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For Educators

Designed by

Shannon Millersrm38@zips.uakron.edu

Based on a template from The WebQuest Page

Webquest to Create WebquestsWebquest to Create Webquests

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What is a Habitat?

Do you know what a habitat is? Did you know that different animals 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 from?

IntroductionIntroduction

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HELP!

The animals that were traveling on a boat all over the world and they have gotten lost on an island. They need your help to find their way home!

Each group will be assigned a different habitat and it is your job to figure out what animals belong to your habitat

You will create a collage, a brochure, and you will share your information with the class.

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The TaskThe Task

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1.First you'll be assigned to a group of 4 students. 2.Once you have been assigned to a habitat you will need pair up. 3. Two of you will research the habitat (the location, the temperature, etc.). The other two will research the animal (what it eats, when it sleeps, color changes, etc.).

The following websites will be able to help you on your research:

http://www.enchantedlearning.com/biomes/

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.

The ProcessThe Process

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[Teacher Page] EvaluationEvaluationBeginning

1Developing

2Accomplished

3Exemplary

4Score

Writing-Organization

Less than half of the sections of the brochure have a clear beginning, middle and end.

Most sections of the brochure have a clear beginning, middle and end.

Almost all sections of the brochure have a clear beginning, middle and end.

Each section in the brochure has a clear beginning, middle, and end.

Knowledge Gained

Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.

Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.

All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.

All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.

Graphics/Pictures

Graphics do not go with the accompanying text or appear to be randomly chosen.

Graphics go well with the text, but there are too few and the brochure seems \"text-heavy\".

Graphics go well with the text, but there are so many that they distract from the text.

Graphics go well with the text and there is a good mix of text and graphics.

Content-Accuracy

Fewer than 80% of the facts in the brochure are accurate and fewer than 80% of the pictures in the collage match the correct habitat.

89-80% of the facts in the brochure are accurate and 89-80% of the pictures in the collage match the correct habitat.

99-90% of the facts in the brochure are accurate and 99-90% of the pictures in the collage match the correct habitat.

All facts in the brochure are accurate. The pictures in the collage match the correct habitat.

Sources Sources are not documented accurately or are not kept on many facts and graphics.

Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure and collage.

Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure and collage.

Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure and collage.

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So now that you have learned about the different habitats, if you could be one animal 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 in.

Conclusion Conclusion

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http://www.enchantedlearning.com/biomes/

http://environment.nationalgeographic.com/environment/habitats/

http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/

http://rubistar.4teachers.org/

http://4.bp.blogspot.com/_9uzDKGdT9E0/TQbseK-XQyI/AAAAAAAAAAM/t4bJPJvnV2I/S660/animal%252520habitats%252520poster.gif

http://www.google.com/

The WebQuest Page

The WebQuest Slideshare Group

Credits & ReferencesCredits & References

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A WebQuest for xth Grade (Put Subject Here)

Designed by

Put Your Name HerePut Your E-mail Address Here

Based on a template from The WebQuest Page

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Put the Title of the Lesson Here Put the Title of the Lesson Here (Teacher)(Teacher)

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Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant.

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.

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Introduction (Teacher)Introduction (Teacher)

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Describe the grade level and course that the lesson is designed to cover. For 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 additional grades and subjects, mention that briefly here as well.

Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.

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Learners (Teacher)Learners (Teacher)

[Student Page]

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What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:

Social Studies Standards Addressed

•Recognize the relationships among the various parts of a nation's cultural life.•Learn about the mythology, legends, values and beliefs of a people.

Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?

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Curriculum Standards Curriculum Standards (Teacher)(Teacher)

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You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need.

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 or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what?

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 here and suggest ways to get around them.

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 role plays, for example?

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.

VariationsIf 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.

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The Process (Teacher)The Process (Teacher)

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Describe what's needed to implement this lesson. Some of the possibilities:

•Class sets of books•E-mail accounts for all students•Specific software (how many copies?)•Specific hardware (what kind? How many?)•Specific reference material in the classroom or school library•Video or audio materials

If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.

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 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 lesson?

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Resources (Teacher)Resources (Teacher)

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How will you know that this lesson was successful? Describe what student products 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.

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 make use of this lesson.

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Evaluation (Teacher)Evaluation (Teacher)

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The WebQuest model is best suited for learners who can navigate the Web on their 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 Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.

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.

This page will include step by step directions to the facilitator, including:

•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer

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

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Teacher Script (Teacher)Teacher Script (Teacher)

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Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach.

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Conclusion (Teacher)Conclusion (Teacher)

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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.

List any books and other analog media that you used as information sources as well.

Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.

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Credits & References (Teacher)Credits & References (Teacher)