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Webquests
Kids and Conservation
| Grade | 5th grade |
| Content area | Social Studies |
| Purpose | For students to learn information about some of the most influential presidents and present their findings to the class with a short story. |
| Brief description | The webquest will allow students to become authors who are putting together a book about influential presidents and what they did that made them influential. They will search the Internet to find 4 presidents and do research for those presidents in order to write a short story as a chapter of their book. They will then present their short story to the class, so everyone can learn something new about each president of the United States. |
| resources | http://www.whitehouse.gov/history/presidents/ http://www.millercenter.virginia.edu/academic/americanpresident/ http://www.ipl.org/div/potus/ |
| Highest level of bloom's taxonomy | Comprehension. The students will be taking information off of web pages and summarizing it for their books. |
| Learning styles addressed | Visually since they will put pictures and words together. kinesthetics since they will be moving around the web pages. |
| MIs are addressed | Visual learners who need pictures and words to make connections. Kinesthetic for those that need to be moving while working. Linguistics for those who like to read information in order to obtain it. |
| Student Name | Heather Hord |
| Grade level(s) | 2nd |
| Content area(s) | Science (Weather), Language Arts |
| Purpose | For students to become familiar with one type of weather condition, create an informational digital brochure, and share it with the class. |
| Brief description | The WebQuest will let students, in groups of four, become meteorologists. They will search the internet for types of weather (tornados, hurricanes, blizzards, floods, thunderstorms, etc.). The group will choose one type. Each meteorologist in the group will specialize in one area: Weather information (2 members), Weather Safety, and Weather Instruments. The ultimate task is for students to create a digital brochure about their selected type of weather. It must be aimed toward children and shared with the class. |
| Resources | Weather Wiz Kids National Severe Storms Laboratory National Weather Service Kidstorm Web Weather Edheads |
| What is the highest level of Bloom's taxonomy reached? Explain | Understanding- students will interpret information on various websites, summarize it, put it in their own words, and explain it through the format of a brochure. |
| Which learning styles are addressed? How? | Visual- since these students learn through seeing, they will get a lot of information from the websites. By looking at diagrams and charts, they may be best at specializing in weather instruments or weather information. Kinesthetic- since these students learn best through movement, they can benefit by navigating through the websites. They may also be good at specializing in weather safety since they can demonstrate proper actions for their group members. |
| Which MIs are addressed? How? | Visual/Spatial- these students learn best through pictures and the websites offer a lot of diagrams, charts, pictures, videos, etc. Verbal/Liguistic- these learners are good with words and can benefit by helping with the final brochure. Interpersonal- these learners understand others, so by working in a group, this student can take the role of organizing as well as allowing everyone to contribute their ideas. |
| Student's name | Jill Pluchino |
| Grade level(s) | 2nd-3rd Grades |
| Content area(s) | Science, Language Arts |
| Purpose | To have students know the recycling process, to educate and remind their friends and family how important it is to recycle. |
| Brief description | The students will work in pairs or small groups in order to search for information on the topic of recycling. Their task will be to create a newsletter that they will have to present to their families and send to the other grades( each group will be assigned another grade) in the school in order to stress the importance of recycling. In their groups they will search specific resources (that I have already pre-selected) for information to put in their newsletter. |
| Resources | http://www.niehs.nih.gov/kids/recycle.htm http://www.ecy.wa.gov/programs/swfa/kidspage/ http://www.epa.gov/recyclecity/ |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level that is reached is analysis because the students are looking up the information, explaining, and discussing the importance of recycling and sharing that information through the newsletter that they are giving out. |
| Which learning styles are addressed? How? | All of them because the students are reading the information on the websites, then they are looking at the information and looking/creating the newsletters. All the learning styles are being addressed because the auditory learners will be able to listen to their partners and/or group members discuss the topic of recycling. The visual learners will be able to look at the web pages and the newsletters and the kinesthetic learners will be able to navigate through the websites and help create the newsletter. |
| Which MIs are addressed? How? | Verbal/Spatial- these students can help with the creation of the newsletter. Interpersonal- they will be able to work in groups in order to accomplish the task at hand Verbal/Linguistic- these students will be able to help with the wording of the newsletter Mathematical- these students can help with categorizing, grouping, and comparing statistics on recycling facts |
| Student's name | Lindsey Pavlik |
| Grade level(s) | 1-5 |
| Content area(s) | Social Studies, Language Arts |
| Purpose | For students to know about selected individuals in United States history (in particular during the Civil War). |
| Brief description | Students use link to gather information about the Civil War (reasons behind the war's beginning, people involved, etc.). Students then choose one individual involved in the war somehow ( President Lincoln, a slave, a white southerner, a white northerner, a free African American). They will use links to biographies, stories, poems, etc. to find out more information about the roles, views, and involvement of the person of choice. In the end, students are to write a journal entry in the perspective of the chosen person living during the Civil War. Encourage the class to chose in an even mix so when they share their pieces, there is are a bunch of perspectives represented. |
| Resources | The Civil War for Kids - a page made by other students http://www2/lhric.org/pocantico/civilwar/cwar.htm The American Civil War Homepage - biographical information http://sunsite.utk.edu/civil-war/warweb.html#bios |
| What is the highest level of Bloom's taxonomy reached? Explain | Creating is the highest level of Blooms because students come up with their own imaginative and creative product of an important individual in U.S. history. |
| Which learning styles are addressed? How? | Visual- Students spend time reading and gathering information through different forms of text. Bodily-Kinesthetic- Students are keeping hands busy by using the computer to navigate through different Web sites. |
