Teacher Page
Goal:
The goal of this web quest was for the students to work independently as well as collaboratively in order to identify the dinosaur responsible for each dinoprint. They also gained important knowledge about the dinosaurs, their reign on Earth and ultimately what led to their demise. The students also worked collaboratively on a graphic organizer about each of the dinosaurs, which was utilized in planning their five slide PowerPoint presentation. After making their observations and synthesizing their information, they also worked collaboratively to create and name their own dinosaur.
The activities and information researched in this web quest are meant to be useful in creating a fun learning experience. They also are meant to be used to improve the student’s knowledge of these magnificent creatures and to explore all the differences and similarities among the many “terrible lizards” that roamed the Earth for millions of years.
Objectives:
v Students will examine each of the dinoprints assigned.
v Students will use the Internet as a resource for developing their five slide presentation.
v Students will gather needed knowledge and information regarding the dinoprint.
v Students will analyze the information gleamed from the examination and the Internet sources.
v Students will be able to identify the dinosaur that was responsible for the dinoprint.
v Students will synthesize this information to complete the assigned activities and their five slide Power Point presentation.
v Students will present their PowerPoint presentation.
v Students will maintain the information collected on their online journal (Word).
v Students will utilize the information gathered in the final discussion on what caused the dinosaurs to become extinct.
v Students will create and name their own dinosaurs, using information learned.
Gardner’s Learning Styles
Verbal/linguistic: the activities in this project that appeal to this type of learner were reading, researching the information, the discussions, developing and presenting the PowerPoint , the online journal and explaining the process used to name their dinosaur Also the worksheets and other activities allowed this learner to function in a language based format.
Logical/mathematical: the activities that this learner would enjoy was the measuring of the dinoprints and the calculations of the dinosaurs speed.
Spatial: the virtual tours, Brainpop video, along with the PowerPoint design, graphic organizer, sketching the dinoprint and the dinosaur they created was appealing to this learner.
Bodily/Kinesthetic: the aspects of presenting the PowerPoint presentation and 3D model of the dinosaur they created and navigating the different websites was useful to this learner.
Naturalist: identification of the dinosaur, researching the environment and gathering information about aspects of the dinosaur’s life and existence were appealing.
Interpersonal: aspects of the project that this learner would enjoy were the cooperative learning, as well as sharing ideas and information and communicating about the decision as to the dinosaur’s identity.
Intrapersonal: this learner enjoys the independent work and navigating the different websites.
Existential: this learner would find the discussion of what was responsible for killing the dinosaurs and why they did become extinct enjoyable.
Musical: this learner thinks in music and hears, recognizes and manipulate patterns. The song entitled The Twelve Days of Archaeology will be especially appealing to this learner.
Gregorc’s Learning Processes
The concrete sequential learner is one who is organized, enjoys hands-on activities and structure. Therefore, this step-by-step and structured lesson on dinosaurs with its sequential directions is the best strategy to serve this learner. Also, the online journal provides a method to collect process and organize information.
The abstract sequential learner is analytical, logical and conceptual. Therefore, important instructional strategies used were researching of the websites, math computations, reading and the presentation of the PowerPoint.
The abstract random learner is imaginative and people orientated. They would prefer researching the websites, designing the PowerPoint presentation and creating their own dinosaur. Also, any activity that utilizes group work, brainstorming and sharing of ideas along with the virtual tour videos is useful here.
The concrete random learner is imaginative and inventive problem solver. The independent role followed by group work, the song, brainstorming and solving the puzzle as to the dinosaur responsible for the print is best utilized here. Also, this is a hands-on project; it allows the learner to be creative in the PowerPoint presentation.
Bloom’s Taxonomy of the Cognitive Domain: in increasing order of complexity.
1. Remember: recalling and recognizing what the student already knows about dinosaurs using the Internet.
2. Understand: writing information on dinosaurs and thoughts about their extinction on the online journal.
3. Apply: apply the new found knowledge of dinosaurs to aid in its identification and create and name their own dinosaur.
