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Opoutere
School
offers a balanced curriculum to
educate the whole child, intellectually, socially, culturally and
emotionally. The philosophy practiced in the school is based on
creating learning conditions that allow individuals to reach their
fullest potential in a happy and successful way. Please feel free to
phone and make an appointment. I am happy to show you around and
answer any queries.
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Phone: 07 8659077 Fax: 07 8659055 E-mail: rae.stafford@opoutere.school.nz Address: State Highway 25 RD1 Whangamata © 2011 |
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Teacher's Notes for the Webquest A Dinosaur for a Pet Contents Assessment Rubric This webquest was designed for use with years 3 and 4 (7 - 8 year olds). It could easily be adapted for use by older children. Some children may need help reading the information contained on websites. All websites are on the open internet and children will need supervision to ensure they do not click on links which take them to other sites. They will need a basic level of knowledge of internet safety and use. Teach them to use the back button on their browser to get back to the original site. This webquest is a guided inquiry-based unit. It arose from a class discussion on dinosaurs. Several students thought that they would like a t-rex as a pet and most students agreed with them. A few others thought that a t-rex would not be a good pet and so the question "Which dinosaur would make a good pet?" arose. To develop students'
1. Introduce the students to the topic. They should discuss in groups what they know about dinosaurs. 2. Discuss which dinosaurs they think would make good pets. They should then discuss in groups what they would look for in a pet. List their ideas. Then discuss in groups what they may look for in a pet dinosaur. Students should then make an individual list of things they will be looking for in a dinosaur (Their criteria). 3. Introduce the webquest. Preferably use a data projector so you can explain the webquest to the whole class while they are all able to view it. Put students into groups of two or three children. (See notes on grouping). They should plan how they are going to complete the task. 4. Roster children to use the computer. Children will need two sessions on the internet. The first session of 10 -15 minutes will be used to choose their dinosaur. If only one computer is available then the first task of choosing the six dinosaurs could be done without the use of the computer by displaying the list in the classroom or giving groups a list to choose from. The second session of 35 - 45 minutes is used to research information. Children can then use books, videos etc to fill in any gaps in their information. If children are not using other resources they may need a third session to look at other websites as listed on the Resource page. 5. Children will need time to fill out their summary charts and discuss in their groups the merits of the dinosaurs as pets and make their final choice. For older children a group choice about a dinosaur is an option. 6. Once they have made their final decision they will need to fill out the sheet with their choice of dinosaur and reasons for that choice. Discussions between teacher and student should take place at this stage about the processes involved in reaching their decision and obtaining their information. 7. Children should prepare a report on their chosen pet. Individually the children will each prepare a page for a Powerpoint (or similar) presentation outlining their chosen pet, its features and needs. This should include images as well as text. They can draw their own pictures or models and scan them or photograph them with a digital camera or they may be able to copy an image from the webpage or insert an image from another source eg clip art. They will need time on a computer for this but it does not need internet access. Alternatively children could present this information in chart form. 8. Students will individually present to the class their report including their reasons for their choice of pet in the presentation. 9. In groups students should evaluate the processes involved in making their decisions, problems encountered and solutions found. This should then be shared in a whole class discussion. When placing students in groups for the task consideration should be given to the following factors: Reading ability: It may be necessary to group weaker readers with more competent reader to complete this task. Dominance: Some students can dominate use of the computer. Care should be taken either when grouping and/or supervising the tasks to ensure this does not happen. Size: The best group size is three students. Pairs will work but larger groups would make working around one computer difficult. Rosters: Unless you have a computer suite it will be necessary to roster groups to use the computer so that equitable use is made. Learning styles: Ensure the learning styles within the group are compatible and/or complimentary. A computer (or preferably more than one computer) with internet access is needed, although it would be possible to complete this task using book resources. A variety of websites can be found on the Dinosaur Research Page. The main site used is http://www.enchantedlearning.com/ . Children should also have access to a variety of books and/or video resources although it is possible to complete the task using only the web pages. Use of a data (multi-media) projector would be useful when introducing the web quest and for the final presentations. If a computer suite is available with enough computers for one between three students then this would speed up the research phase of the task. It is, however, possible to do this with just one classroom computer. A digital camera and/or scanner would be useful for the presentation stage but are not essential. This webquest is based on constructivist and socio-dialogical learning theories. These involve children constructing their own knowledge by building on their own previous experiences. Also involved are social groupings and use of language. Children will be working co-operatively, collaboratively and individually on this task at various stages.
Alternately a similar inquiry model can be used. While the webquest is in progress the teacher's main roles should be of facilitator and guide. Careful questioning can lead children to reach their own conclusions and solve their own problems. Children should work in pairs or, preferably, threes to complete this webquest. The discussions they will have while completing the tasks are an important part of the outcomes. Discussions about the processes involved in reaching their conclusion are also very important. Specific Learning Outcomes: The students will:
Achievement Objectives: (New Zealand Curriculum) Science Level 2: Planet Earth and Beyond Obj. 2: Understand that Earth is very old and that animals and plants in past times were very different. English Transactional writing Level 2: Write instructions and explanations, state facts and opinions, and recount events in a range of authentic contexts Reading and Writing Processes: Processing information Level 1/2: Identify, retrieve, record, and present coherent information, using more than one source and type of technology, and describing the process used Level 3: Gather, select, record, interpret, and present coherent, structured information from a variety of sources, using different technologies and explaining the processes used. Reading and Writing Processes: Thinking critically Level 1/2: Identify and express meanings in written texts, drawing on personal background, knowledge, and experience Oral Language: Interpersonal speaking Level 1: Converse, and talk about personal experiences Level 2: Converse, ask questions, and talk about events and personal experiences in a group Level 3: Talk clearly in small and large groups about experiences, events, and ideas, organising material effectively and attending to others' responses Using texts Level 1: Tell a story, recite, or read aloud Level 2: Tell stories, recite, or read aloud, informally and for an audience Visual Language Presenting visual language Level 1: Present ideas using simple layouts and drama Level 2: Use verbal and visual features to communicate ideas or stories using layout, drama, video, or still photography Processing visual information Level 1/2: View and use visual texts to gain and present information, become familiar with and use appropriate technologies, and write letter and number forms legibly to present ideas. Assessment is based on the presentation of the final task and explanation of the processes involved. Dinosaur Choice /15
Presentation /10 (A.O.s: Visual Language )
Dinosaur Information /50 (A.O.s: Written Language, Reading and Writing Processes, Visual Language Processes, Science)
Explains Process /10 (A.O.s: Reading and Writing Processes)
Oral Presentation /15 (A.O.s Oral language)
Teachers are welcome to use/print/copy any part of this webquest for use with their classes. The idea for this webquest came from the NSW Country Areas Program On-Line Research Modules at http://www.cap.nsw.edu.au/bb_site_intro/stage1_Modules/research_mods_stage1.htm All possible steps have been taken to ensure images used are free from copyright for non-commercial use. If you have reason to believe any image is a copyrighted image please contact the page author. Webquest constructed by Jan-Marie Kellow 2004 |