| Which MIs are addressed? How? | Linguistic- Students take the time to read to gain information through different styles of text. Interpersonal- Students try to understand the thoughts and perspectives of individuals other than themselves. Bodily-Kinesthetic- Students are visiting the Web sites on their own and are using their hands to work on the computer. |
| Student's name | Sara Zabaroni |
| Grade level(s) | 5th and up |
| Content area(s) | Health Education and Computer educations |
| Purpose |
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| Brief Description |
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| Resources | http://warrensburg.k12.mo.us/webquest/teacher_quest/ A webquest on creating a webquest http://www.trip1.org/webquest.htm provides a rationale for creating webquest |
| Blooms Taxonomy | Evaulation The students will be comparing resources and information from the internet making decision about the value of the site to the task of the webqest. They will also have assess the value of their task and the final outcome and the useful to their peers. |
| Learning styles | Visual and kinesthetic The students will be creating webquests that are primarily visual in nature, can incorporate auditory aspects if they woudl like. The kinesthetic aspect involves the production of the webquest using the computer hardware. |
| MI | Visual/Spatial The students will be creating a visual web space for their peers to explore. Verbal/Linguistic The students will have to put together cohesive and coherent introductions, conclusions, and instructions that will guide their peers in the webquest. Bodily/Kinesthetic The students will have to create the webquest by handling the computer hardware. Interpersonal The student must develop a webquest that will be relevant to the lives of their peers. They must be understanding of their peers abilities and ideas as they create a useful webquest. |
| Student's name | Toshira Popo |
| Grade level(s) | 4 |
| Content area(s) | FloridaHistory/Social Studies/Geography |
| Purpose | Students will navigate the WebQuest to gain information about Florida -- its history, geography, economic profile, culture, etc. |
| Brief description | Students will work in groups to complete the WebQuest. Each group has been commissioned to create an exhibit for The United States Museum dedicated to the state of Florida. Each group member will be responsible for one portion of the exhibit: 1. History 2. Geography/Environment 3. Economy/Food 4. Famous Floridians 5. Government Each category will have its own set of objectives that must be addressed. The students will use the resources provided to gather information. Then, each group member will create a poster (or powerpoint slide if the students are proficient) to represent their learning and their portion of the exhibit. |
| Resources | Florida Kids State of Florida - Kid's Stuff A to Z Kid's Stuff: Florida Wikipedia: Florida |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension: Students summarize information and narrow it down by determining key points, and create an exhibit to reflect their learning |
| Which learning styles are addressed? How? | Both visual and bodily/kinesthetic learners will benefit from this activity, as the students use the computer to gather information and create a final product and read the information found on the websites and create a visual representation of their learning. |
| Which MIs are addressed? How? | Linguistic: Students read text and write or type their final product Spatial: Students must decide how to best organize their information on a poster or power point Bodily/Kinesthetic: Students are actively engaged in the lesson as they use the computer Interpersonal: Students work in groups, decide who will work on which category, and help each other research |
| Student's name | Molly Shoniker |
| Grade level(s) | 1st - 3rd |
| Content area(s) | Science - Marine Biology |
| Purpose | Students will learn about some common animals that live in the ocean. |
| Brief description | The students will work individually on the webquest to complete the assignment. First they will follow the links and research dolphins, whales, sharks, and fish. They will then pick their favorite animal and do further extensive research on that animal. After becoming an expert of that animal, the students will create a PowerPoint presentation to present to the class. |
| Resources | Fish Dolphins Whales Sharks Under the Sea Webquest |
| What is the highest level of Bloom's taxonomy reached? Explain | Application - The students will be applying the newly learned information on the different animals to summarize the characteristics of their favorite animal. |
| Which learning styles are addressed? How? | Visual learners benefit from being able to see the animals and read the information about them. Kinesthetic learners benefit from constantly navigating through the links to find the important information about the animals. |
| Which MIs are addressed? How? | Visual/Spatial - The students can see actual pictures of the animals and diagrams of their anatomy. Verbal/Linguistic - At the end of the webquest, students are to write a paragraph summarizing the information they learned about their animal. Bodily-Kinesthetic - Students are able to keep their hand on the mouse moving, going from link to link. Naturalistic - While not actually being outdoors, the entire lesson is about the ocean and marine life, which would be very interesting to these students. |
| Student's name | Erin Byrne |
| Grade level(s) | 3-5 |
| Content area(s) | Science |
| Purpose | Students will learn about the Food Guide Pyramid and ways to stay healthy. |
| Brief description | Students will work in groups of 6 to gather information about the Food Guide Pyramid. Each group will create a personal food guide pyramid poster that they will present to the class. Each group member will be responsible for a specific food group: grains, veggies, fruits, milk, meats, fats/oils. Each category will include a description of that particular food group as well as examples of foods that are included. Students can include any of their favorite foods (or some popular foods among their classmates) in their poster of the Food Guide pyramid to display which foods belong to certain categories. The point is for students to have fun and personalize their own food guide pryamid. |
| Resources | http://www.mypyramid.gov http://www.nutritionexplorations.org/kids/nutrition-pyramid.asp http://www.kidshealth.org/kid/stay_healthy/food/pyramid.html |
| What is the highest level of Bloom's taxonomy reached? Explain | Application: Students will work together to complete a diagram by illustrating the Food Guide Pryamid and classifying the six food groups. |
| Which learning styles are addressed? How? | Kinesthetic: Students move and click the mouse in order to navigate the website. Visual: Students observe pictures and diagrams of data. |
