Grade Level	First grade
Content Area	Science
Purpose	to learn about habitat and animals that live in them.
Brief Description	In this scavenger hunt students will answer questions about the different habitats and the animals that live in them. To find these answers they will go to the websites they are given.They will then answer the big question of why can't all animals use the same habitat?
Resources	National geographic http://www.nationalgeographic.com/geographyaction/habitats/ Animal Habitats http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=3792
Highest level of Bloom's Taxonomy Reached	analyzing. Since the students will be making a connection of animals and their habitat.
Learning Styles addressed	Visual: looking at the sites and pictures of different habitats. Kinesthetic: navigating through the different pages, this keeps students active by clicking the mouse around the pages.
MI addressed	Children that enjoy seeing pictures and connecting them with words fall under the visual category. Those that enjoy moving around will find that kinesthetic is possible by typing, and moving the mouse around.
Students Name	Heather Hord

Grade level(s)	3-4
Content area(s)	Science, Solar System
Purpose	Students will learn basic facts about the planets.
Brief description	In this scavenger hunt, the students will use two websites to answer questions related to each of the eight planets. The questions will be focused on the important facts of each planet, such as the number of moons on each planet, average temperature, and key defining characteristics. The “big picture” section of the scavenger hunt will have students make a chart comparing and contrasting the key characteristics of each planet. They will use the chart to choose two planets to compare and contrast using a paragraph or two.
Resources	The NASA Solar System Exploration Website: (http://solarsystem.nasa.gov/index.cfm) and The Astronomy for Kids website: (http://www.kidsastronomy.com/)
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom’s taxonomy reached is Comprehension. Knowledge is reached as the students write down the different facts that they have received from the websites. No understanding is required as students can simply transfer the information from the website to their paper. However, once students have to compare and contrast the planets, they reach the Comprehension level. They have to understand the information in order to relate two planets to each other.
Which learning styles are addressed? How?	Visual learners will definitely benefit from this activity. They are reading about each of the planets and using paper and pencils to write down their answers. Kinesthetic learners may benefit as they are actively involved using the computer (for example, using the mouse to click on the different planet titles) to find their answers.
Which MIs are addressed? How?	Verbal/Linguistic learners can benefit from reading about the information on the websites. They are also writing their answers down in words, and they have the opportunity to write an essay as the “big picture” assignment. Logical/mathematical learners benefit as they are using numbers (such as temperatures and the number of moons). They also have the opportunity to collect data and organize their information into chart form. Visual/spatial learners tend to enjoy information presented in visual form, and both of these websites have a lot of pictures and visual information. Bodily/kinesthetic learners have the opportunity to stay active while moving the mouse around, typing, and writing. Intrapersonal learners tend to like Internet research, so this scavenger hunt allows them to conduct research on the Solar System.
Student's name	Danielle Heaton

Grade level(s)	1-5
Content area(s)	Social Studies, Science
Purpose	For students to know selected scientists, their inventions, and the significance their inventions had on the way people live today.
Brief description	Students navigate through sites that include biographical information on a selected group and number of scientists and poems or stories regarding the inventions they created. The big question in this scavenger hunt would be to this effect: how did the scientists' inventions change our world and the way we live in it?
Resources	Link to simple biographies on different scientists and their inventions. http://inventors.about.com/library/bl/bl1_1.htm
What is the highest level of Bloom's taxonomy reached? Explain	Analyzing would be the highest level of Blooms for this scavenger hunt because students are asked to compare the lives of people before and after certain inventions were created. They are exploring the relationship between inventions and the changes they make in our lives.
Which learning styles are addressed? How?	Visual- Students read and look at different materials that supply them with the information they need. Kinesthetic- Students are navigating through Web pages by themselves, which keeps them engaged by clicking the mouse and searching among the Web sites.
Which MIs are addressed? How?	Linguistic- Students take time to read and gain understanding through text. Logical- Students think logically to reason for the changes the selected inventions have made on people's lives.
Student's name	Sara Zabaroni

