Sandy Hook
Discovery Challenge
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Target
Audience:
This website is being created with a group of heterogeneously mixed
4th grade alternative students from Hackensack, NJ in
mind. Each year we embark on a trip to the Ocean Institute at Sandy
Hook, NJ. This website is a precursor to the trip. Any student on
the 3rd-5th grade levels going on this trip
could benefit from this website. The students will work in groups to
conduct research vital to the success of the Ocean Institute
experience. Third graders might need more assistance than
fifth graders would to be successful. |
Overview:
In preparation for going to the Ocean Institute in Sandy Hook, NJ,
students will conduct research on the animal life, plant life, rocks
and minerals and ocean and beach processes that will be found there.
It would be ideal to begin this Web Quest 2-3 weeks before the field
trip. Students will need time to research, compile their
research, and begin to put together their final presentation before
the trip.
Students should be comfortable with the
process of completing a Web Quest before completing this
independently. There are many modifications made for children
who vary in grade level ability. For example, there are very
few questions for the zoologist to answer about mammals. |
Goals:
- To become knowledgeable about the animals,
vegetation and minerals that can be found in the beach
environment.
-
To
understand the relationship between the beach environment and
human beings.
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Objectives:
·
Name mammals, fish, reptiles and birds that can be
found at Sandy Hook beach. (knowledge)*
·
Describe the relationship between the animal life and the
beach environment. (knowledge)
·
Compare the animal life found in the beach environment to
that of one other environment/habitat. (analysis)
·
Name the different types of vegetation that can be found at
Sandy Hook. (knowledge)
·
Describe the needs of the vegetation for their survival.
(knowledge)
·
Compare the plant life found in the beach environment to that
of another environment/habitat. (analysis)
·
Name the minerals that can be found at Sandy Hook.
(knowledge)
·
Describe how and why these minerals can be found at Sandy
Hook. (knowledge)
·
Formulate a photographical journal of the specimens of animal
life, vegetation and minerals found at Sandy Hook.
(synthesis)
·
Assess the importance of the beach environment to animals,
vegetation and minerals as well as to human beings.
(evaluation)
·
Identify the major problems that affect beaches and recommend
one possible solution. (knowledge)
·
Demonstrate your findings by preparing a presentation made up
of collected specimen, photographs, field notes, recordings and
classroom research to share with the class. (application)
*Objectives
range in skill based on Bloom’s Taxonomy. (Parsons, 2006) |
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Evaluation
In regards to evaluation, the students will be given a
rubric at the beginning of the unit. This rubric will have specific
objectives in regards to:
- Individual contributions to the project
- Team contributions to the project
- Interaction in class
- Interaction at the Ocean Institute
- Quality of information
- Quality of the final presentation
Each
objective will be rated on a one to three scale. The students will
have interim rubrics for self and team ratings as well so that they
are on track throughout the entire process. |
| NJCCCS:
New Jersey Core
Curriculum Content Standards |
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