| Which MIs are addressed? How? | Visual: Students view pictures and diagrams that are color-coded and classified into a variety of food groups. Linguistic: Students read text, then write/draw a poster that includes the information they researched. Bodily-Kinesthetic: Students actively move the mouse and click to navigate the websites. |
| Student's name | Stephanie Hasden |
| Grade level(s) | 2-3 | ||
| Content area(s) | Science, Language Arts, Geography | ||
| Purpose | For students to learn more about butterflies, thier life cycle, migration patterns, and their coloration. | ||
| Brief description | Students will work in groups of four to learn more about butterflies. There are three different tasks that the groups must finish. For the first task they must draw and describe a butterfly’s life cycle. The next task has them map out their migrational patterns. The last task helps them to identify the differences in butterflies by their coloration. There is also a link to a quiz, that students must complete, to show their teacher what they have learned. | ||
| Resources | http://www.naba.org/ http://www.butterflies.com/ http://www.npwrc.usgs.gov/notfound/bflymoth.htm http://www.learner.org/jnorth/ | ||
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxonomy for this webquest is application. Students are required to understand and comprehend the migrational patterns of butterflies and use the information to plot courses and describe what the butterflies would be seeing at each point. They have to be able to apply what they have learned. | ||
| Which learning styles are addressed? How? |
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| Which MIs are addressed? How? | Interpersonal- Students work in groups and try to understand the thoughts and perspectives of their peers. Bodily-Kinesthetic- Students are visiting different web sites and plotting migrational routes. Students are also drawing and coloring different species of butterflies along with their stages in life. Visual/Spatial- The students use pictures from the websites that have a lot of diagrams, charts and maps that help to show them the life of a butterfly. | ||
| Student's name | Kari Parrish |
| Grade level(s) | 3-5 |
| Content area(s) | Social Studies |
| Purpose | To have students research what life was like in Ancient Greece. They will learn about the foods eaten, life style, government, clothes, architecture and religion. |
| Brief description | Students will work in groups of 4-5. They will look at the four websites listed below and read about the culture and cities of Ancient Greece. Using this information, each group will create their own city state according to the customs and lifestyles that they read about. Each group will then present their city state to the class and will create a large brochure advertising their city state that will be displayed around the room. |
| Resources | Ancient Greece http://www.learninghaven.com/articles/ancientgreece.html Culture http://www.crystalinks.com/greekculture.html Ancient Greece for Kids http://www.historyforkids.org/learn/greeks/ Ancient Greece http://www.bbc.co.uk/schools/ancientgreece/main_menu.shtml |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis is the highest level reached. It is the highest level reached because the students are required to use previously researched information on Ancient Greece to create a new Greek city state. So, students are using old ideas to create new ideas. |
| Which learning styles are addressed? How? | All three learning styles are addressed in this webquest. Visual: students are gathering and reading the information on the websites. They are also able to visually look at the new information (brochures) which will help them process the information. Auditory: Students are able to look at cartoons on Ancient Greece on the web sites and are able to listen to their classmates presentations which will help them process the new information. Bodily-Kinesthetic: Using the mouse to navigate through the websites and making the brochure allows these students to use their hands. |
| Which MIs are addressed? How? | Linguistic: students are able to read the information on the websites, give give an oral report on the information and write the information in the brochures. Mathematical: can help their classmates with date/time calculations, building measurements etc... Spatial: Students are able to view pictures and charts on the websites, can help organize the brochure and will benefit from the brochure visuals during the presentations. Bodily Kinesthetic: Using the mouse to navigate through the websites and creating the brochures allow for physical movement. Interpersonal: Students are required to work in groups. |
| Student's name | Rosanna Dugan |
| Grade level(s) | 4th or 5th grade | ||
| Content area(s) | Social Studies | ||
| Purpose | For students to learn about a national park of their choice and share the information with their classmates in a brochure format. | ||
| Brief description | The students will work in groups of four in order to learn about a national park and create a brochure about it. The teacher may choose to focus this lesson around a particular state that the class is studying, or have the students select any park in America. Each student in the group will be responsible for one aspect of the park: people, places, animals, or plants. Each member will research their section of the brochure, and then come together to create a brochure using all of their factual information, creativity, photos, etc. | ||
| Resources | National Park Service This website has a map of the U.S. where students can select a state, and then choose a national park within the state. Each park has its own website with information broken down into history and culture: people and places, and nature and science: plants and animals, photographs of the park and other resources. Additional Resources: U.S. National Parks National Park Profiles | ||
| What is the highest level of Bloom's taxonomy reached? Explain | The highest Bloom's level reached in this activity is synthesis. Students have to combine all of their information to create one fluid product. They also use the basic facts that they gleaned from research to write descriptively and creatively, enticing visitors to come to their park. | ||
| Which learning styles are addressed? How? | Visual:These learners will enjoy seeing the photographs and maps on the National Parks website, and will also benefit from making a visual representation in the form of the brochure. Kinesthetic:Using the computer to research and navigate the website will keep these learners engaged. They will also do well because making the brochure is a tactile experience. | | |
| Which MIs are addressed? How? | Linguistic:Convert information from fact-based research to descriptive brochure text. Spatial: Arranging the brochure in an aesthetically pleasing way. Interpersonal:Within all group interactions and in combining information and discussing the best way to present it. Naturalist:Using National Parks as the focus of the project. | | |
| Student's name | Jessica Lavelle |
| Grade level(s) | Grades 3-5 |
| Content area(s) | Social Studies - U.S. History |
