Introduction

This WebQuest is used for the Reynolds Middle School science department.  During the Spring and Fall of each year we spend a day on the Chesapeake Bay researching different aspects of the environment.  This WebQuest is being created for a Masters level course for Philadelphia University.  Students will be expected to complete the WebQuest before going on their field trip. 

 

Content Area and Grade Level

This lesson is specifically designed for a middle school science class studying the diversity of life found in the Chesapeake Bay Watershed.  The grade level that will be completing this WebQuest is either 7th or 8th grade.

Curriculum Standards

Biology Content Standards for Pennsylvania Public Schools

Grade 8

A. Describe the similarities and differences that characterize diverse living things.

·      Describe how the structures of living things help them function in unique ways.

·      Explain how to use a dichotomous key to identify plants and animals.

·      Account for adaptations among organisms that live in a particular environment.

 

B. Describe the cell as the basic structural and functional unit of living things.

·      Identify the levels of organization from cell to organism.

·      Compare life processes at the organism level with life processes at the cell level.

·      Explain that cells and organisms have particular structures that underlie their functions.

·      Describe and distinguish among cell cycles, reproductive cycles and life cycles.

·      Explain disease effects on structures or functions of an organism.

 

Grade 8

Language Arts:

1.4.   Types of Writing

1.4.8.  Grade 8

A.    Write multi-paragraph informational pieces (e.g., letters, descriptions, reports, instructions, essays, articles, interviews).

·        Include cause and effect.

·        Develop a problem and solution when appropriate to the topic.

·        Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs).

·        Use primary and secondary sources.

 

1.6. Speaking and Listening

 

1.6.8.                       Grade 8

 

C.    Speak using skills appropriate to formal speech situations.

·        Use complete sentences.

·        Pronounce words correctly.

·        Adjust volume to purpose and audience.

 

D.   Participate in small and large group discussions and presentations.

 

F.     Use media for learning purposes.

·        Create a multimedia (e.g., film, music, computer-graphic) presentation for display or transmission.

School District of Lancaster New Standards

Middle School Science Standards – New Standards

Science Standard S-2 – Life Science Concepts

S2a       Structures and functions of living systems

S2d       Populations and ecosystems

S2e       Adaptations

Science Standard S-5 – Scientific Thinking

S5f        Works individually, in teams to collect or share information

Science Standard S-6 – Scientific Tools and Technology

S6a       Uses technology to observe

S6b       Records and stores data in a variety of formats (e.g.: data bases)

Implementation Overview

This lesson is organized around research and creative publishing skills. Students research the world Wide Web and other sources in order to find data and create a field guide which will represent different species found in the Chesapeake Bay Watershed.  They will also create a Power Point presentation to the class with their specific findings..

The project involves a class divided into groups of four. The project may last approximately two weeks giving students time to find the data they need to create a field guide based around pictures and information from the Chesapeake Watershed.

Resources Needed

Some of the resources needed to implement this lesson are:

  • Access to the World Wide Web
  • Microsoft PowerPoint (1 copy); a web browser
  • 1 AV computer, 3 computers for web research uses, multimedia projector
  • movie screen or large, white blank surface

Other helpful resources would include:

  • Computer lab for all cooperative groups to work together
  • Quiet space for students to plan and coordinate their project

 World Wide Web resources for students include:

In this project, students interact with each other at various times in order to coordinate their efforts. They may, from time to time, ask their teacher to provide a resource such as time in class to work on their project, or permission to find a place to meet on campus elsewhere than in the classroom. Otherwise, if the above software and hardware resources are available in the classroom, students are on their own to complete the project with the teacher acting as facilitator.

 Entry Level Skills and Knowledge

Students need basic skills in keyboard and computer use. Moderately developed skills in researching the World Wide Web are needed. Students must be adept at using or quickly learning Microsoft PowerPoint.

The teacher should have web research skills and skill in using Microsoft PowerPoint, as well as skill in helping to coordinate collaborative projects.  

Evaluation

Below is the assessment tool being used by students to evaluate the quantity and quality of their work. The teacher is encouraged to use the same tool so that students will know how they are progressing at all times.

Grades are based on the completed project and are assigned on a group basis.

 

 

Above Standard

4

Met Standard

3

Below Standard

2

Standard

1

 

Information in Field Guide about species researched

Detailed description of each species (5), map of habitat range, food requirements, place on food chain, related images, pics

Detailed description of each species (5), map of habitat range, food requirements, place on food chain,

Contains information about each species (5), but is inaccurate and inconsistent

You are a non-active participant in the group project – No work provided for the project

 

Group Power Point presentation

All slides (20) have information related to specific species; includes images, graphics, etc…

All slides (20) have information related to specific species

Contains information about each species (20), but is inaccurate and inconsistent

You are a non-active participant in the group project – No work provided for the project

 

Interaction as part of the group

You take a leadership role in the development and implementation of the Field Guide and Power Point presentation

You help your partner create the Field Guide and your group to create the Power Point presentation

Your information is used for the Field Guide and Power Point presentation, but your partner completes all work

You are a non-active participant in the group project – No work provided for the project

 

 

Conclusion

At the completion of the project, your students will have created something new: a field guide of different species. And they tied the product together into a unified whole using skill with Microsoft PowerPoint. We hope that the success of this project will encourage you, the teacher, to continue to use webquests as a lesson source, and perhaps, create some of your own as teaching and learning tools