Grade level(s)	4th
Content area(s)	Science- Endangered Sea Turtles
Purpose	For students to learn about sea turtles, their behavior, threats, and why humans are contributing to their title as an endangered species.
Brief description	Students will explore websites that provide information about sea turtles. They will be asked a number of questions that can be found throughout the websites or that may be asked indirectly. The Big Question will be: Why is it so important that we protect endangered species, especially the sea turtles?
Resources	Kid's Planet - provides basic information about sea turtles, their behaviors, and threats. National Geographic - shows why turtles are in trouble and what kids of dangers they face on the sand and in the sea.
What is the highest level of Bloom's taxonomy reached? Explain	Applying- students will not only learn about sea turtles as an endangered species, but they will have to use this information in other situations by explaining why endangered species, in general, need to be protected. They will have to apply this new knowledge to the overall concept of protecting all animals.
Which learning styles are addressed? How?	Visual- the students get to read about sea turtles on webpages. They can also view pictures, maps, and read stories and poems. Kinesthetic-Students get to navigate through the webpages. They can either use the mouse or arrows on the key pad. This will help them stay engaged since they get to move around a little.
Which MIs are addressed? How?	Visual/Spatial- the students get to think about the pictures, charts, and maps. They benefit the most by anything that is visual. Verbal/Linguistic- these students are able to use words and language to their advantage. The websites offer a lot of written information and stories which is great for these learners. Logical- these learners will think more about how this subject relates to themselves. They will question, classify, and organize the new information.
Student's name	Jill Pluchino

Grade level(s)	2nd- 5th
Content area(s)	Native Americans
Purpose	To introduce a unit of the Native Americans and to develop some background knowledge on the subject.
Brief description	Students should browse and absorb the information that the websites have to offer. They will be answering questions about the different tribes and some defining characteristics about them. The big question will ask them to pick a tribe and write a journal entry about one day in the life of a member of the tribe they pick.
Resources	www.nativeamericans.com http://www.mce.k12tn.net/indians/index/htm - this site was created by a 5th grade class studying about this topic. http://www.ahsd25.k12.il.us/Curriculum%20Info/NativeAmericans/index.html - gives a map of the US and groups the Native Americans by section that they lived in
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: In the big question, the students are asked to hypothesize how their life would be different if they were a Native American.
Which learning styles are addressed? How?	Visual: pictures, illustrations Kinesthetic: navigating the internet Auditory: one site has audio clips
Which MIs are addressed? How?	Linguistic: reading, writing in journal Body/Kinesthetic: using a computer Interpersonal: journal writing environmental: how the native americans interacted with nature, and journal could describe environment
Student's name	Clary Rucker

Grade level(s)	3-5
Content area(s)	Science - Geology
Purpose	To introduce students to the three classifications of rocks - their features, how they are formed, where they are located, and some examples of each type. Students will also examine how the rock cycle operates and turns one type of rock into another.
Brief description	Students will navigate through pre-selected websites to answer questions concerning the three classifications of rocks. They will then be asked a "big question," requiring them to think about how the classifications of rocks are connected. This question will allow them to begin thinking about the Rock Cycle.
Resources	MSA's Rock'n Internet Site - What type of rock do I have? Rocks and Minerals The Stupid Page of Rocks
What is the highest level of Bloom's taxonomy reached? Explain	Analysis: The big question requires students to analyze connections between the classifications of rocks.
Which learning styles are addressed? How?	Visual: Students view the information on the websites. They examine diagrams illustrating how the rocks are formed and pictures of each type of rock. Kinesthetic: Using the computer by pointing, clicking, and typing allows students to be kinesthetically involved in the activity.
Which MIs are addressed? How?	Linguistic: Students read information and write their responses to questions. Visual/Spatial: The websites contain pictures of the different types of rocks and diagrams of their formation, allowing the students to see a visual representaion of the data they read about. Bodily/Kinesthetic: The activity requires some movement, rather than just sitting and listening. Naturalist: The subject matter requires students to examine Earth's processes.
Student's name	Molly Shoniker

Grade level(s)	4th
Content area(s)	Social Studies/ Florida History
Purpose	The purpose of this is to provide students with information about Florida's history, plus information about the county they live in. Researching the county the students live in helps them get a better understanding of the community they live in now. It is to help students realize that history is not just events that have happened in the past, but that the past has influenced the present.
Brief description	Students will work in pairs or small groups to answer questions by using the links to the provided websites. In the end students will answer a Big Question. They will construct a two timelines placing events in Florida's history on it as well as their county's history. They will have to explain how each event influenced another event. This is not directly provided in the websites, so the students will need to construct their own understanding of how events can influence the future and other events. Students will also need to see if anything in the county's history parallels the state's history. The big question how does the past influence the future.
Resources	http://quickfacts.census.gov/qfd/states/12/12031.html http://www.coj.net/About+Jacksonville/Jacksonville+History.htm http://www.50states.com/facts/florida.htm http://www.factmonster.com/ipka/A0774780.html
What is the highest level of Bloom's taxonomy reached? Explain	Comprehension- The timeline itself is not a high level. It just involves knowing dates and being able to place them in sequential order. However, being able to comprehend and explainhow events are related and influence each other requires a higher level of thinking.
Which learning styles are addressed? How?	Kinesthetic- navigating through all the websites Visual- the actual webpages themselves have pictures and they are reading the information themselves and not listening to it.
Which MIs are addressed? How?	Mathematical/logical- constructing a timeline. Stats on the website that some questions will relate to. Kinsethetic- using the computer Interpersonal- working with others to reach a common goal
Student's name	Alli Fields

