Teacher Page
| Home
| Introduction
| Task | Process & Resources
| Evaluation | Conclusion
| Teacher Page | Credits |
This WebQuest is designed to help students learn basic safety
on what to do before, during, and after a blizzard has hit. It gives
students the opportunity to apply critical thinking, problem solving, creative
production and teamwork. The grade level for this quest would be 3-4.
Students work cooperatively in groups of 3. The WebQuest contains many different activities that will take them to their final task
of making a booklet. The booklet will be comprised of each groups
information that was found. This WebQuest also allows them to be graded on how
well they worked together and on their own.
Objectives:
- Students will investigate what a blizzard is
- Students will have a better understanding of the dangers
of blizzards
- Students will think critically through a weather
situation and make intelligent decisions based on the information they have
researched
- Students will have a better understanding of the personal
responsibility for ones decisions during adverse weather and the
consequences that follow
- Students will work in a cooperative setting
- Students will create a booklet to inform others on what
to do before, during, and after a blizzard
Gregorc's Learning
Styles:
Concrete Sequential
- Individual responsibility
- Data gathering
- Using computer to find information
- Measurable results by using rubric
Abstract Sequential
- Working on gathering data
- Making a plan
- Task oriented
- Applying logic in solving or finding solutions to the
problem
Concrete Random
- Group work and independent
- Brainstorming to find answers
- Problem solving
- Investigating
Abstract Random
- Working in a group
- Communicating with others
- Creating a booklet
Blooms Taxonomy:
Knowledge- recall and identify
Comprehension- understand differences
between before, during, and after the storm
Application- using the information found on
safety make a safety kit
Analysis- compare and examine information
that was conducted through research
Synthesis- create a booklet on what to
do before, during and after a blizzard
Evaluation- assess final project using a
rubric and self evaluation
Multiple
Intelligence:
Verbal-learners are
listening to directions given
Logical- learners are reading weather maps
Visual- learners are viewing the different
websites and transferring the information and completing the task at hand
Bodily/Kinesthetic- learners are
using the mouse and keyboard, walking around room to others in group
Interpersonal- learners are working in a
group
Intrapersonal- learners Individual
research and tasks
Naturalists- learners identifying what
causes blizzards
Existential- learners finding ways to keep
others safe from the blizzard
Sense and Meaning:
Giving students roles
help them find sense and meaning to what is being asked of them. Students
have the opportunity to combine what they know about snowstorms that they have
experienced with new research about blizzards. This will make the webquest
meaningful to the students. It will allow the information to be placed in
their long term memory. As teachers we want our students to find sense and
meaning in what is being taught. Completing this webquest, students will
gain confidence and feel successful in their mission.
Primacy-Recency
Effect:
Prime Time 1
- Tell students they are going on a quest today
- Introduce the class to the Web Quest
- Students will choose their role
- Students will be broken up into groups after roles are
chosen
Down-Time
- Students will start working on researching information on
their role
- Students are brainstorming and sharing information
they found with the group
- Group is gathering all the information that was found for
the booklet
Prime Time 2
- All 3 groups are together sharing information that they
found for the booklet
- Booklet is being completed and shared with the rest of
the class
- Each group is teaching the other groups what they have
learned
Core Curriculum Standards:
STANDARD 5.1 (Scientific Processes) All
students will develop problem-solving, decision-making and inquiry skills,
reflected by formulating usable questions and hypotheses, planning experiments,
conducting systematic observations, interpreting and analyzing data, drawing
conclusions, and communicating results.
STANDARD 5.4 (Nature and
Process of Technology) All students will understand the
interrelationships between science and technology and develop a
conceptual understanding of the nature and process of
technology.
STANDARD 5.8 (Earth
Science) All students will gain an understanding of the
structure, dynamics, and geophysical systems of the earth.
STANDARD 5.10 (Environmental
Studies) All students will develop an understanding of the environment
as a system of interdependent components affected by human activity and
natural phenomena
STANDARD 6.1 (Social Studies Skills) All students will utilize
historical thinking, problem solving, and research skills to maximize their
understanding of civics, history, geography, and economics
STANDARD 6.2 (Civics) All
students will know, understand and appreciate the values and principles
of american democracy and the rights, responsibilities, and roles of a
citizen in the nation and the world.
STANDARD 8.1 (Computer and
information literacy ) All students will use computer applications to
gather and organize information and to solve problems.
STANDARD 3.1 (Reading) All
students will understand and apply the knowledge of sounds, letters, and
words in written English to become independent and fluent readers, and
will read a variety of materials and texts with fluency and
comprehension.
STANDARD 3.2 (Writing) All
students will write in clear, concise, organized language that varies in
content and form for different audiences and purposes.
STANDARD 3.3 (Speaking) All students will speak in clear,
concise, organized language that varies in content and form for different
audiences and purposes.
STANDARD 3.4 (Listening) All
students will listen actively to information from a variety of sources
in a variety of situations.