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A WebQuest for 8th Grade Science Designed by Donna McVicker mcvicker_donna@eu.odedodea.edu Introduction Task Process Evaluation Conclusion Introduction Some of our favorite animals are endangered or threatened. How endangered or threatened are they? What’s the difference if they become extinct or not? Delve into the world of your favorite endangered/threatened animal and find these answers. You and your partner will partake in an investigation to find the “who”, “what”, “when”, “where”, “why” and “how” about the animal of your choice. Just remember, the animal MUST be on the endangered or threatened list. Task You and your partner(s) will begin a Web “Search and Conquer” to investigate a selected endangered/threatened animal. Your search can be broken down into several steps in order to assist you in your investigation. This search will culminate with a written report and an oral presentation using some sort of media material: i.e. Video, Power Point, surprise me! Process Step 1: Essential Questions (1) What would happen if this animal became extinct? (2) What would happen to the food chain? (3) What would happen to their habitat and surrounding environment? These are the major questions that you and your partner must take into consideration and come to a hypothesis about. Not sure how to answer these questions? Let me give you a bit of assistance. Imagine that you are a scientist interested in helping this animal. You must find out all the important background information on this animal in order to give your audience an idea of where you’re coming from with your hypothesis. Over the next several days, you and your partner will discover web sites that will be helpful to you in order to answer the essential questions that have been presented to you. Be sure to take notes while you search. DO NOT print out pages of information that aren’t relevant to your project. Remember, someone is taking notes on word. More questions to consider: (1) Name and Scientific name of animal? (2) Where does it live? U.S. and/or outside the U.S. (3) What is the habitat like? (4) What purpose does the animal serve? (food chain) (5) When did the animal become endangered/threatened? (6) Why is the animal endangered/threatened? (7) What is being done to help the animal? (organizations) (8) What can you do to help the animal-or any animal? Step 2: What type of plan are you going to use to accomplish this investigation? Get yourselves organized. Assign each other a role. One person can be looking up relevant information on the web while the other person is taking relevant notes on word. NAVIGATOR – works the web RECORDER – takes notes on word I realize that you want to take turns, so a plan is essential. You must work together to accomplish this project. Resources In order to get started, there are several sites that are available. Check out the rest of the sites from this page also. Additional sites that are also recommended are listed below. http://endangered.fws.gov/index.html This is a special features page with a kid’s corner link, a location link, and a general browsing link. http://iucn.org/themes/ssc/redlists/rlindex.htm Learn about the 7 categories of threatened animals. Does your animal fit in any one of these? Check this site out. http://www.worldwidelife.org/species/species.cfm?sectionid=125+newspaperid=21 What can you do to help the endangered animals? This page has the information and several links to organizations you can write to. http://www.endangeredspecie.com Browse this site for general information about your specific animal. Evaluation You will be evaluated as a group. This rubric will be used to give you both a grade. Criteria 4 Exemplary 3 Accomplished 2 Developing 1 Beginning Pre-Preparation 4 Excellent plan written down; roles assigned and followed. 3 Some form of a plan written down; roles assigned. 2 Verbal idea of a plan-nothing written; roles assigned 1 No plan;wasting time Research-Computer Use 4 Continually on task; partners following roles, working well together; acquired 6+ sites for report 3 Somewhat on task; partners work OK together; acquired 4-5 sites for report 2 Rarely on task;Partners confused; Acquired 2-3 sites for report 1 Not on task;Arguing with partner; 1 site acquired for report Use of Class time 4 Continually on task; working on oral/written report and visual aid 3 Needs to be reminded occasionally to stay on task 2 Needs to be reminded often to stay on task 1 Needs to be reminded a lot to be on task Written Report Requirements -length: 3 pgs. -resources: 6/+ -bibliography typed out -2 or less spelling or grammar errors -no plagiarism 4 All requirements met 3 Less than 4 requirements met 2 Less than 3 requirements met 1 Less than 2 requirements met Oral Presentation Requirements -length:5-10 minutes -enunciation -no reading from report -shared presentation time -stance & general behavior during report 4 All requirements met 3 Less than 4 requirements met 2 Less than 3 requirements met 1 Less than 2 requirements met Visual Aid Requirements -easy to see -easy to read -easy to follow -incorporated into presentation well 4 All requirements met 3 Less than 3 requirements met 2 Less than 2 requirements met 1 No more than 1 requirement met Conclusion By now you should have enough information to make a good hypothesis to support the Essential Questions. Present your viewpoint with excellent resources. You have just accomplished an amazing research project as a scientist.