Grade level(s)	3-5
Content area(s)	Science
Purpose	Students will learn basic facts about hurricanes. including sizes, death rates, and some historical events that have taken place involving hurricanes (for example, Hurricane Katrina).
Brief description	Students will explore two websites that contain information about hurricanes. After reading the information, students will answer questions about hurricanes. Then, they will answer the "big question" which asks "how do hurricanes develop?"
Resources	http://hurricanes.noaa.gov http://www.fema.gov/kids/hurr.htm
What is the highest level of Bloom's taxonomy reached? Explain	Analysis: In the big question, students will explain how hurricanes develop.
Which learning styles are addressed? How?	Visual: Students will observe information by reading/viewing text, diagrams, etc. Kinesthetic: Movement of mouse, clicking to navigate the website.
Which MIs are addressed? How?	Linguistic: Students read information and write responses. Bodily-Kinesthetic: Actively using the computer and moving the mouse, clicking to navigate the websites. Visual: Websites include pictures, diagrams, etc. that represent information.
Student's name	Stephanie Hasden

Grade level(s)	1-3
Content area(s)	Science
Purpose	Students will learn about the different types of whales, characteristics of whales, how they are important to our ecosystem, how whales are becoming threatened and how people can protect whales.
Brief description	Each student in the class will be given a worksheet that has questions pertaining to whales. The students will be given links to websites that have information on whales so that they can answer the questions. The questions will ask about the characteristics of whales, habitats, how whales are a part of our ecosystem, and ways that whales are protected. By answering these questions, students will be able to gather enough information to answer the big question. The big question asks the students to compare and contrast two whales of their choice. After answering the big question, students will prepare visual presentations using text, pictures and charts on the two whales that they compared.
Resources	Save Our Whales for Kids http://www.environment.gov.au/coasts/species/cetaceans/kids.html Whales http://www.kidsconnect.com/Whales/WhalesHome.html Worksheet with questions and materials such as poster boards, paper and markers for the big question.
What is the highest level of Bloom's taxonomy reached? Explain	The highest level reached is analysis. This is the highest level reached because the big question requires students to compare and contrast two whales. So students are required to organize the information to see patterns so that they can compare and contrast the whales.
Which learning styles are addressed? How?	All three learning styles are addressed in this scavenger hunt. Visual: students are looking at and reading the information (text), pictures and charts. Kinesthetic: Students are using the mouse to navigate through the websites (hands on). Audio: Students get to watch videos of whales and they also get to listen to whale sounds.
Which MIs are addressed? How?	Linguistic: In this scavenger hunt, students are given the oppertunity to read and write information. Spatial: This scavenger hunt addresses these students needs because photographs and diagrams are used in the website to explain information. Students can also format the big questions in a diagram or chart. Bodily-Kinesthetic: Students are using their hands in this activity by moving the mouse to navigate the websites.
Student's name	Rosanna Dugan

Grade level(s)	4-5
Content area(s)	Science
Purpose	Students will learn about the six different types of simple machines ans there functions.
Brief description	Each student in the class will be given a worksheet that has questions pertaining to the simple machines. The students will be given links to websites that have information on the simple machines so that they can answer questions pertaining to each. The questions will ask about the characteristics of each machines and how we use them in todays time. By answering questions on each machine, students will be able to recognize all six and be able to decide when each simple machine might be used. At the end, students will have to find where simple machines are still being used in today’s society.
Resources	http://www.fi.edu/qa97/spotlight3/spotlight3.html http://www.coe.uh.edu/archive/science/science_lessons /scienceles1/finalhome.htm http://www.mikids.com/Smachines.htm http://library.thinkquest.org/J002079F/sub3.htm handouts made by teachers
What is the highest level of Bloom's taxonomy reached? Explain	Application: In the big question, students will explain why they believe that one certain simple machine is used more than the others in todays society. they will have to understand the knowledge that they learned and be able to apply it todays society.
Which learning styles are addressed? How?	Visual: Students will observe information by reading/viewing text, diagrams, and pictures of each simple machine Kinesthetic: Movement of mouse (hands-on), clicking to navigate through the different websites.
Which MIs are addressed? How?	Spatial: The students can use the photographs and diagrams in the website to explain information. Students can also format the big questions in a chart or diagram/picture. Bodily-Kinesthetic: Students are using their hands in this activity by moving the mouse to navigate the websites and by drawing which simple machine they believe to be the most important. Linguistic: Students read information and write responses about simple machines on handouts.
Student's name	Kari Parrish

