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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

Title Introduction Task Process Evaluation Conclusion

Student Page

Title

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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

Put the Title of the Lesson Here

Alright space cadets, listen up! Alright space cadets, listen up! Starting today, your mission is to Starting today, your mission is to research your assigned planet, research your assigned planet,

create a plan to safely travel to that create a plan to safely travel to that planet, and record your progress planet, and record your progress

along the way! Let’s look at the list along the way! Let’s look at the list of of taskstasks to begin your voyage! to begin your voyage!

Introduction

Title Introduction Task Process Evaluation Conclusion

Title Introduction Task Process Evaluation Conclusion

Each of the members of your crew has a specific job! Each group will produce a small journal, recording the process of preparing for a journey to their planet, from start to finish. One crew member will also make a poster, diagramming your assigned planet’s properties, interesting facts etc. Someone must build a model of the crew’s spacecraft. One member will also have to provide a list of supplies needed for survival if the group were to get stranded on their planet for a week.

Each of the members of your crew has a specific job! Each group will produce a small journal, recording the process of preparing for a journey to their planet, from start to finish. One crew member will also make a poster, diagramming your assigned planet’s properties, interesting facts etc. Someone must build a model of the crew’s spacecraft. One member will also have to provide a list of supplies needed for survival if the group were to get stranded on their planet for a week.

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Before you can start your mission, you must research your planet and find out some important information, including: the size of your planet, the climate of your planet, does you planet have seasons?, how far away from earth is you planet? What are some important interesting facts about your planet. Then, your group may begin making a poster, describing your planet. Include the information that was initially researched. Be colorful and detailed! Meanwhile, based on the research of your planet, a crew member can start creating a list of supplies needed to survive on the planet for one week. Make sure to think of EVERYTHING, including, air supplies, food, water, shelter etc… Another member may begin working on designing a model of the spacecraft you will take to your planet. Be sure to keep in mind what sorts of things your ship will need in order to make it to your planet safely and return back to Earth. Will it need on-board air supplies, wheels, rocket boosters? You may want to research what ideas have already been used on previous actual spacecrafts.

Process Part 2… Click Here

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Process Continued…

In order to find all the information you will need to complete your mission,it may be necessary to visit some of the websites below to perform someresearch!

http://solarsystem.nasa.gov/planets/profile.cfm?Object=Venus

http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html

http://adc.gsfc.nasa.gov/adc/education/space_ex/index.html

http://www.seasky.org/spacexp/sky5d.html

http://www.solarviews.com/eng/history.htm

http://library.thinkquest.org/27463/

http://www.kidsastronomy.com/

http://www.rjriley.com/space/

http://amazing-space.stsci.edu/

http://www.universetoday.com/

 

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Student Name:     ________________________________________

CATEGORY 5 4 3 2Ideas/Research Questions

Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing

Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing

Group Timeline Group independently develops a reasonable, complete timeline describing when different parts of the work

Group independently develops a timeline describing when most parts of the work will be done. All students in group can

Group independently develops a timeline describing when most parts of the work will be done. Most students can

Group needs adult help to develop a timeline AND/OR several students in the group cannot independently

Delegation of Responsibility

Each student in the group can clearly explain what information is needed by the group, what information s/he is

Each student in the group can clearly explain what information s/he is responsible for locating.

Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is

One or more students in the group cannot clearly explain what information they are responsible for

Plan for Organizing Information

Students have developed a clear plan for organizing the information as it is gathered and in the final research

Students have developed a clear plan for organizing the information in the final research product. All students

Students have developed a clear plan for organizing the information as it is gathered. All students can

Students have no clear plan for organizing the information AND/OR students in the group cannot explain their

Date Created: Apr 08, 2008 10:47 pm (CDT)

Group Planning -- Research Project : Space Webquest

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Congratulations, you have completed the training and preparation for you mission! You have learned much about your planet, space travel and what it takes to plan a trip to outer space. Your plans and proposal will be submitted to the director of space travel over at headquarters and she will decide whether your plans will succeed! Good luck cadets!

Check out some credits!

Credits

All content and images credited to: John BreedingThe WebQuest Page and The WebQuest Slideshare Group

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A WebQuest for Elementary Schoolers (Collaborative Subjects)Designed by

John BreedingDrumrman123@aol.com

Based on a template from The WebQuest Page

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Space Quest(Teacher)

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This lesson was designed for elementary school students to be used as a collaborative teaching tool, shared between various subject teachers. It incorporates research, critical thinking, hands on creativity and basic composition and math skills.

The purpose of this webquest is to explore the topic of Space exploration and the history/future of travel in our solar system. Students will also explore what would be needed for a hypothetical voyage to another planet.

I know that almost universally, students learn about the solar system and space travel in the elementary school level, specifically between 2nd and 5th grade. This would be a great activity/ research project for teachers of different content areas to collaborate with each other. A science teacher and a math teacher could pair up and work on different aspects of the final project. Language arts teachers may be able to incorporate the idea of writing a journal or log into the project, and an art teacher may explore the concept of space landscape painting or model rocket building.  

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This lesson was designed for elementary school students to be used as a collaborative teaching tool, shared between various subject teachers. It incorporates research, critical thinking, hands on creativity and basic composition and math skills.

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Curriculum Standards (Teacher)The studenst should be able to understand and communicate the importance of space travel and exploration. They should also gain information on the history and possible future plans of space travel in the USA and at least one other country as well. The student should be able to demonstrate their knowledge in various tasks including written, oral and visual displays.

Colorado Model Content Standards- SCIENCEStandard 1Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.Standard 4Earth and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. (Focus: Geology, Meteorology, Astronomy, Oceanography)Standard 5Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world. Colorado Model Content Standards-MATHEMATICSStandard 1Students develop number sense and use numbers and number relationships in problem-solvingsituations and communicate the reasoning used in solving these problems.Standard 2Students use algebraic methods to explore, model, and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.Standard 3Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems.Standard 4Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems.Standard 5Students use a variety of tools and techniques to measure, apply the results in problem-solvingsituations, and communicate the reasoning used in solving these problems.Standard 6Students link concepts and procedures as they develop and use computational techniques,including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem solving situations and communicate the reasoning used in solving these problems.Colorado Model Content Standards- READING AND WRITINGStandard 2:Students write and speak for a variety of purposes and audiences.Standard 5Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.Standard 6:Students read and recognize literature as a record ofhuman experience.

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Before you can start your mission, you must research your planet and find out some important information, including: the size of your planet, the climate of your planet, does you planet have seasons?, how far away from earth is you planet? What are some important interesting facts about your planet. Then, your group may begin making a poster, describing your planet. Include the information that was initially researched. Be colorful and detailed! Meanwhile, based on the research of your planet, a crew member can start creating a list of supplies needed to survive on the planet for one week. Make sure to think of EVERYTHING, including, air supplies, food, water, shelter etc… Another member may begin working on designing a model of the spacecraft you will take to your planet. Be sure to keep in mind what sorts of things your ship will need in order to make it to your planet safely and return back to Earth. Will it need on-board air supplies, wheels, rocket boosters? You may want to research what ideas have already been used on previous actual spacecrafts.

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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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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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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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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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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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