Title: Animal Habitats WebQuest
Grade Focus: 1, 2
Subject: Science
Technology Integration: Discovering theInternet
Recommended Time to Completion: 3 sessions (can be covered over multiple days or in the same day, depending on individual schedules / computer access times)
Session 1: 15-20 minutes for mini-lesson / introduction
Session 2: 45 minutes - 1 hour for students to review computer procedures and complete WebQuest
Session 3: 45 minutes – 1 hour for creating and sharing artwork and stories
TOTAL: 1 hour 45 minutes – 2 hours 20 minutes
INTRODUCTION:
In this lesson, each student will be given the name of a specific animal. They will explore a WebQuest (created in PowerPoint) to learn about various habitats (desert, tundra, rainforest, forest, ocean) that will help determine where the animal would live and how this habitat meets the animal’s needs (air, water, food, shelter).
PREREQUISITE EXPERIENCE:
This lesson should be used toward the end of a unit about the needs of living things and animal habitats. Students should have talked briefly about the habitats being studied so that they have some basic understanding of the attributes of each habitat.
You may want to review these concepts prior to the lesson:
Important Vocabulary Words
Air
Food
Water
Shelter
Students should have experience using the computer in the classroom and should be assigned a “computer buddy.” The buddies should be heterogeneous pairings, so that children can assist each other when completing the WebQuest. Pairings would be most beneficial if one partner has strong computer skills and/or is a reader. It would be helpful if the children already had experience working with their buddies, but buddies could also be created and used only for this lesson.
Students should be familiar with how to work with their computer buddies. Since the buddies will be sharing one computer between them, they will need to be familiar with behavioral expectations. Some examples of “computer buddy” rules that you might want to implement in your classroom are:
1. One buddy “drives” the computer! One buddy notices important things and makes suggestions, but doesn’t touch!
2. Buddies will switch quietly when the teacher signals the class. Each buddy will get the same amount of time.
3. Buddies may only use soft, careful touches when using the computer.
4. If the computer is not working, both buddies should show a silent thumbs-down, so the teacher knows they need help.
5. Buddies should stay where the teacher asks them to be on the computer. They should not “visit” other places.
In terms of computer skills, the students should be able to explore web sites using basic functions, such as clicking hyperlinks, using the back button, and closing windows. If children do not have experience with these skills, they can be reviewed prior to the lesson using this NortellearniT video tutorial:
- Discovering the Internet,
TEACHER PREP TIME: 2-3 hours based upon experience with WebQuest
Teachers should be familiar with the animals being presented and the basic features of the five different habitats being studied. They should know how each habitat meets the needs of its plants and animals. A Word document is attached showing a list of the animals shown in the WebQuest, organized by habitat.
Teachers should explore the WebQuest themselves, so that they know which features of the habitats and animals are presented. Teachers should try to integrate the information from the WebQuest into prior lessons to make the learning more effective and accessible to the students.
Finally, teachers should also feel comfortable using computers and WebQuests in their classroom. For more information about WebQuests, teachers can explore the following web sites:
This WebQuest is a bit unique, as it was created using PowerPoint. Teachers should know the basics of using PowerPoint, including how to set a document to play as a slide show on the monitor.
Review this training video from Nortel LearniT for more help regarding PowerPoint Presentations:
PowerPoint Presentations,
The PowerPoint WebQuest can be found on the creator’s teacher webpage. The page can be accessed by going to the following web site:
Once there, click on the teacher’s webpage and download the PowerPoint. If there is any difficulty accessing the WebQuest, teachers are encouraged to email the creator at and she will send you a more direct link. This WebQuest should be downloaded on the students’ computers before the start of the lesson. The teacher may choose to have it open already or have it saved on the desktop and guide the children to double-click on it to open.
MATERIALS:
Computers – with WebQuest loaded; 1 computer per 2 students
Tip: Options for computer access:
- A class can visit the computer lab and complete the WebQuest at one time;
- The teacher can check out a laptop cart and the class can complete the WebQuest at one time.
- Students can take turns using classroom computer(s) in pairs over a course of several days until all students have had a chance to view the WebQuest.
