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A Trip to the Rain Forest

A WebQuest for 4th Grade (Put Subject Here)

Designed by

Teresa Fleming
tfleming@opsb.net

gecko


Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page


Introduction

One of the planets most beautiful and endangered resources are the rain forests.  Through this webquest students will discover where rain forests are, what type of life is sustained in rain forests and what can be done to prevent the rain forests from becoming extinct.

 



The Task

When this webquest is complete students will be able to:

  • identify plants, animals, and human inhabitants of the rain forest;
  • recognize the diversity of life in the rain forest;
  • identify factors that threaten the rain forest;
  • demonstrate understanding of the layers of the rain forest

Students will use the internet to answer questions and complete worksheets on his virtual field trip to the rain forests of the world.

.



The Process

1.  This website will take you on a trip to a rain forest.  There are many activities to help you better understand what is found in the rain forest.

www.christiananswers.net/ kids/find2.html


2.  Where are rainforests found?
edtech.kennesaw.edu/ elemen.html 

Use links on Day 1-numbers 3-6 to answer this question.

Where are the rainforests?

http://www.srl.caltech.edu/personnel/krubal/rainforest/Edit560s6/www/where.html

Use links on Day 1-numbers 3-6 to answer this question.

3.  What are the layers in the rainforest?
edtech.kennesaw.edu/ elemen.html

Use links on Day 2

4.  What type of plants are found in the rain forest?
Rain Forest plants

5.  Name 20 animals that live in the rain forest.
http://animaldiversity.ummz.umich.edu/index.html.

6.  What are the threats to the rain forest?
http://www.rainforesteducation.com/life/threats/threats.htm

7.  What can you do to help save the rain forest?
edtech.kennesaw.edu/ elemen.html

To accomplish the task, what steps should the learners go through? Use the numbered list format in your web editor to automatically number the steps in the procedure. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this whole document is addressed to the student, however, so describe the steps using the second person.

  1. First you'll be assigned to a team of 3 students...
  2. Once you've picked a role to play....
  3. ... and so on.

Learners will access the on-line resources that you've identified as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, embed the links that each group will look at within the description of that stage of the process. (Note, this is a change from the older WebQuest templates which included a separate Resources section. It's now clear that the resources belong in the Process section rather than alone.)

In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about. If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section.



Evaluation

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.


Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

 

Stated Objective or Performance

 

Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.

 

Stated Objective or Performance

 

 

Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.

 

Stated Objective or Performance

 

 

Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.

 

Stated Objective or Performance

 

Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.

 

Stated Objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.



Conclusion

Put a couple of sentences here that summarize what they will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson.



Credits & References

List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.

List any books and other analog media that you used as information sources as well.


Last updated on August 15, 1999. Based on a template from The WebQuest Page