Zoology Exploration Webquest

Introduction

A WebQuest for 3rd Grade (Zoology Exploration)

Designed by

Latosha Rice
er6776@wayne.edu


Welcome Zoologists!

As we have talked about in class, your Webquest is based on the life of animals. During this Webquest, you and your zoologist group will explore many different animals. It is up to your group to learn all the cool things about the animal class that you're given. After you have become an expert, on the animal that you have chosen, you and your zoologist group are expected to introduce the information you've found to a 3rd grade class— just like yours!

As you explore, you'll look into 5 different areas:

What animal group 

Habitat

Reproduction

Survival

Characteristics 

 

 

Task

Students will be able to:

  • Use evidence to explain characteristics

3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

  • Use online models to show different life cycles

3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

  • Analyze facts to provide evidence of animal traits

3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

  • Report findings to class

CCSS.ELA-Literacy.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

___________________________________________________________________________________________________________

 

Our Goal:

During this webquest our goal is to use evidence from our resources [the internet, hard copy prints (magazines, books printed articles, etc) , and live expert advice] to analyze, understand, and explain the life of a selected animal class.

At the end of the Webquest, students will design a presentation (using PowerPoint, poster boards, or any approved method)  to introduce the animal to the class. REMEMBER, you all are zoologist, so be prepared to pretend!

 

 

Process

***READ EVERYTHING BELOW***

Zoologist,

The third grade class is depending on your knowledge to inform them about different animals all over the world. In order to complete this task we will do the following:

  1. Review- We will take a a little time recalling what a webquest is, and as a group, we will again practice how get to explore the links, and tabs in a webquest
  2. Get into assigned groups of 4, and choose roles:
    1. Leader- in charge of making sure everyone (including yourself) is contributing EQUALLY
    2. Writer- in charge of taking notes, and recording any important information during meetings
    3. Reader-in charge of reading all information aloud to group
    4. Navigator- in charge of using the computer to navigate through the webquest
  3. Take 10-15 mins to explore the animals listed below. Select an animal
    1. Group 1- Amphibians
    2. Group 2- Reptiles
    3. Group 3- Birds
    4. Group 4- Mammals
    5. Group 5- Fish
  4. After selecting an animal, locate more information about that animal by finding the animal below.
  5. You should explore:
    1. What animal group 

      1. What animal class did your group have (reptile, amphibian, mammal, bird or fish?)

      2. Name some animals from this class. What makes those animals apart of this class?

      3. Why is this class different from other animal class?

    2. Characteristics 

      1. What skin does this animal class have?

      2. Cold blooded, warm blooded?

      3. Choose a specific animal from the class. What does the animal eat. What eats the animal?

      4. Name 5 special characteristics you've learned about me throughout your research.

    3. Reproduction

      1. How does these animals give birth? Eggs? Explain

    4. Habitat(s)

      1. What environment would these animals live in? Give details about the environment

      2. Do you know what continent, country or place these animals come from

    5. Survival

      1. Choose a specific animal from your animal class. Explain what the animal does to protect itself against predators.

      2. What does the animal eat?

      3. What characteristics help this animals capture prey

 

___________________________________________________________________________________________________________

Resources:

___________________________________________________________________________________________________________

Presentation:

Your presentation will consist of all information that you have researched. Your presentation should include information about:

  1. Your animal class
  2. Characteristics of the animal class
  3. How the animal reproduces
  4. The habitat(s) that the animal class lives in
  5. How the animal survives

 

 

 

________________________________________________________________________

Amphibians:

https://www.nationalgeographic.com/animals/amphibians/

https://www.ducksters.com/animals/amphibians.php

https://www.factmonster.com/dk/encyclopedia/nature/amphibians

Birds:

https://www.nationalgeographic.com/animals/birds/

https://www.ducksters.com/animals/birds.php

https://www.factmonster.com/dk/encyclopedia/nature/birds

Fish:

https://www.nationalgeographic.com/animals/fish/

https://www.ducksters.com/animals/fish.php

https://www.factmonster.com/dk/encyclopedia/nature/fish

Reptile:

https://www.nationalgeographic.com/animals/reptiles/

https://www.ducksters.com/animals/reptiles.php

https://www.factmonster.com/dk/encyclopedia/nature/reptiles

Mammals:

https://www.nationalgeographic.com/animals/mammals/

https://www.ducksters.com/animals/mammals.php

https://www.factmonster.com/dk/encyclopedia/nature/mammals

 

Evaluation

 

Webquest- Zoology Exploration _____________________________________________

Evaluator__________________________________________________________

Individual Criteria

Great

OK

Needs Work

Poor

Group evaluation

4

3

2

1

Student was engaged, and participating

4

3

2

1

Student contributed towards presentation

4

3

2

1

Student successfully carried group role

4

3

2

1

Group Criteria

Group completed work

4

3

2

1

Group showed knowledge about content

4

3

2

1

Group participated, and kept zoology role

4

3

2

1

Conclusion

In conclusions,

You will go on a journey to gain knowledge about a specific animal class, as well as practice research skills. Throughout this process, you will also inform your class of what you've researched, so that they too, are able to gain new knowledge. At the end of this exploration, you will  , be able analyze facts to provide evidence of animal traits,  and use evidence to explain characteristics.