| Purpose | The purpose of this webquest is for students to explore the lives of the U.S. Presidents in order to understand significant events in U.S. History. This webquest works toward meeting the Social Studies Sunshine State Standard that reads, "Students understands U.S. History to 1880 and from 1880 to the present." |
| Brief description | This webquest is designed for students to become investigators of the U.S. Presidents lives and accomplishments. Students will be linked to websites that give a biography along with a pictures as visual aids. Students will also get to explore the presidential library as well as inaugural addresses. The task for this webquest will be for students to create a timeline of events in a decade(s). Each student will be assigned a particular decade ranging from 1880 to present. The students will be able to incorporate the text and photographs of their choosing. |
| Resources | U.S. President Biographies White House |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxonomy reach through this activity is Analysis. In this webquest, the students are asked to analyze, compare and contrast information. The also act as investigators in order to discover more about the lives of our presidents. |
| Which learning styles are addressed? How? | There are two learning styles addressed in this webquest. The first is visual. Visual students will benefit from the text the will be asked to read on the computer screen. There will also be pictures to help them create an image of what each president looked like. The other learning style is kinesthetic. Kinesthetic students will benefit from the ability to use their hands with the keyboard and mouse. They will also be asked to type their responses to the questions asked. |
| Which MIs are addressed? How? | Two multiple intelligences are addressed in this webquest. The first is visual/spatial. These students will benefit from the written text that appears on the screen. They will also benefit from the photographs that they will have the opportunity to view. The second multiple intelligence is verbal/linguistic. These students will benefit from reading the words that the information is conveyed through. The students will also enjoy the written response that are asked of them at the end of the webquest activity. |
| Student's name | Jacqueline Edge |
| Grade level(s) | 3-5 |
| Content area(s) | Social Studies |
| Purpose | Students will learn about a Middle East country in order to create a travel pamphlet. |
| Brief description | Students will research a Middle East country and answers specific questions. They will then in groups or individually create a brochure, pamphlet, or information packet in order to educate others about their country. The brochure should include pictures, maps, and phrases in the native language. |
| Resources | Middle East Map: http://www.google.com/search?hl=en&q=middle+east+map&btnG=Google+Search Middle East Map Quiz http://www.ilike2learn.com/ilike2learn/MidEast.html Middle East Facts: http://middleeastfacts.com/ Middle East Flags: http://www3.nationalgeographic.com/places/directory.html |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis because the student is creating something to explain his/her information. |
| Which learning styles are addressed? How? | Kinesthetic: Students are hands on learning. They are typing and using the mouse to research their country while also cutting, pasting, and constructing a brochure. Visual: Students are creating a visual to reflect their learning. Spatial: Students must use maps to represent where their country is in relation to the United States. |
| Which MIs are addressed? How? | Verbal: using language/words Interpersonal: working with groups and learning about people around the world. |
| Student's name | Allison Buit |
| Grade level(s) | Grade 5 |
| Content area(s) | Science |
| Purpose | This activity was created so that students will become very familiar with researching information using the internet. This will be very helpful to them in the coming years. |
| Brief description | Using the resources given, students will answer the questions on the webquest about personal hygiene in pairs assigned by the teacher. With this information, they will create a poster with all the information they found through finding the answers on the different web pages. They will orally present this poster to the class. |
| Resources | www.ec-online.net www.healthgate.partners.org http://kidshealth.org www.cyh.com www.webhealth.com www.bbc.co.uk |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension- the students will basically record information onto their paper and take that information and create a poster using that same information. |
| Which learning styles are addressed? How? | Visual- the students will get to see the different websites and what they have to offer them. They will also be able to create a visual (poster) and show it to the rest of the class. Auditory- the students will be presenting this information aloud to their classmates. So, not only will all the students learn from their own research, they will also learn by listening to their classmates as they present their information. |
| Which MIs are addressed? How? | Verbal/Linguistic- Students will benefit by the poster presentations by listening and physically seeing the writing and aesthetic presentation of the information. Interpersonal- Students are being grouped together to make the poster. They are challenged to collaborate their ideas with one another. Visual/Spatial- Students will be making the poster and this is directly related to visual and spatial learning. They have to have the ability to collect information and sort it and make a distinguishable presentation out of it. |
| Student's name | Cheryl Jensen |
| Grade level(s) | 2nd-3rd |
| Content area(s) | Science |
| Purpose | For students to learn the science of hurricanes: what a hurricane is, what causes hurricanes, what hurricanes look like, how scientists predict and track hurricanes, and how to prepare for a hurricane. |
| Brief description | Students will learn the history of hurricanes and study some of the worlds strongest storms of the past. They will also research what a hurricane is, how hurricanes form, what causes hurricanes to develop, and where the strongest storms form and make landfall. They will have the opportunity to see pictures of hurricanes, the damage they cause, and track storms. They will also have an opportunity to see what the inside of a hurricane looks like. Students will learn terminology such as "eye", hurricane watch, hurricane warning, cyclone, tropical depression, typhoon, storm surge, etc. Finally students will learn how to prepare for a hurricane and, in groups, will develop a hurricane preparedness plan that includes which items we should have handy if we are expecting a hurricane, and a storm evacuation route for our school. Each group will design a creative way to present their plan to the class. |
| Resources | www.fema.gov/kids/hurr.htm http://hurricanes.noaa.gov www.miamisci.org/hurricane/ http://kids.earth.nasa.gov/archive/hurricane/creation.html www.ceismc.gatech.edu/kidsclub/documents/newsletter02.pdf |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis is the highest level of Bloom's taxonomy that is addressed. Students are collecting information about hurricanes and organizing it into a presentation for the class. They are also creating their own preparedness plan using the information they have collected. |