Grade level(s)	3rd grade
Content area(s)	Science, Social Studies
Purpose	For students to become acquainted with the animals that live in Antarctica and the adaptations they have had to make to survive.
Brief description	Students will learn about animals through guiding questions as part of the scavenger hunt and find out facts about their physical characteristics, living environment, eating habits, etc. They will be exposed to several different animals such as seals, penguins, and killer whales. After finding the answers to all the questions, students will use what they lerned to answer the 'big question' of which animal would be able to survive in the coldest weather and make an argument for why, using evidence of their adaptations.
Resources	Cool Antarctica Antarctic Connection
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's, evaluation, is reached with this scavenger hunt activity. Students will progress through all the levels as they learn facts about animals, compare and contrast, and finally reach evaluation as they make an argument using an evidence about which animal would be able to survive longest.
Which learning styles are addressed? How?	Visual:Reading and looking at photos of animals will appeal to these students' learning styles.
Which MIs are addressed? How?	Linguistic:Reading about the animals and formulating a coherent, persuasive, logical argument. Naturalist:Researching animals and investigating their adaptations to their environment in an in-depth manner.
Student's name	Jessica Lavelle

Grade level(s)	4th and up
Content area(s)	American History, Language Arts
Purpose	The purpose of this assignment is to get students more familiar with the most influential presidents and to let them experience the democratic process.
Brief description	Students will be given a scavenger hunt with questions about many of the American presidents. These questions will be related to the following: What the president did prior to being elected into office Major legislation or accomplishments during their term Interesting facts or trivia Each question will be linked to a website which contains the answer to the questions. Students will navigate the web to find these answers. After the students have finished the scavenger hunt, they must pick one president that they feel should be inducted into the classroom hall of fame. They must then use the web to get more information about the president they have chosen. They must prepare this information and give a short presentation to the class about why their president should be inducted into the hall of fame. After all students have presented, the class will be given the chance to vote on who they feel is most deserving of the award. Students will be able to experience the democratic process through this.
Resources	Presidential Biographies www.whitehouse.gov/kids/presidents The American Presidents http://cybersleuth-kids.com/sleuth/History/US_History/Presidents/uspresidents.htm Secrets about the Presidents http://pbskids.org/wayback/prez/secrets/index.html
What is the highest level of Bloom's taxonomy reached? Explain	Evaluation Students must research information and make choices based on reasoning. They have to decide what president is worthy of the hall of fame and they also must convince their classmates of their decision.
Which learning styles are addressed? How?	Visual Students must look at the computer to access information for the scavenger hunt. Auditory Students must listen to their classmates' demonstrations in order to make an educated decision about who to vote for.
Which MIs are addressed? How?	Linguistic Intelligence Students will be able to use language to convince their peers of their presidential choice. Bodily-Kinesthestic Intelligence Students will have the opportunity to work on the computer for their assignment. Interpersonal Intelligence Students will be able to interact with others when they give their presentation to the class.
Student's name	Callie Williams

Grade level(s)	6th grade
Content area(s)	Science
Purpose	Students will learn about the moon and be able to identify its many different phases.
Brief description	Students will explore the websites and answer numerous questions about the moon. Not only will they learn about the moon's physical characterics, but they will also learn about its 8 phases. Students will come to understand why the moon is important and how it affects the Earth. The big question is: Why does the moon change its shape (as in full, half, quarter, etc.)? The students will complete the moon questions as well as the big question on a html page I have created.
Resources	http://www.nineplanets.org/luna.html http://www.moonphases.info/moon_phases.html Computer
What is the highest level of Bloom's taxonomy reached? Explain	Application, because the students are using their learned knowledge to answer questions. Furthermore, they not only learn about the moon's characteristics, but they see how it plays a part in their world. In addition, when they go out at night and see the moon, they will be able to identify its current phase and know why it is at that phase.
Which learning styles are addressed? How?	Visual: The students explore the text and pictures on the websites. They also observe the moon at night. Kinesthetic: Students use the computer and mouse.
Which MIs are addressed? How?	Linguistic: Students read the information on the websites. Take notes if necessary and discuss answers. Spatial: Students see lots of moon pictures as well as watch it when it is in the night sky. Bodily-kinesthetic: Students use the mouse and computer to navigate through the websites. Naturalist: Students go outdoors to observe the moon. They can use telescopes or binoculars.
Student's name	Alice Ching Yin Chiu