Credits
Teacher Page

Zoology Exploration
Teacher Page

A WebQuest for 3rd Grade (Zoology Exploration)

Designed by

Latosha Rice
er6776@wayne.edu

 

Introduction

During this lesson, students will use researching skills to identify, evaluate and select important facts/important about a specific animal class. Students will use this information to out together a presentation that they will share with their class. Throughout this lesson, students are required to take on the role of a zoologist who will be presenting an animal class to 3rd graders.

Learners

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.

This lesson carters towards 3rd grade students, but can be modified to fit additional grades. The lesson focuses heavily on science, with a small concentration in ELA. Pre-lesson, students should already be familiar with what a webquest is, and how to navigate it. Students should know how to recognize the different animal classes, and have a brief understanding of each. Students will also need to know some basic computer skills such as, locating the webquest icon, opening/closes links, and various tabs. Students should have experience differentiating between important and least important facts.

This lesson can easily be extended to additional grades by adjusting the content based on the grades standards. Students can continue working with animal classes, but they may have different questions to answer.

Curriculum Standards

Outcomes:

Use evidence to explain charteristics

Report findings to class

Analyze facts to provide evidence of animal traits

Use online models to show different life cycles

Standards:

3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

CCSS.ELA-Literacy.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

___________________________________________________________________________________________________________

Our Goal:

To use evidence from our resources [the internet, hard copy prints (magazines, books printed articles, etc) , and live expert advice] to analyze, understand, and explain the life of a selected animal class.

Through this lesson, students will practice

Process

Zoologist,

The third grade class is depending on your knowledge to inform them about different animals all over the world. In order to complete this task we will do the following:

  1. Review- We will take a a little time recalling what a webquest is, and as a group, we will again practice how get to explore the links, and tabs in a webquest
  2. Get into assigned groups of 4, and choose roles:
    1. Leader- in charge of making sure everyone (including yourself) is contributing EQUALLY
    2. Writer- in charge of taking notes, and recording any important information during meetings
    3. Reader-in charge of reading all information aloud to group
    4. Navigator- in charge of using the computer to navigate through the webquest
  3. Take 10-15 mins to explore the animals listed below. Select an animal
    1. Group 1- Amphibians
    2. Group 2- Reptiles
    3. Group 3- Birds
    4. Group 4- Mammals
    5. Group 5- Fish
  4. After selecting an animal, locate more information about that animal by finding the animal below.
  5. You should explore:
    1. What animal group 

      1. What animal class did your group have (reptile, amphibian, mammal, bird or fish?)

      2. Name some animals from this class. What makes those animals apart of this class?

      3. Why is this class different from other animal class?

    2. Characteristics 

      1. What skin does this animal class have?

      2. Cold blooded, warm blooded?

      3. Choose a specific animal from the class. What does the animal eat. What eats the animal?

      4. Name 5 special characteristics you've learned about me throughout your research.

    3. Reproduction

      1. How does these animals give birth? Eggs? Explain

    4. Habitat(s)

      1. What environment would these animals live in? Give details about the environment

      2. Do you know what continent, country or place these animals come from

    5. Survival

      1. Choose a specific animal from your animal class. Explain what the animal does to protect itself against predators.

      2. What does the animal eat?

      3. What characteristics help this animals capture prey

 

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Presentation:

Your presentation will consist of all information that you have researched. Your presentation should include information about:

  1. Your animal class
  2. Characteristics of the animal class
  3. How the animal reproduces
  4. The habitat(s) that the animal class lives in
  5. How the animal survives

 

 

 