4. Analyze: sort information to determine identify of the dinosaur and information needed to create their own dinosaur.
5. Evaluate: examine all the information recorded and evaluate which applies to the dinosaur being identified and the one that was created.
6. Create: designing the PowerPoint presentation using the information gathered from the journal and graphic organizer about the dinosaur identified. Then create and name their own dinosaur and choose one of three different methods of presentation.
Transfer and Retention:
1. Individual research of the dinosaur, followed by group brainstorming and sharing information to arrive at a consensus as to what dinosaur has been identified and the reasons why they decided on this dinosaur. Discussion is fifty per cent of learning. Also small group to large group discussion is essential for retrieval and learning. During their research, they discovered the similarities and more importantly the differences between dinosaurs. You store by similarities and retrieve by differences.
2. Using the online journal to record all information gathered from the tasks. This will enable the students to use what they already know, link it to what they are now learning and transfer it for future use.
3. As a group developing a graphic organizer to plan their five slide PowerPoint presentation and create and name their own dinosaur to be presented by either poster, 3D model or Paint/PowerPoint. The presentation process provides rehearsal and verbalizing increases retention. Demonstrating reinforces information and students practice information. Practice and teaching is ninety per cent of learning. Whoever explains learns.
Emotion
The Twelve Days of Archeology is a song that the students will listen to on the first day of the Web Quest. The lyrics not only contain bits of information they will need in their adventure, but it also will illicit laughter (an emotion). This will attach importance and generate interest in what they are about to do. Using music when learning, allows association to occur with the concept being learned and helps to recall information. Humor is also a positive emotion and this will enable students to attach positive feelings to the new learning and they can therefore enjoy the process of learning.
NEW JERSEY CORE CURRICULUM STANDARDS
The standards that apply most to this WebQuest are:
Language Arts:
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.
3.2 Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.3 Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.4 Listening: All students will listen actively to information from a variety of sources in a variety of situations.
3.5 Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources.
Science:
5.5 Characteristics of life: All students will gain and understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life.
Standard B. Diversity and Biological Evolution.
Cumulative Progress Indicator 2. Discuss how changing environmental conditions can result in evolution or extinction of a species.
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.
5.1 A.1-4 Skills Lab
5.8 C2 Fossils
5.8 C2 and 3 Geological Time Scale
5.8 C2-4 Earth’s History
Mathematics
4.2 Geometry and Measurement
All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena.
1. Solve problems requiring calculations that involve different units of measurement within a measurement system (e.g., 4’3’’ plus 7’10’’ equals 12’1’’).
2. Select and use appropriate units and tools to measure quantities to the degree of precision needed in a particular problem-solving situation.
3. Recognize that all measurements of continuous quantities are approximations.
4.5 Mathematical Processes
All students will use mathematical processes of problem-solving, communication, connections, reasoning, representations, and technology to solve problems and communicate mathematical ideas.
1. Use technology to gather, analyze, and communicate mathematical ideas.
Computer and Information Literacy
Standard 8.1
Strand A
2. Use common features of an operating system (e.g., creating and organizing files and folders).
4. Input and access data and text efficiently and accurately through proficient use of other input devices, such as the mouse.
5. Create documents with advanced text-formatting and graphics using word processing.
6. Create a file containing customized information by merging documents.8. Design and produce a multimedia presentation.
10. Use network resources for storing and retrieving data.
Application of Productivity Tools
Strand B
Social Aspects
1. Demonstrate an understanding of how changes in technology impact the workplace and society.
2. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
3. Explain the purpose of an Acceptable Use Policy and the consequences of inappropriate use of technology.
4. Describe and practice safe Internet usage.Information Access and Research
6. Choose appropriate tools and information resources to support research and solve real world problems, including but not limited to:
On-line resources and databases
Search engines and subject directories
7. Evaluate the accuracy, relevance, and appropriateness of print and non-print electronic information sources.Problem Solving and Decision Making
8. Use computer applications to modify information independently and/or collaboratively to solve problems.
9. Identify basic hardware problems and demonstrate the ability to solve common problems.
10. Determine when technology tools are appropriate to solve a problem and make a decision.
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