| Which learning styles are addressed? How? | Visual: Students are able to see all of the information on the computer screen and look at pictures and video of hurricanes. Auditory: Some of the websites offer audio that students can listen to while viewing pictures. Kinesthetic: Students will be using the mouse and typing on the computer as well as creating some sort of presentation for the class. |
| Which MIs are addressed? How? | Linguistic: Students are reading and writing. Mathematical: Students will have the opportunity to make calculations of wind speed, wave height, distance to land, etc. Interpersonal: Students are working in groups. |
| Student's name | Haleigh Dillender |
| Grade Level(s) | Grade Level- (3rd-5th) |
| Content Area(s) | Social Studies- Geography History-China English-Informative paper about China |
| Purpose | The purpose of this webquest is to have students research and study Chinese culture, history, people, government, and environment. |
| Breif Description | Students will work in groups of three to obtain information about China and create a format of their choice to teach others about their knowledge. Students can do a powerpoint, word document, poster, brochure, or many other formats to represent their new knowledge. Each student in the group will have adiffernt role, and be responsible for researching one area related China. (government, culture, history) |
| Resources | China http://en.wikipedia.org/wiki/china https://www.cia.gov/cia/publications/factbook/geos/ch.html |
| What is the highest level of Bloom's Taxonomy reached? How? | The highest level of Bloom's Taxonomy reached is synthesis. Students will use all the information gathered and researched, to come up with a final product of their choice. Students are synethzing information to create their own new product. |
| Which learning styles are addressed? How? | Visual- students are benefitting from reading text, looking at pictures, maps, and visuals provided on the websites. Kinesthetic- Students are using a mouse to navigate websites and features. They might alsop be drawing maps, diagrams, and creating a poster or other project depending on the final creation. |
| Which MIs are addressed? How? | Visual/Spatial- Students get to research China through text, pictures, diagrams, and pictures on each website. Interpersonal- Students are working in groups. Verbal/Linguistic- Students get to summarize, recreate, and present a new product from knowledge gained on web, and use their words to create the project. |
| Student Name | Matt Forrest |
| Grade Level | 3rd or 4th |
| Content Area | History, Roman Empire |
| purpose | Students will learn about the Roman Empire and the order in which many of the major events occurred. |
| brief description | In groups of 4, students are to look through websites, that I have pre-selected, and gather information about the Roman Empire, Including different wars, emperors and the dates. Then students are to make a time-line with any eight events they wish to choose. Every student in the group is in charge of choosing two events. The time-line can be made any way that the group wishes, such as power-point, posters, etc. Students will then share their unique time-lines with the class. Every student will share the two events they chose and explain why. This will be interesting to listen to students' reasoning for finding some events more meaningful than others. For example, Augustus reigned from 31 BC- 14, AD. I believe this event be monumental because when Augustus accepted his inheritance from Caesar, he turned the republic into to empire. |
| resources | www.bbc.co.uk/schools/romans www.bbc.co.uk/history/ancient/romans en.wikipedia.org/wiki/roman_empire en.wikipedia.org/wiki/ancient_rome |
| what is the highest level of Bloom's taxonomy reached? How? | Application is the highest level of taxonomy reached because students will be able to take the knowledge that they have learned and apply it in order to make a time-line that is significant to them in some way. |
| Which Learning Styles are addressed? How? | There are a couple learning styles addressed, one is visual because students will be viewing different sites and pictures and words displayed on the sites. The other learning style used is kinesthetic because students are working with a mouse navigating on the computer, while also making a creative time-line. |
| Which MIs are addressed? How? | The MIs used are visual/spatial as they design a time-line. The specific dates on the time-line need to be placed correctly. Linguistic is another MI used as students read and build knowledge from the information provided on the websites. And the last MI is interpersonal; this will be used during the group work part of the activity. |
| Name | Elizabeth Lyons |
| Grade |
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| Content Area | Social Studies, Language Arts | ||||
| Purpose | Students will learn about famous African-Americans by creating a magazine article about a famous African-Amerian. | ||||
| Basic Description | The students’ task for this project will be to create a magazine article that will detail the life of a famous African-American. They may choose any African-American that has made a significant impact on daily life. Using the websites provided and others of their choosing, the students will research their topic and will create an appealing and well-written article based upon their research. | ||||
| Resources | http://www.history.com/minisite.do?content_type=Minisite_Generic&content_type_id=593&display_order=3&mini_id=1071 http://www.thehistorymakers.com/ http://en.wikipedia.org/wiki/Main_Page | ||||
| Highest level of Bloom's taxonomy | Synthesis, because the students are collecting information from several different sources and combining and arranging it in a new and different manner in their article. | ||||
| Learning styles addressed | Visual: The students will use images in the final product of their article, and will view images on websites. Kinesthetic: Students will be using the computer’s keyboard and mouse. | ||||
| MIs addressed | Linguistic: Students will read the information included on the websites they visit. They will also be writing the article, allowing them to express themselves through words. Bodily-kinesthetic: Students use the mouse and computer to learn while visiting the websites. Existensial: These students will be able to ask themselves bigger questions about the accomplishments of these African-Americans within the greater scheme of civil rights. Intrapersonal: Students will work independently to complete this task. | ||||
| Name | Jennifer Krause |
| Grade level(s) | 4-6 | |
| Content area(s) | Science; Marine Science | |
| Purpose | The purpose of this webquest is for students to discover environmental issues and/or problems related to the ocean and how humans and animals are connected to these issues. It is also intended to raise awareness about these issues so that people know what they can do to help.