Grade level(s)	Grades (3rd-5th)
Content area(s)	Science- Environment Language Arts- Persuasive paper
Purpose	The purpose of this scavenger hunt is for students to learn about the rain forest, its importance, and why humans continue to destroy it and the impact of their actions on the world.
Brief description	In this scavenger hunt students will work in groups of (2), and use two websites to answer questions about the rain forest and learn about its current state. Students will learn about the indigenous people of the rain forest, animals, climate, vegetation (plants), and medicines acquired. The "big picture" of this scavenger hunt will be for students to think about and develop a plan to manage the rain forest that will satisfy local government, logging industry, the medical community, indigenous people, and the environmentalist. Students will also learn to work in groups, and learn from each other.
Resources	http://forests.org/ric/ This site gives information about how to protect the rain forests, and be able to read past articles, news stories, to really learn what you can do to save them. http://www.tbmintl.com/sources.htm Rain forest practices and affects
What is the highest level of Bloom's taxonomy reached? Explain	Applying. Students will learn some background knowledge, characteristics, and importance of the rain forest, but they will also use this information to explain why and how we need to save the rain forest. Students are applying their new knowledge of the rain forest to the bigger picture, which is how to protect and save it.
Which learning styles are addressed? How?	Visual- Because students will learn about, read about and discover new knowledge by searching the websites. Students also will look at pictures of the rain forest and animals and visually look at maps. Kinesthetic- Because students get to navigate the web using a mouse. Students are also going to be writing down new information and may even draw pictures of the maps of the rain forests.
Which MIs are addressed? How?	Visual/Spatial- Students look at pictures and illustrations. Linguistic- Students read and write their information and answer questions. Kinesthetic- Students move mouse, pint at pictures, and navigate around websites.
Student's name	Matt Forrest

Grade level(s)	2-3
Content area(s)	Science
Purpose	The purpose of this scavenger hunt is for students to gain general knowledge about different animals. They will learn the differences and similarities among animals such as reptiles, mammals, insects, etc. They will also learn different characteristics of animals such as what they eat, where they live, how they give birth, and what they look like. Finally, they will learn about the different ecosystems and what types of animals live in each of them. The Big Question: What are the main characteristics that make mammals different than all other animals?
Brief description	Students will be asked several different questions and be provided websites to find the answers. They will have to search through each website to find the anwer to each question. Some of the questions include: - What is a mammal? - What are the three parts of an insect's body? - What types of animals live in the rainforest? - Where would you find crustaceans? - What is an invertebrate? - What are the different ecosystems? - Name some animals you might find in a desert. - What is a carnivore? A herbivore? Give examples of both. Along with answering these questions, students will have a chance to see some beautiful pictures of different animals and ecostystems. Once they are finished with the scavenger hunt, students will pick an ecosystem that they want to learn more about. They will do more research on that ecosystem, and then create a presentation illustrating the important features of that ecosystem including where it is located, what animals live there, what plants live there, and what the weather is like there. They will also make a visual aid so that the class can see what that ecosystem might look like.
Resources	www.windows.ucar.edu/tour/link=/earth/ecosystems.html www.animalcorner.co.uk/ac_main.html www.sdnhm.org/exhibits/reptiles/whatis.html www.enchantedlearning.com www.northwestern.edu/projects/marssim/simhtml/info/whats-a-carnivore.html
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: Students are collecting knowledge on their own, deciding which information is relevant and important, and then creating a presentation that reprents their specific ecosystem. They are also designing a visual aid that illustrates what their ecosystem looks like.
Which learning styles are addressed? How?	Visual: All of the information students are collecting is on the computer for them to read. They are also looking at pictures of animals and ecosystems. Bodily-Kinesthetic: Students are using the mouse to navigate websites, type on the keyboard, and create a presentation for the class.
Which MIs are addressed? How?	Linguistic: Students will be reading all of the information they are using for the project and to answer questions. Bodily-Kinesthetic: Students are using the mouse and keyboard and creating a project to present to the class.
Student's name	Haleigh Dillender

