Introduction
This webquest was created for grade 4 students to investigate, research, and create habitats for a zoo. It incorporates curriculum outcomes from science, social studies, and art, and allows for students to use technology to further their understanding.
Learners
Children work in groups and individually to complete this task. They will use resources linked from the webquest, as well as other resources, to complete worksheets in Microsoft Word and Excel. They will also use the internet to play games and explore zoo habitats.
Struggling Learners
Since children have the opportunity to work both individually and with a group, struggling learners will also have their chance to have input and make decisions about the task. For the individual component, as the teacher you can assist directly with the research or give more guidance about what information the student must find.
Process
The webquest is designed to take 5 class periods.
Day 1: Assign each group an animal. Try and choose an animals that originate from different areas and habitats around the world for each group. While groups are working on filling out their sheets, make sure they have identified the correct habitat for their animal and guide their research where appropriate.
Day 2: Since each group will have animals from all over the world, during this part of the task they have to research one thing about the continent their animal comes from. During this portion, make sure each group has correctly identified their continent (or country specifically) and that they have chosen different individual ideas to research.
Day 3: For the art portion of the activity make sure the students have art supplies and materials available that are suitable for building different zoo habitats. Provide some general ideas for the whole group, and help students who are stuck for ideas for designing their group's habitat.
Day 4: Designate an area of the classroom where the zoo will be displayed. Make sure students are working carefully and every group is given equal space to display their habitat.
Day 5: Encourage students to share their information with the class, but do not force any student who does not want to speak to do so. Let the groups present their habitats together, deciding on group members to do the talking, and then let whichever individuals who want to
share their information to do so.
Evaluation
During the group and individual research portions of the task monitor students for participation and ability to work with a group. Use THIS checklist for this.
During the habitat building and zoo construction students will again be monitored for participation, but THIS rubric will also be used to assess each group's habitat.
THIS rubric will be used to assess groups' presentations.
Outcomes
Science
Students will be expected to:
-construct and/or maintain a model of a natural habitat, and use it to make observations and collect information about organisms in this habitat.
-make observations and collect information related to local
habitats and their associated populations of plants and animals.
habitats and their associated populations of plants and animals.
-predict the structural and/or behavioural adaptations needed for an animal to live in a particular habitat, real or imagined.
Social Studies
Students will be expected to:
-identify the continents and oceans. (5.1)
-describe the continents in terms of physical features, climate, and vegetation. (5.2)
Art
Students will be expected to:
-use a combination of the elements and principles of design in art making. (1.4.3)
-experiment with a variety of art materials, tools, and processes. (1.4.4)
