Introduction
Hello class! Today we are going to read The Very Hungry Caterpillar By: Eric Carle. After we read the story you will be sent on a quest with your partner, as scientists, to discover other animal life cycles! Do all animals have the same life cycle?
Task
You and your partner’s task as scientists is to create your own animal and its own life cycle and answer the questions on your corresponding worksheet. Be creative in your thinking, use your knowledge from the quest when creating your own animal and its life cycle, you and your partner will present to the class!
Process
1.) First we will read The Very Hungry Caterpillar By: Eric Carle.
2.) After we are done reading, you will be assigned a partner to work with.
3.) Work together. You and your partner are lead scientists. You are being sent to discover other animals and their life cycles, and report "back to the class".
4.) Click here to begin your quest! When you get to the web page click on “Honey Bees-Life Cycle” and watch the video. You may watch any other videos on this web page about an animals life cycle (Are they the same? Are they different?)
5.) After you have watched your videos click here for an interactive activity! Click on "Life Cycles". Complete each interactive activity (there are 3)!
6.) After you have completed the LAST interactive activity there is a "television" in the top RIGHT hand corner of the screen. Click on it. Watch the movie.
7.) When you have complete the movie, you have completed the webquest! Now that you have completed your webquest, go to the supply closet and grab any materials you and your partner may need to create your very own animal with its very own life cycle. *Remember: there are 4 distinct stages!
As the teacher and facilitator, I will monitor instruction by reading the directions aloud to the class, and monitoring each set of partners, I will also have a co-teacher that will help facilitate learning by helping the students read and understand the directions of the webquest, ideally this webquest is something I would like to do in class, but it can also be done at home with the help of an older sibling and/or parent as an individual project.
Evaluation
Oral Presentation Rubric : Animal Life CycleTeacher Name: Ms. PhilmonStudent Name: ________________________________________CATEGORY 4 3 2 1Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was.Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (5 or more) words or phrases that are not understood by the audience.Listens to Other Presentations Listens intently. Does not make distracting noises or movements. Listens intently but has one distracting noise or movement. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements.Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well.