Grade level	2-3
Content area	science, plants
purpose	For students to learn many facts about plants. Also, for students to learn about plants and how to grow plants indoors.
brief description	The students will navigate through the sites and then be asked questions about plants and how to grow plants based on their nutrients, water, light, temperature, air and room. After looking at these sites the students will have a lot of knowledge about plants and what plants need to survive and grow. The big question will be to ask students to use their knowledge to make a list of what plants need in order to grow.
resources	www.greendealer-exotic-seeds.com/seeds/howtogrowseed.html This is a site to give students some background on seeds and how to make them grow. www.urbanext.uiuc.edu/gpe/case1/c1facts3a.html This is a site that explains all of the factors that go into growing indoor plants.
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's taxonomy is comprehension because students will be able to explain all the factors that go into growing a plant.
Which learning styles are addressed? How?	Visual- students are reading and looking at pictures on the website. Kinesthetic- students are navigating through the websites.
Which MIs are addressed? How?	Linguistic MI is used while students are reading about how to do something. After they are finished reading and learning about it they will use body/kinesthetic- students are active while navigating the mouse.

Name	Elizabeth Lyons

Grade level(s)	4th- 5th
Content area(s)	Social Studies – The 50 States
Purpose	To help students learn about the 50 states of the US.
Brief description	The students will be provided with several websites to help them answer questions regarding the 50 states. Some of the questions will have students find the year the state was admitted to the Union, the state’s nickname, the state’s population, and other various questions along those lines. Students will be divided into 8 groups and will research 6-7 states that are assigned to them. For the big question, students will be given a large map of the United States and key. The key will have time periods and colors. Each group will color their states in on the map that color that matches the time period in which their state was admitted into the Union. After the map is completely colored in, students will analyze the map; looking for patterns in state admittance dates. They will have to recall knowledge from history class to help them formulate explanations for the patterns they find.
Resources	http://www.nvo.com/ecnewletter/50statesforkids/ http://www.atozkidsstuff.com/states.html http://www.shgresources.com/resources/almanac/ http://www.kidskonnect.com/States/StatesHome.html These websites are all great tools for learning about the 50 states. Each site provides a link for each of the 50 states. The link provides students with all types of knowledge and facts on the state.
What is the highest level of Bloom's taxonomy reached? Explain	Analysis- The highest level of Bloom’s is analysis. The students will use the information they researched, prior history knowledge, and the map they created to help them see patterns in state admittance dates and to help them develop explanations.
Which learning styles are addressed? How?	Visual- Students will be viewing websites and creating and analyzing a color coded map of the United States. Kinesthetic- Students will be navigating through websites and coloring a map of the United States.
Which MIs are addressed? How?	Linguistic- Students will be writing about the patterns they found in state admittance dates and will write their own explanations for the patterns. Kinesthetic- Students will be navigating through the websites and will create a color coded map. Interpersonal- Students will be working in groups to create their map, to analyze their map, and to develop explanation for the patterns they find.
Student's name	Jennifer Weber

Grade level(s)	4-6
Content area(s)	History; Civil Rights Movement
Purpose	The purpose of this scavenger hunt is for students to learn about the life of Martin Luther King Jr., his contributions to our country, and how they affect the society we live in today.
Brief Description	This scavenger hunt asks several different types of questions about Martin Luther King and provides links where the answers to these questions can be found. Students are asked about Dr. King’s personal life, events in history, his beliefs, etc. Students are also provided with links where they can listen to one of his speeches and view pictures. There is a "big question" in the scavenger hunt that asks students if things have improved for African Americans living today.
Resources	http://tstrong.com/Martin2007.htm http://www2.lhric.org/pocantico/taverna/98/king.htm http://www.mlking-hs.org/stream/dream.ram http://www.stanford.edu/group/King/ http://www.stanford.edu/group/King/popular_requests/chronologyFrame.htm http://www.fair.org/media-beat/950104.html http://thekingcenter.org/ http://www.nps.gov/malu/ http://www.lib.lsu.edu/hum/mlk/srs218.html http://www.cr.nps.gov/nr/travel/atlanta/kin.htm http://www.nps.gov/archive/malu/BirthHomeTour/mlk_boysrm.html http://www.kodak.com/US/en/corp/features/moore/mooreIndex.shtml
What is the highest level of Bloom's taxonomy reached? Explain.	Synthesis: In the final question, which I consider to be the “big question” of the hunt, students are asked to if things have gotten better for African Americans and what people can do today. I think this question requires students to think about all they have learned in the hunt and come up with a way that people can accomplish Martin Luther King Jr.’s goals today.
Which learning styles are addressed? How?	Visual learners are addressed because they are required to read information and look at pictures. Auditory learners are addressed because they get to listen to King’s “I have a dream” speech. Kinesthetic learners are addressed by getting to click on the different links and by writing their answers.
Which MIs are addressed? How?	Linguistic students are addressed because they are able to understand the information they read and express their thoughts easily. Spatial students are addressed because they get to look at pictures of places in King’s life and they are able to visualize King’s environment. Bodily-kinesthetic students are addressed for reasons described in the section above. Interpersonal students are addressed because they are able to understand different people’s perspectives. This is useful because King lived in a different time period, but students with interpersonal intelligence will still be able to understand others’ feelings.
Student Name	Marissa O'Keefe

