitat would you be able to help them back to where they came Process from? Evaluation Conclusion Credits
  3. 3. Student Page [Teacher Page] The Task HELP! Title The animals that were traveling on a boat all over the world and they have gotten lost on Introduction an island. They need your help to find their way home! Task Each group will be assigned a different habitat and it is your job to figure out what animals Process belong to your habitat Evaluation You will create a collage, a brochure, and you will share your information with the class. Conclusion Credits
  4. 4. Student Page [Teacher Page] The Process Title 1.First youll be assigned to a group of 4 students. 2.Once you have been assigned to a habitat you will need pair up. Introduction 3. Two of you will research the habitat (the location, the temperature, etc.). The other two Task will research the animal (what it eats, when it sleeps, color changes, etc.). Process The following websites will be able to help you on your research: Evaluation http://www.enchantedlearning.com/biomes/ Conclusion http://environment.nationalgeographic.com/environment/habitats/ http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/ 4. After you have researched your habitat you will be shown a chart of all of the animals that have gone missing. You must use this chart to create a collage of the animals that are missing and different features of your habitat. For example, if your habitat is the rain forest you could use a picture of rain and trees with the animals that belong in the rain forest. You will make this collage by printing off different pictures from online and pasting them to a poster board. REMEMBER to make sure to turn in a resources page with your sources of where you have found your pictures. 5. When the collage has been made and you have found all the animals that belong in your habitat, you must then create a brochure about the different information you have learned about your habitat. This will include: some animals that you may find there, the location, the temperature, and any interesting facts that you may find are important. You can use Microsoft Word or Microsoft Office Publisher to make this brochure. 6. Finally each group will present their collages and brochures to the class and talk about their habitat and the animals that they have rescued. Credits
  5. 5. Student Page [Teacher Page] Evaluation Beginning Developing Accomplished Exemplary Score 1 2 3 4 Title Writing- Less than half of the Most sections of the Each section in the Introduction Organization sections of the brochure have a clear beginning, brochure have a clear beginning, middle and Almost all sections of the brochure have a clear brochure has a clear beginning, middle, and middle and end. end. beginning, middle and end. Task end. Process Knowledge Several students in the Most students in the All students in the group All students in the Gained group appear to have group can accurately can accurately answer group can accurately little knowledge about answer most questions most questions related to answer all questions Evaluation the facts or technical related to facts in the facts in the brochure and related to facts in the processes used in the brochure and to technical to technical processes brochure and to brochure. processes used to create used to create the technical processes Conclusion the brochure. brochure. used to create the brochure. Graphics/Pict Graphics do not go with Graphics go well with Graphics go well with Graphics go well with ures the accompanying text or the text, but there are too the text, but there are so the text and there is a appear to be randomly few and the brochure many that they distract good mix of text and chosen. seems "text-heavy". from the text. graphics. Content- Fewer than 80% of the 89-80% of the facts in the 99-90% of the facts in the All facts in the Accuracy facts in the brochure are brochure are accurate brochure are accurate brochure are accurate. accurate and fewer than and 89-80% of the and 99-90% of the The pictures in the 80% of the pictures in the pictures in the collage pictures in the collage collage match the collage match the correct match the correct match the correct correct habitat. habitat. habitat. habitat. Sources Sources are not Careful and accurate Careful and accurate Careful and accurate documented accurately records are kept to records are kept to records are kept to or are not kept on many document the source of document the source of document the source of facts and graphics. 84-75% of the facts and 94-85% of the facts and 95-100% of the facts graphics in the brochure graphics in the brochure and graphics in the and collage. and collage. brochure and collage. Credits
  6. 6. Student Page [Teacher Page] Conclusion So now that you have learned about the different habitats, if you could be one animal Title what would you be and why? Is your choice because of the habitat you will live in? You might have a favorite animal but you would never want to live in the habitat that they live Introduction in. Task Process Evaluation Conclusion Credits
  7. 7. Student Page [Teacher Page] Credits & References http://www.enchantedlearning.com/biomes/ Title http://environment.nationalgeographic.com/environment/habitats/ Introduction Task http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/ Process http://rubistar.4teachers.org/ Evaluation http://4.bp.blogspot.com/_9uzDKGdT9E0/TQbseK-XQyI/AAAAAAAAAAM/t4bJPJvnV2I/S660/animal% Conclusion http://www.google.com/ The WebQuest Page The WebQuest Slideshare Group Credits
  8. 8. [Student Page] Put the Title of the Lesson HereTeacher Page (Teacher) A WebQuest for xth Grade (Put Subject Here) Title Introduction Designed by Learners Put Your Name Here Standards Put Your E-mail Address Here Process Resources EvaluationTeacher Script Conclusion Credits Based on a template from The WebQuest Page
  9. 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 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
  10. 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 EvaluationTeacher Script Conclusion Credits
  11. 11. [Student Page] Curriculum StandardsTeacher Page (Teacher) What will students learn as a result of this lesson? Describe the outcomes Title succinctly. Use the language of existing standards. For example: Introduction Social Studies Standards Addressed Learners •Recognize the relationships among the various parts of a nations cultural Standards life. •Learn about the mythology, legends, values and beliefs of a people Process . Most lessons dont just teach a block of content; they also implicitly teach one or Resources more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were Evaluation encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization?Teacher Script Comparison? Teamwork? Compromise? Conclusion Credits
  12. 12. [Student Page]Teacher Page The Process (Teacher) You can paste in the process description given to students in the “student” Title process slide and then interleave the additional details that a teacher might need. Introduction Describe briefly how the lesson is organized. Does it involve more than one class? Learners Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or Standards what? Process If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them Resources 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 a novice teacher? Does it require some experience with directing debates or roleTeacher Script 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
  13. 13. [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
  14. 14. [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
  15. 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 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
  16. 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 EvaluationTeacher Script Conclusion Credits
  17. 17. [Student Page]Teacher Page Credits & References (Teacher) List here the sources of any images, music or text that youre using. Provide links back to Title the original source. Say thanks to anyone who provided resources or help. Introduction List any books and other analog media that you used as information sources as well. Learners Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that Standards others can acquire the latest version of this template and training materials. Process Resources EvaluationTeacher Script Conclusion Credits

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