________________________________________________________________________

Amphibians:

https://www.nationalgeographic.com/animals/amphibians/

https://www.ducksters.com/animals/amphibians.php

https://www.factmonster.com/dk/encyclopedia/nature/amphibians

Birds:

https://www.nationalgeographic.com/animals/birds/

https://www.ducksters.com/animals/birds.php

https://www.factmonster.com/dk/encyclopedia/nature/birds

Fish:

https://www.nationalgeographic.com/animals/fish/

https://www.ducksters.com/animals/fish.php

https://www.factmonster.com/dk/encyclopedia/nature/fish

Reptile:

https://www.nationalgeographic.com/animals/reptiles/

https://www.ducksters.com/animals/reptiles.php

https://www.factmonster.com/dk/encyclopedia/nature/reptiles

Mammals:

https://www.nationalgeographic.com/animals/mammals/

https://www.ducksters.com/animals/mammals.php

https://www.factmonster.com/dk/encyclopedia/nature/mammals

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

This lesson should be completed over the course of a week. Students will have the opportunity to work on the webquest within 1-2 periods each day. Students will be working in groups of 4. Students will recieve have credit individually, while the other half will come from a group grade.

Students should be divided into groups according student ability. The groups should be created in advance, with 4 being the maximum per group. Within each group, students will select roles (reader, writer, leader and navigator) depending on their strengths.

One stumbling block that may occur would be having more than 5 groups. If there are more than 5 groups of 4, some students will have to complete a similar class. Another option would be to add an animal class, "Invertabrates".

 

Teachers will need minimal experience with working the computer. They should know general information as mentioned above. Students should have some familiarity with their students so that they are able to group them accordingly.

Variations

This lesson can be adjusted to fit classes with or without computer labs. Classes without computer labs, and with few computers, students can be in rotation stations. There will be several students working at the computers will other students are researching through books, printed material, or going through written notes from live resources.

 

Resources Needed

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

  • Class room text books/ class library
  • Internet/computers
  • Poster boards
  • Utensils
  • Print outs
  • Access to play video and audio

Depending on schools budget, some material such as poster boards, photo prints, and utensils may have to be provided by the parents.

 

Students will be able to get live information through an event with the school. During this event, a guest speaker would come to the school with several animals cross the different classes. Students will be able to ask quesions and take notes.  Teachers would also have to prepare students to ask good questions.

Evaluation

Webquest- Zoology Exploration _____________________________________________

Evaluator__________________________________________________________

Individual Criteria

Great

OK

Needs Work

Poor

Group evaluation

4

3

2

1

Student was engaged, and participating

4

3

2

1

Student contributed towards presentation

4

3

2

1

Student successfully carried group role

4

3

2

1

Group Criteria

Group completed work

4

3

2

1

Group showed knowledge about content

4

3

2

1

Group participated, and kept zoology role

4

3

2

1

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 into this space and add any clarifications needed for another teacher to make use of this lesson.

Students will ultimately be  graded on their group presentation. Individual grades will be from teachers observations, and peer feedback. During the informal individual observation, the teacher should look for students who are participating (speaking and carrying out their role) During the group presentation, the teacher will be looking for all students contributing to the presentation, neatness and effort, the questions being answered, as well as knowledge of the content. By completing the assignment thoroughly, students will be satisfying the science standards, and through recalling information, and reporting findings to the class, students are targeting the ELA standard.

Conclusion

At the end of this lesson, students will have practiced research, teamwork, creative and critical thinking skills. They will gain knowledge on animal classes through their own research, morever, from the research of their peers.

Credits & References

Standards

https://www.michigan.gov/documents/mde/K-12_Science_Performance_Expectations_v5_496901_7.pdf

http://www.corestandards.org/ELA-Literacy/SL/3/

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Webquest templates

http://webquest.org/sdsu/templates/lesson-template1.htm#Introduction

https://www.createwebquest.com/

Images

https://creativecommons.org/

https://www.flickr.com/

Rubric Templates

https://wac.colostate.edu/

https://www1.udel.edu/inst/resources/evaluationforms/rubricsSB.doc 

 

Animal resources

Amphibians:

https://www.nationalgeographic.com/animals/amphibians/

https://www.ducksters.com/animals/amphibians.php

https://www.factmonster.com/dk/encyclopedia/nature/amphibians

Birds:

https://www.nationalgeographic.com/animals/birds/

https://www.ducksters.com/animals/birds.php

https://www.factmonster.com/dk/encyclopedia/nature/birds

Fish:

https://www.nationalgeographic.com/animals/fish/

https://www.ducksters.com/animals/fish.php

https://www.factmonster.com/dk/encyclopedia/nature/fish

Reptile:

https://www.nationalgeographic.com/animals/reptiles/

https://www.ducksters.com/animals/reptiles.php

https://www.factmonster.com/dk/encyclopedia/nature/reptiles

Mammals:

https://www.nationalgeographic.com/animals/mammals/

https://www.ducksters.com/animals/mammals.php

https://www.factmonster.com/dk/encyclopedia/nature/mammals