Grade level(s)	2nd – 3rd
Content area(s)	Ecology (science)
Purpose	The purpose of this assignment is to allow students to discover and familiarize themselves with the different land types/biomes.
Brief description	Students will work in assigned pairs to research one biome at a time. They will fill out a worksheet with 10 specific questions for that biome. The worksheet will need to be typed up on a computer and each of the questions will have a link(s) to help students find the answer. (This worksheet can then be printed out and given to other classmates as a reference for that biome.) Students will then be required to get together with another group, teach each other about their respective biomes, and then create a Venn diagram on a sheet of transparency to compare and contrast the two biomes. Findings will be shared with the class. The big question will require each group to look at their biome and the group they created the Venn diagram with to determine which biome would be more livable for different types of animals (humans, cold-blooded animals, warm-blooded animals, fish, etc.).
Resources	What biomes are like BrainPOP on land biomes Biomes of the world
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis – This requires that students build a Venn diagram with other students from elements that they have gathered and think are important. It is creating a new structure in order to compare and contrast two different works of student pairs.
Which learning styles are addressed? How?	Visual – Students will need to navigate through the different websites and look at the words and pictures that each site might provide. Auditory – Since students are working in pairs, they will need to talk about certain aspects of their biome. Also, when pair 1 works with pair 2, they will need to teach them/discuss with them the characteristics that are similar/different in order to determine where to put them in the Venn diagram. Kinesthetic – Students will be actively using the Internet to find answers to the questions about their biomes.
Which MIs are addressed? How?	Linguistic – Words are read on an Internet website, and then they are used to discuss biomes with different student pairs. Naturalistic – This activity urges students to be more aware of nature and their place within it. Interpersonal – Students are required to interact with other people in order to get their work done.
Student's name	Anne Hwang

Grade level(s)	3rd through 5th grades
Content area(s)	Health education & science (the sun)
Purpose	The purpose of this scavenger hunt is to educate students about the importance of responsible health behaviors when dealing with sun safety (skin cancer awareness and prevention). Sunshine State Standards Health Education (Responsible Health Behavior) student knows the importance of assuming responsibility for personal health habits student compares behaviors that are safe to those that are risky or harmful student uses strategies for improving or maintaining personal health student knows strategies for avoiding threatening or abusive situations
Brief description	Students will be provided both questions and websites. Students must visit the website to locate and answer the questions provided. The questions would include: What’s the right sunscreen for you? Take the quiz, and record your results. What are the ten rules for sensible sun protection? Visit the glossary to find the definition of any word that may have puzzled you. Record any word(s), and the definition on your paper. What happens during a UV Index of Extreme (11+)? List four of the eight SunWise Action Steps. What is the definition of the ozone layer? Play the SunWise Survivor Challenge game (easy), and practice your sun safety and mathematic skills as you buy Kelley items that will help protect her from the sun for $30 or less. How did you do? Find today’s UV Index for your city. Input the zipcode or city and state and you will be provided with today’s UV Index. On the Children’s Hospital of Pittsburg website, visit the fun and games section and choose quizzes. Take the Sun Safety Quiz, and record the number of true-false questions out of 10 you got correct. Try your hand at the Environmental Protection Agency’s crossword puzzle. Record both the chosen word, and the number of the clues you solved The specific questions that students must answer will provide them an opportunity to use higher order thinking skills to answer the “big question” of how students may practice responsible health behaviors when dealing with sun safety.
Resources	http://www.epa.gov/ozone/puzzles/uvpuzzle.html http://www.chp.edu/besafe/fungame/sunsafety.swf http://www.loreal.com/_en/_ww/sunprotectionorg/ http://www.epa.gov/sunwise/uvindex.html http://www.epa.gov/sunwise/kids.html
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom’s Taxonomy addressed is Analysis. After completed the scavenger hunt, students are able to identify the characteristics of practicing sun safety, can determine the best times of the day to go outside to play, can distinguish between sun safety and sun damage to the body.
Which learning styles are addressed? How?	The learning styles addressed in this scavenger hunt are visual and bodily kinesthetic. Visual learners benefit from the text, picture images, and interactive games and activities located on the various websites. Also, tactile-kinesthetic learners benefit from the direct interaction with the mouse, computer, and websites as they explore the websites.
Which MIs are addressed? How?	Linguistic (students read the information located on each website and answer specific questions in their own words. Logical-Mathematical (students use the information obtained from the websites to make logical/mathematical conclusions about the harmful affects of the sun) Bodily-Kinesthetic (as students use their hands to explore the websites via the mouse and computer)
Student's name	Amber Bush