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| Resources | http://projects.edtech.sandi.net/grant/oceanpollution/index.html Dangerous Debris Plastics in Our Oceans Threats to the Health of the Oceans Beach Pollution FAQ Oil Pollution Ocean Pollution: How it kills Sea Animals Bad Sports and Tourist Traps Save the Ocean! Preserving the Coast | |
| What is the highest level of Bloom's taxonomy reached? Explain. | Application is the highest level of Bloom’s reached when using this webquest. Students are able to use their knowledge of the ocean and beaches to create a poster to inform of important information or a helpful tip. Students can use the tips they learn in their life and so can the people who they share their poster with. | |
| Which learning styles are addressed? How? | Visual learning styles are addressed because students are reading and writing information. Auditory learning styles are addressed when partners and groups discuss then information they have found. Kinesthetic learning styles are addressed when students click on the different sites and when they record their information, create concept maps, and write on their poster. | |
| Which MIs are addressed? How? | Linguistic students are addressed because they are able to understand the language that they are reading. Spatial students are addressed because they understand how to represent information in a concept map. Kinesthetic students are addressed for reasons described in the category above. Interpersonal students are addressed because they work well with partners and in groups. | |
| Brief Description | This webquest ask students to work with a partner to brainstorm what problems the oceans and beaches could have. Then the partners search the websites provided for information, interesting facts, and tips about trouble with the ocean and beaches. Students discuss their findings with other groups and create a concept map. Then, they choose one important idea from the concept map and display it on a poster that they put up in their neighborhood. Finally, all the groups share their findings with the class. | |
| Student's name | Marissa O'Keefe |
| Grade Level | 3 |
| Content Area | Science |
| Purpose | The purpose of this webquest is for students to research and explore the interesting facts and surprising details of a particular favorite dinosaur. Students become a website archeologist digging up information about their favorite dinosaur. With the information that they find about their dinosaur, students will be expected to present to the class their findings with a PowerPiont presentation and drawing of their favorite dinosaur in it's habitat. |
| Resources | http://teacher.scholastic.com/researchtools/researchstarters/dinosaur/ http://www.dinosauria.com/ http://www.enchantedlearning.com/subjects/dinosaurs/ http://magma.nationalgeographic.com/ngm/0303/feature1/index.html http://www.nationalgeographic.com PowerPiont software |
| What is the highest level of Bloom's Taxonomy reached? Explain. |
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| Which learning styles are addressed? How? | The visual and kinesthetic learning styles will be addressed with this webquest because using the internet on the computer will associate the two at the same time. Visually, students will be stimulated with the computer screen and with the research aspect of the webquest. In addition, the students that need to learn while having a tactile hands-on approach will be able to click the mouse while the other students will be able to guild the research. |
| Which MIs are addressed? How? | Logical-mathematical intelligence: Students will be expected to reason through the questions given on the webquest and figure out the research aspects of the dinosaur. Spatial intelligence: Students will have to skim through certain pictures and understand the differences between the dinosaurs. Naturalist intelligence: Students will be comprehensive toward the naturalistic tendencies of the research and be able to explain the environment of which the dinosaur lived in. |
| Breif Description | Students will be given a list of websites in which they will have to research specific characteristics of a certain dinosaur and it's environment. Each question will be associated with the website that will sufficiently answer the question. As the student digs up the information on the dinosaur of their chioce, they will be able to create their own picture and describe their dinosaur on the webquest. Assessment will be based on the information researched and the presentation on their findings that they will show the class. |
| Students Name | Dustin Trahan |
| Grade Level(s) | 4th grade |
| Content Area | Science (Dinosaurs) |
| Purpose | Sunshine State Standards: How Living Things Interact with their Environment
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| Brief Description | The students will work collaboratively in groups of two to research dinosaurs via a webquest activity. Through the webquest, students will answer a set of questions assigned by the teacher about any chosen species of dinosaur. The students will then use the qualitative data collected through the questions to tell their classmates about the chosen species of dinosaurs. The students will then create a creative project such as: a poster, newsletter, powerpoint presentation, etc. in order to present their findings to the class. |
| Resources | Sue at the Field Museum Honolulu Community College Dinosaur Exhibit Dinosaurs Natural History Museum Dinosaur Wikipedia Page BBC Prehistoric Life The Dinosauria |
| What is the highest level of Bloom's Taxonomy addressed? Explain. | The highest level of Bloom’s Taxonomy reached is Synthesis. I believe that through researching a chosen species of dinosaur, the students will be able to explain the facts, ideas, and characteristics of their chosen dinosaur with the class. As they search through the sites of the webquest activity and answer questions about their chosen species of dinosaur, the students will be summarizing and paraphrasing the information they have found. By creating a creative project to share with the class, the students will be able to use the research obtained and qualitative research to interpret, classify, and explain the knowledge they have gained about the species of dinosaur. |