Recording Sheets – included as a Word document attachment; need 1 copy per student; to be completed while exploring the WebQuest
Pencils – for completing recording sheets, writing stories, and labeling the drawing
Clipboards – optional; can be used with the Recording Sheets if there is limited desk space by the computers
Technology Use Checklist – included as a Word document attachment; to be used by the teacher while the children are completing the WebQuest
Large sheets of white paper – at least 9” by 12”; for artwork
Art Supplies – markers, crayons, colored pencils, etc.
Writing Paper – can be lined or lined, depending on what the children are used to using during writing times
Grading Rubrics – included as a Word document attachment; need 1 copy per student; to be completed by teacher after the 3rd session
PROJECT:
Students will create a drawing of their animals in their correct habitats based on the information learned from the WebQuest. The drawings must include labels showing the animal’s source of air, water, food, and shelter within the habitat. Students will also write a story related to their drawing. (Write the story using a writing software package? Draw the animal using a graphic software package?)
ASSESSMENT/GRADING:
Students will be evaluated using the rubric contained in the Evaluation section.
In addition to using this rubric, teachers should carefully observe the students as they work at the computers and on their artwork and stories. Teachers will look for evidence of understanding.
TIME MANAGEMENT TIP:
Students will work in pairs for time management. One computer buddy will help the other locate the information.
Engage
This lesson should be taught at the whole-group instructional spot like a large carpeted area.
“Boys and girls, today we are going to start a new project in science. In order to complete your project, you will have to remember all of the things we have learned about living things. Who can tell me one thing that all living things need?”
Teacher calls on students until all 4 needs (air, water, food, shelter) have been named. Teacher writes these words on the board.
“We know that all living things need air, water, food, and shelter, but how do they get them? Animals have to live in a place that has these things. A place where plants and animals live is called a habitat. Who can remember the name of one habitat on earth?”
Brainstorm a list of possible habitats with the class.
“Today you are going to have a big challenge. We’re going to pretend that something really extraordinary happened last night. Close your eyes and think about what you were doing right after you ate dinner last night. Were you reading in your bedroom? Were you playing with your brothers and sisters? Were you talking with your parents? Now, imagine that the doorbell rang. Your mom or dad or grandma went to the door and said there was a package there, just for you. When you opened that big box, there was a WILD ANIMAL inside! Open your eyes. Here are your packages.”
Teacher should have packaged up the animal pictures for each student. Teachers could place them each in small boxes or small paper bags.
Another option: The teacher could also have one large box in front of the class, and students could come up and pull one animal picture out of the box.
Each child should open their box and review the animal inside. If a child does not know the name of the animal and cannot read it independently, the teacher should read the name for the child.
“It looks like some amazing wild animals were delivered to you. Do you think any of your animals could live in your house or apartment? Why not?
Wild animals need to have the right habitat. Carefully look at your animal. Where might your wild animal live? Which habitat do you think would be best for this animal? What food would it eat in that habitat? What kind of shelter would it have? Think for a minute about your animal. (Pause) Now, I want you to find a spot on the carpet next to your computer buddy and share for 2 minutes with that friend. Tell them what you think about your animal’s habitat.”
(Does each child study a different animal? Or … will pairs of students study the same animal? This is one way to create computer buddies … the person that has the same animal as yours.)
After students are done sharing, tell them that they will soon have a chance to research different habitats on the computer to discover the right habitat for their animal.
Name: ______Date: ______
Animal Habitats WebQuest
Recording Sheet
My animal is ______
Its habitat is ______
The habitat looks like ______
______
The animal looks like ______
______
It eats ______
Its shelter is ______
Other interesting things I learned about my animal:
______
______
______
______
Explore
This lesson is written for a whole-group computer time. If the teacher is unable to access computers for the entire class, the lesson will need to be altered slightly.
If the teacher is using laptops in the classroom, it would be helpful to have a projection screen to show students how to use the WebQuest first. The other option is to take the class to the computer lab, if it has a projection screen. If no projector is available, simply use step-by-step directions and have students follow along during the explanation.