Grade level(s)	Grade 3
Content area(s)	Social Studies
Purpose	The purpose of this assignment is to expose the students to the internet and have them get used to using it to find information. This will be a fun way for students to learn about the US history and the presidency.
Brief description	The students will navigate through the internet to access information about the different presidents in U.S. history. They will be given a series of questions about different presidents. Each student will have his or her own president to research. Each student will get the same set of questions such as “where does your president come from?” After their completion of the questions, they will present their findings to the class. They will address all of the questions. In a collaborative effort, the students will make a chart of the different presidents in US history.
Resources	http://www.whitehouse.gov/kids
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom’s in this exercise is application because the students applying information to an activity. They are given a set of questions that they will answer using the computer/internet.
Which learning styles are addressed? How?	Visual- the student is being asked to navigate through the internet. This is definitely using visual learning. They are also asked at the end of their internet assignment to create a poster/visual aid of all the information of the presidents. Kinesthetic- the student is being asked to get up and work on a computer. They are typing and using the mouse. They are also moving around when they are asked to create a visual aid.
Which MIs are addressed? How?	Linguistic- students are asked to write and talk about their information. Interpersonal- students are asked to work by themselves to gather information on each president. Intrapersonal- students are asked to work with others in order to create a visual aid. They are collecting their thoughts together about each president.
Student's name	Cheryl Jensen

Grade level(s)	5th Grade
Content area(s)	Math
Purpose	The purpose of this Scavenger Hunt is for students to practice their number concepts and measuring skills.
Brief description	In the Scavenger Hunt the students will have to find different measurements, or addition answers, or just number concept questions in general, of different objects and events that they have to look up online. For example, one question is "How many total square feet are in the floor plans of Country Plan F-1950 for the living room, dining room, and master bedroom?" And they will need to use the following website to answer the question: http://www.natalieplans.com/home.htm
Resources	Computer http://www.natalieplans.com/home.htm
What is the highest level of Bloom's taxonomy reached? Explain	Application: The student will have to apply the information from the websites to come up with the right math answer.
Which learning styles are addressed? How?	Visual: Students will be looking up the information they need to answer the different math questions. Kinesthetic– Students will be constantly be using their hands by looking up information on the internet using a computer.
Which MIs are addressed? How?	Logical-Mathematical: Students have to use their math skills to answer the different questions on the Scavenger Hunt. Bodily-Kinesthetic: Students will use their hands by using the keyboard and mouse to answer the different questions.
Student's name	Annabel Alban

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What is the highest level of Bloom's taxonomy reached? Explain
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Grade level(s)	3rd-5th grade
Content area	Science
Purpose	Students will learn about animals living during the ice age, along with the causes and effects of the melting of polar ice caps.
Brief description	After viewing the movie Ice Age, students will visit the websites, answering questions about ice age animals and conditions. They will learn about the adaptations these animals were equipped with in order to survive their environment, along with what conditions during the ice age were like. The big question is: How was the movie, The Ice Age, similar or different to the real ice age?
Resources	http://www.athropolis.com/links/iceage.htm http://www.enchantedlearning.com/subjects/mammals/Iceagemammals.shtml
What is the highest level of Bloom's taxonomy reached? Explain.	Evaluation is the highest level of Bloom’s taxonomy reached in this activity, because students will be evaluating the movie’s portrayal of a real historic time period. By comparing the facts and the events in the movie, students will grade the quality of information presented in the movie.
Which learning styles are addressed? How?	Visual: The students watch a movie, and also look at the many pictures, maps, and diagrams on the websites. Kinesthetic: Students will be using the computer’s keyboard and mouse. Auditory: Students will be listening to the dialogue of the animals in the movie.
Which MIs are addressed? How?	Linguistic: Students will read the information included on the websites they visit. Spatial: Students will view images of the ice age animals, along with diagrams and maps of the melting process. Bodily-kinesthetic: Students use the mouse and computer to learn while visiting the websites. Naturalist: Students will be learning about nature and the environment as it used to be during the ice age. Interpersonal: Students will work in groups to complete this task, allowing for collaboration and cooperation among group members.
Student's name	Jennifer Krause