| Which Learning Styles are addressed? How? | I believe that all three learning styles (visual, auditory, and tactile-kinesthetic) are addressed through this webquest activity. Visual learners benefit from the text, picture images, and videos on each of the websites. Auditory learners benefit from the sound clips on several of the websites that either take them on an auditory tour of the museum or allow them to listen to a radio program about mammoths, dinosaurs, evolution and other science. 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 on each website, answer questions in their own words, and create an imaginative presentation to present to the class) Logical-Mathematical (students use the information obtained from the websites to make logical/mathematical conclusions about the height, weight, size of dinosaurs) Spatial (students view the visual images and videos on the computer screen; also, as students create a creative project for the class, they will most likely include a visual image that they must decide where to put, how to color, etc) Bodily-Kinesthetic (as students use their hands to explore the websites via the mouse and computer; also, students may download, print out, put together, and manually manipulate a book that allows them to watch a Tyrannosaurus Rex run) Interpersonal (as students work collaboratively together in groups of two, they learn both about themselves, each other, and how they learn best) |
| Students Name | Amber Bush |
| Grade Level(s) | 5th grade |
| Content Area | Science |
| Purpose | For students to understand that there are limited amounts of natural resources on this planet and to generate ideas on how to protect the resources we have now. |
| Brief Description | Students will work together in groups to research this topic and create a presentation (in any tangible form) on how to reach out to the local community on recycling and conservation. The class will decide through a blind vote on which idea would be the best and then follow through by planning an event or informational program/website. |
| Resources | Recycling for Kids Kids and Conservation What are Natural Resources? What are Non-Renewable Resources? |
| What is the highest level of Bloom's Taxonomy addressed? Explain. | The highest level of Bloom’s Taxonomy reached is Evaluation. Not only will students understand the importance of this knowledge, they will be able to apply it to generating helpful visions as well as be able to describe the purporse and improvements to conservation outreach programs going on currently. |
| Which Learning Styles are addressed? How? | I believe that all three learning styles (visual, auditory, and tactile-kinesthetic) are addressed through this webquest activity. Visually: learners will be searching and looking through webpages for resources on this topic. Auditorally: learners will benefit from hearing plans from their group members as well as from presentations from other groups. Kinesthetically: learners will benefit from interacting with the computer and computer mouse, as well as preparing a tangible presentation for the class. The final product, a class-outreach program, will be a tangible force to reckon with. |
| Which MIs are addressed? How? | Linguistically, students will be reading and understanding scientific language as they research. Bodily-Kinesthetically, students will be producing a tangible product in groups and in one large, classroom outreach program. Interpersonally, students will be working together to form products and ideas and they will need to be able to express themselves and communicate effectively. |
| Students Name | Meagan Gaffney |
| Grade level(s) | First Grade |
| Content area(s) | States of Matter |
| Purpose | The purpose of this webquest is for students to learn the three different types of matter: solids, liquids, and gases. They will learn what these states of matter do and what it means when something is a solid, liquid, or gas. |
| Brief description | Students will work together in groups of four and they will be acting like little scientists doing experiments to find out the different properties of the three states of matter. Each member will have a different job. The main task for the students will be to do experiments to answer questions like what are solids, liquids, and gases like? They will then have to evaluate, journal, and come up with their conclusions of the what the different properties of the three different states of matter are according to the experiments. |
| Resources | http://www.webquest.org/questgarden/lessons/02737-061221113627/t-index.htm |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of bloom taxonomy the students will reach is Evaluation because the students will have to evaluate and defend their findings, and using the different experiments come up with conclusions of the three different properties of matter. |
| Which learning styles are addressed? How? | Visual: The students are looking through the webquest reading the instructions of the different experiments and reading the explanations and information the webquest has about a solid, liquid, and gas. The students will also view a video at the end of the webquest. Auditory: The students have to listen to each others conclusions and have discussions about each of their findings and agree or disagree with each other. Kinesthetic: The students will have to perform experiments in which they will have to work with their hands to find out the different properties of the three states of matter. |
| Which MIs are addressed? How? | Verbal: The students have to discuss their findings with each other and come up with one conclusion. These students will be excellent recorders. Linguistic: The students have to explain their findings and why and how they came up with their conclusions of the three different states of matter. Bodily-Kinesthetic: The students have to work with their hands completing the different experiments. |
| Student's name | Annabel Alban |
| Grade level(s) | Third Grade - Fifth Grade |
| Content area(s) | Science (Astronomy) |
| Purpose | For students to become informed and learn information about the planets in the solar system. |
| Brief description | Students in the class will be grouped in groups of three.Each grouo will be assigned a planet. Students will collect information from the World Wide Web. Using the information collected students will make a power pointe presentation of the planet that they researched and present it to the class. |
| Resources | power point computer internet websites The Nine Planets http://kids.nineplanets.org/intro.htm |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxanomy that I believed could be reached here is comprehension. Students show that they have comprehended the information that they have gathered from the websites by creating an informative power point. |
| Which learning styles are addressed? How? | Visual - Students have the ability to learn through seeing. The students that are partcipating and working on the webquest learn by accessing the different websites. The students viewing the power point learn through the presentation. Kinesthetic - Students learn through moving, doing, and touching. Students learn through accesing the different websites and working on the power point presentation. |
