Potaczek WebQuest

  1. Home
  2. Introduction
  3. Task
  4. Process
  5. Resources
  6. Evaluation
  7. Conclusion
  8. Teacher's Directions
Home > Teacher's Directions

Teacher's Directions

education-teaching.jpg

 

Dear Educators!

I would recommend using the Web Quest with fourth, fifth or six graders. It offers a variety of activities which students accomplish individually and in groups.

Because the Web Quest requires  frequent participation and communication from students, please consider creating a blog, which is one of many technology tools that enables you to discuss your findings and make comments.

The Web Quest also uses  Wikispace, a website where we will post our discoveries as a whole class after the webquest is completed. Please feel free to contribute to our Wikispace.

I would provide students with enough time to work on the webquest. Because the activities integrate science and language arts, the time can be divided into these two content areas. My estimation would be a week.

I would assure students have previous exposure to podcast, since students are required to create a 10 minute podcast. The teacher should help the students to record it and publish it on the school's website.

Objectives:

Students will be able to use their research  to reflect in their one page journal on how zero gravity affects food intake, recreation, sleep, personal hygiene, and exercise is space .

IL- Illinois Learning Standards
Learning Area: English Language Arts
Goal 3: WritingWrite to communicate for a variety of purposes.
The ability to write clearly is essential to any person’s effective communications. Students with high-level writing skills can produce documents that show planning and organization and can effectively convey the intended message and meaning. Clear writing is critical to employment and production in today’s world. Individuals must be capable of writing for a variety of audiences in differing styles, including standard rhetoric themes, business letters and reports, financial proposals, and technical and professional communications. Students should be able to use word processors and computers to enhance their writing proficiency and improve their career opportunities.
Standard / Ability A: Use correct grammar, spelling, punctuation, capitalization and structure.
Grade Level: Late Elementary
Learning Benchmark 3.A.2:
Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation.
Standard / Ability B.: Compose well-organized and coherent writing for specific purposes and audiences.
Grade Level: Late Elementary
Learning Benchmark 3.B.2b :
Establish central idea, organization, elaboration and unity in relation to purpose and audience.
Standard / Ability C.: Communicate ideas in writing to accomplish a variety of purposes.
Grade Level: Late Elementary
Learning Benchmark 3.C.2a :
Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements).
Learning Benchmark 3.C.2b :
Produce and format compositions for specified audiences using available technology.
Goal 5: ResearchUse the language arts to acquire, assess and communicate information.
To be successful in school and in the world of work, students must be able to use a wide variety of information resources (written, visual and electronic). They must also know how to frame questions for inquiry, identify and organize relevant information and communicate it effectively in a variety of formats. These skills are critical in school across all learning areas and are key to successful career and lifelong learning experiences.
Standard / Ability A. : Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
Grade Level: Late Elementary
Learning Benchmark 5.A.2a:
Formulate questions and construct a basic research plan.
Learning Benchmark 5.A.2b :
Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs).
Standard / Ability B. : Analyze and evaluate information acquired from various sources.
Grade Level: Late Elementary
Learning Benchmark 5.B.2a :
Determine the accuracy, currency and reliability of materials from various sources.
Standard / Ability C.: Apply acquired information, concepts and ideas to communicate in a variety of formats.
Grade Level: Late Elementary
Learning Benchmark 5.C.2a :
Create a variety of print and nonprint documents to communicate acquired information for specific audiences and purposes.
Learning Area: Science
Goal 12: Concepts and PrinciplesUnderstand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
Why This Goal Is Important: This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.
Standard / Ability D.: Know and apply concepts that describe force and motion and the principles that explain them.
Grade Level: Late Elementary
Learning Benchmark 12.D.2b :
Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets attracting and repelling; objects falling, rolling and bouncing).
Goal: Applications of Learning
Through Applications of Learning, students demonstrate and deepen their understanding of basic knowledge and skills. These applied learning skills cross academic disciplines and reinforce the important learning of the disciplines. The ability to use these skills will greatly influence students’ success in school, in the workplace and in the community.
Standard / Ability: Communicating -- Express and interpret information and ideas.
Scientists must carefully describe their methods and results to a variety of audiences, including other scientists. This requires precise and complete descriptions and the presentation of conclusions supported by evidence. Young science students develop the powers of observation and description. Older students gain the ability to organize and study data, to determine its meaning, to translate their findings into clear understandable language and to compare their results with those of other investigators.
Standard / Ability: Using Technology -- Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.
Technology is invented and improved by the use of scientific principles. In turn, scientists depend on technology in performing experiments, analyzing data and communicating the results. Science students learn to use a range of technologies: instruments, computer hardware and software, on-line services and equipment, primary source data and images, and communication networks. They learn how technology, in turn, is the result of a scientific design process that includes continual refinements and improvements.
Standard / Ability: Working on Teams -- Learn and contribute productively as individuals and as members of groups.
The practical application of science requires both individual and group efforts. Individuals bring unique insight and focus to the work of inquiry and problem solving. Working in groups, scientists pose questions, share hypotheses, divide their experimental efforts, and share data and results. Science students have the opportunity to work both ways—as individuals and as members of teams organized to conduct complex investigations and solve problems.
Standard / Ability: Making Connections -- Recognize and apply connections of important information and ideas within and among learning areas.
Science has many disciplines, all interrelated. Understanding the functioning of living things depends on knowing chemistry; understanding chemistry depends on knowing physics. In the same way, science itself is highly dependent on mathematics—and it also relates strongly to medicine, geography, physical development and health, social trends and issues, and many other topics. Science, at its best, provides knowledge and skills that improve the understanding of virtually all subjects.
Author: Sylwia Helinska
Last modified: 3/26/2012 3:57 PM (EST)