Children should be sitting with their computer buddies. They should not be touching the computers during the opening explanation, but the WebQuest should be open on the computers to ease the transition. The PowerPoint should be open as a slide show. The children should all have their animal pictures, a copy of the Recording Sheet, and a pencil. If there is limited desk space because of the computers, it might be helpful to give each child a clipboard to use when filling out their recording sheets.
“Boys and girls, we are now going to use the computers to research our wild animals. There will be lots of ways for you to get information today. There will be text, or words, for you to read; there will be audio clips, or sounds for you to listen to; and there will be images, or pictures, and videos for you to view. Your job is to go through all of this information in order to find the perfect habitat for your animal. While you are using the computers, you will need to fill out the recording sheet.”
Teacher should review the questions on the recording sheet, reading each sentence to the children.
“First, I will show you how to use this WebQuest to find the answers you need.”
Teacher should start by showing the class slide #10 on the projection screen. Here is some information to give them about how to navigate the WebQuest while viewing slide 10:
“This is one page you might see when researching your animal. The pages will all look a little bit like this. What do you see on the screen that would take you back to the last thing you looked at?”
Students should respond that the green arrow can help them go back. The teacher should show them how this works by clicking on the green arrow. The teacher should emphasize that it only takes 1 click to go back. The teacher should now be on slide #8, titled “Deserts.”
“On this page, there are a few words that look kind of green or blue, and they are underlined. That means these words are links. A link takes you somewhere else to show you something. Sometimes it will take you to another part of this WebQuest. The first question on the page says ‘What do deserts look like? Let’s see what happens when we click on it one time.”
The teacher should click on it and explain that it took them to another part of the WebQuest. The teacher should now be back on slide #10.
“Sometimes there is a link that goes outside of the WebQuest to a web site on the Internet. We have used web sites during computer center and during computer class. Let’s click on the word “sand” and see how it takes us to a webpage.”
Teacher clicks on the word “sand” and explains that another window has “popped up” to show them pictures of sand.
“The web sites will teach you more information about the habitats and animals we are studying. After you have finished looking at a web site, you will want to go back to the WebQuest to keep working. Who knows how we can close a webpage when we are done so that we can get back to searching on the WebQuest?”
There are 2 possible answers: the first is for the students to click the X at the upper right corner of the window; the second is for the students to go file and then click close. You can accept one or both answers from the class. The easiest way is to teach them to find the X in the corner.
“Boys and girls, it is almost time for you to start researching your animals. First, we will look at a view of the pages together. Everyone, please look at the first page.”
The teacher should now review slides #1-7 with the class, guiding them through clicking on the green arrows, practicing going back, and reading all of the words so that everyone is clear on what they need to do during the lesson. When you get to slide #7, you can say the following:
“You will now get to look at the rest of the WebQuest with your computer buddy. Please remember that you need to find the habitat where your animal would live. You need to look very closely at all of the pictures you see, because when you are done, you will draw your animal living in its habitat. You need to know what it eats, how it finds water, and what kind of shelter it has. Remember that you can use text (or words), audio clips (sounds), images (pictures), or videos to find out information about your animal and its habitat. Now you may start by selecting one of these five habitats.”
Teacher should then allow students to begin exploring with their buddies. The teacher should decide ahead of time which computer buddy will go first and communicate this with the children. Remind the other buddies that it is their job to help their buddy find the answers and to point out interesting things their buddy might like to write down.
The teacher should circulate throughout the room, helping students as needed. The teacher should give frequent time reminders, prompting buddies to switch halfway through the lesson. If one or both buddies do not find all of the information needed, it might be necessary to schedule more computer time for the class or to make the WebQuest available to students during center time or another individual work time.
Elaborate
Session #3 should start at the whole-group carpet area, then students will move to their seats to complete their artwork and stories.
“Boys and girls, you did a wonderful job on the computers, and I can tell from your recording sheets that you have learned a lot about your animals. Now, I want you to take your wild animal that showed up on your doorstep and put it back into its natural habitat. You are going to do this by creating a colorful picture of that habitat and drawing your animal free in that habitat. You will also need to draw all of the things your animal will need to survive – food, water, air, and shelter. Who can tell me about their animal and how they are going to draw that animal’s habitat?”