| Which MIs are addressed? How? | Visual/Spatial - The visual text in the power point allows students to learn. Verbal/Linguistic - Words and language are used so that students can comprehend material. Interpersonal - Working relationships are created as students work together in groups to complete a task. |
| Student's name | Tiffany Brown |
| Grade level(s) | 3-5th grade |
| Content area(s) | Social Studies |
| Purpose | To develop a deeper understanding of what it means to live in Florida. |
| Brief description | Students will be separated into four to five different groups according to which category they will be investigating. The following categories could be: Plant life, Animal life, People (Socioeconomics/Demographics), Lifestyle (Culture & Languages), and Industries. |
| Resources | |
| What is the highest level of Bloom's taxonomy reached? Explain | |
| Which learning styles are addressed? How? | |
| Which MIs are addressed? How? | |
| Student's name |
| Grade level(s) | 3rd – 5th |
| Content area(s) | Science and Writing |
| Purpose | The purpose of this lesson will be to teach the students about the water cycle, teach students how to create a power point presentation. |
| Brief description | Students will have a webquest where they are to use websites given about the water cycle to explain the water cycle. Students will be split into groups and will imagine they are a water drop and then pick from landing over a mountainous region, a farm region, and a city region. The students will use information they have gathered to answer questions about how they go through the water cycle in a presentation. They will answer the questions in a story format created in a powerpoint that they will present to the class. |
| Resources | Powerpoint Webquest with websites gathered and categorized about the water cycle and questions for the students to answer. Helpful wesites to start with: http://ga.water.usgs.gov/edu/ http://mbgnet.mobot.org/fresh/ http://www.epa.gov/region07/kids http://www.nationalgeographic.com/resources/ngo/education/geoguide/dams/index.html http://www.ec.gc.ca/water/en/nature/prop/e_cycle.htm#sub |
| What is the highest level of Bloom's taxonomy reached? Explain | I believe that the highest level that can be reached with this activity is evaluation. This is because students will be learning knowledge, categorizing it, applying it and synthesizing the information, while evaluating it by assessing the information they gathered and how it is to be presented. |
| Which learning styles are addressed? How? | Visual: The webquest and websites where the information is presented are all visual. Also, the students will be creating visual presentations that they will present to the entire class. Auditory: This type of learning style is addressed as the students discuss the information they assess in their groups. Also, the students will listen to each other’s presentations. Kinesthetic: This learning style is addressed as the students move through websites to find information, and as they create their presentations using the information they gathered. |
| Which MIs are addressed? How? | Visual: This is addressed through the multiple websites provided for the students. Students will have an easier time learning the information because it is presented visually, and the websites provided should include charts and graphs for the students. Also, it will be addressed through the creation and presentation of the powerpoints. Linguistic: This will be addressed through the websites also as the students read the information and then verbally help each other to reword and rewrite it for their presentation. Students will be required to write information they learn in their presentations. Kinesthetic: This is addressed through the physical activities the students must do when searching for information and creating the power points. Also, the teacher might have the students create maps of their water drops journey to go along with their story presentation. Interpersonal: This will be addressed as students are forced to work with each other and listen to each other’s ideas. Students will have to consider each other’s ideas, and their own. Also students with this type of intelligence will be able to help each other see how they may be viewing others, to help the group work better together. Intrapersonal: This is also addressed as the students work with each other because they must analyze how they are acting and how that will be affecting the other students in the group. This will cause them to think about the best way they should act in order to work well with their group. |
| Student's name | Jessica Williams |
| Grade level(s) | Third |
| Content area(s) | Social Studies, Science |
| Purpose | This activity will help students to see the process of using the scientific method, and will enable them to see how using this systematically and creatively benefits society. |
| Brief description | In pairs, students will take turns exploring the various web resources, including (especially) the Discovery Kids site. The students will collect information from stories, simulations, and reports about the thought processes and experiments the Wright brothers used on their way to designing the first working airplane. Then the students will create an advertisement that incorporates these elements and tells why, where, and how people should come to see a flight at Kittyhawk. |
| Resources | Discovery Kids site about the Wright Flyer History.com site Smithsonian Air and Space Museum |
| What is the highest level of Bloom's taxonomy reached? Explain | Sythesis: the students will review and interpret the information they collect, and will use the main ideas and components of the scientific method to create an original and realistic advertisement |
| Which learning styles are addressed? How? | Visual: seeing the simulation and viewing it from multiple perspectives Auditory: the site has a video clip with narrative options Kinesthetic: working with the keyboard to physically navigate and manipulate the tour and simulations |
| Which MIs are addressed? How? | Logical/Mathematical: exploring the correlations between cause and effect Spatial: seeing the plane from mulitple perspectives, exploring the physics of the plane itself and how the brothers were able to experiement logically and systematically Linguistic: creating the advertisment, finding key/main ideas in the resource information |
| Student's name | Nicole Knox |
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