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Bear Necessities A WebQuest about Polar Bears for Second Graders Designed By Felice Porcaro Roger Williams University, Fall 2006 Developer Page Developer Materials Introduction Learners Curriculum Standards Process Resources Evaluation Conclusion Credits & References

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Bear Necessities

A WebQuest about Polar Bears for Second Graders

Designed By Felice Porcaro Roger Williams University, Fall 2006


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Developer Page

  • Developer Materials

  • Introduction

  • Learners

  • Curriculum Standards

  • Process

  • Resources

  • Evaluation

  • Conclusion

  • Credits & References

Student Pages

  • Introduction

  • Task

  • Process

  • Evaluation

  • Conclusion

  • Credits


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Introduction

Developer Page

This Web Quest was developed as the final project for the Elementary Science and Methods Course at Roger Williams University. It was designed after reading the book Ice Bear: In the Steps of the Polar Bear. Through the books poetic wording and detailed illustrations students can learn about polar bears and their behaviors. This WebQuest was designed to further explore those behaviors and the reasons why scientists might believe that humans learned to live in cold settings.


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The Learners

Developer Page

This WebQuest is intended for second grade science students.

The information that is within the WebQuest can be adapted for students at any age level. Before students begin this WebQuest they should have some prior knowledge about polar bears, their habitats, and behaviors on a very general level.


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Developer Page

Curriculum StandardsRhode Island Science Standards

  • The Living Environment – Diversity of Life

    By the end of 2nd grade all students should know that –

    Some animals and plant are alike in the way they look and in the thinks they do, and others are very different form one another.

  • The Living Environment – Heredity

    By the end of 2nd grade all students should know that –

    There is a variation among individuals of one kind within a population.

    Offspring are very much, but not exactly like their parents and like one another.

  • The Living Environment – Interdependence of Life

    By the end of 2nd grade all students should know that –

    Living things are found in a variety of places everywhere in the world. There are different kinds of living things in different places.

  • The Living Environment – Evolution of Life

    By the end of 2nd grade all students should know that –

    Different plants and animals have external features that help them thrive in different kinds of places.


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Developer Page

Curriculum StandardsBenchmarks for Science Literacy

By the end of the 2nd grade, students should know that:

  • Some animals and plants are alike in the way they look and in the things they do, and others are very different from one another.

    By the end of the 2nd grade, students should know that:

  • There is variation among individuals of one kind within a population.

  • Offspring are very much, but not exactly, like their parents and like one another.

    By the end of the 2nd grade, students should know that:

  • Living things are found almost everywhere in the world. There are somewhat different kinds in different places.

    By the end of the 2nd grade, students should know that:

  • Different plants and animals have external features that help them thrive in different kinds of places.


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Developer Page

Curriculum StandardsNational Science Education Standards

  • The characteristics of organisms

  • Life cycles of organisms

  • Organisms and environments

CONTENT STANDARD C: As a result of activities in grades K-4, all students should develop understanding of:


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Curriculum StandardsCurriculum Integration

Developer Page

VISUAL ARTS: Content Standard 2

  • Using knowledge of structures and functions

    • Students know the differences among visual characteristics and purposes of art in order to convey ideas

    • Students describe how different expressive features and organizational principles cause different responses

    • Students use visual structures and functions of art to communicate ideas.

      GEOGRAPHY STANDARDS

  • THE WORLD IN SPATIAL TERMS:

    • STANDARD 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information.


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Curriculum StandardsCurriculum Integration (cont.)

TECHNOLOGY STANDARDS GRADES PRE K - 2

Performance Indicators: All students should have opportunities to demonstrate the following performances.

  • Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies.

  • Use a variety of media and technology resources for directed and independent learning activities.

  • Communicate about technology using developmentally appropriate and accurate terminology.

  • Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning.

  • Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.

  • Demonstrate positive social and ethical behaviors when using technology.

  • Practice responsible use of technology systems and software.

  • Create developmentally appropriate multimedia products with support from teachers, family members, or student partners.

  • Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories.

  • Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners.


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Curriculum StandardsCurriculum Integration (cont.)

ENGLISH/LANGUAGE ARTS STANDARDS

  • Standard 1-Students read a wide range of print and non-print texts to build an understanding of texts of themselves, and to the culture of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.  

  • Standard 3-Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

  • Standard 4-Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes. 

  • Standard 5-Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

  • Standard 6-Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

  • Standard 7-Students conduct research on issues and interests by generating ideas and questions, and by posing problems

  • Standard 11-Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 

  • Students 12-Students use spoken, written, and visual language to accomplish their own purposes


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Process

Developer Page

This WebQuest is organized in four sections so that the teacher can have the students gather in groups of four to complete different parts of the assignment. This WebQuest should only take a forty-five minute period in which each student should be allowed a their own computer. If this is not possible then the lesson may take longer.

Students should be divided into groups of four. With in each group the teacher should place two linguistic learner and two visual learners. This allows the students to excel in their best learning style. The teacher should always take in to consideration that certain students learn more productively

when paired together and should use this to their advantage.

  • Before the teacher uses this WebQuest in their classroom

  • they should complete the WebQuest. Teachers should

  • make sure all links are still active and can produce the

  • desired outcomes.


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Teaching Resources

Developer Page

Websites Used During the Students Process

  • The Arctic and Its Animals is a website that list all the different animals that are in the Arctic. It is kid friendly and has a lot of information about all different types of animals.

  • National Geographic Kids is a website where students can watch a video to gather information about polar bears and their cubs.

  • Bears.org is a website that combines links to all the bears in the bear family. Students can compare different species of bears from one website that is kid friendly.

  • San Diego Zoo offers a live web cam to their polar bear exhibit.

  • Geocities.com Explains the different parts of a polar bear in langue that students can understand.

  • Panda.org offers a polar bear tracker.

  • Polar Bear Games is a website where student can play cool games right in the browser.

  • Websites for Teacher Resources

  • Amazon.com Here teacher’s can purchase books about polar bears.

  • Polarbearsinternational.org Allows free online videos about polar bears.

  • Polarbearsinternational.org Allows polar bear field trips to view them in the wild.


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Evaluation

Developer Page

Teachers will be able to know if students have completed this WebQuest successfully through the completion of the standards for each role. For students who take on the role of the arctic researcher will focus on the diversity of life standard. For students that are the cub explorers should focus on the standard that contains Heredity. For the students that take on the role of the bear expert will focus their research on the interdependence of life. For the students that are the physical feature scientist should explore ideas of evolution of life.

Students are given a scoring rubric before they begin. This allows students to know what is expected of them before the task begins. If students follow the rubric then the teacher will be able to clearly see if the students are meeting the standards.

Please see rubrics within the student sections for guidelines.


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Student Materials

Developer Page

  • Introduction

  • Task

  • Process:

    • Arctic Researcher

    • Cub Explorer

    • Bear Expert

    • Physical Feature Scientist

  • Evaluation

  • Conclusion

  • Credits and References


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Introduction

Introduction

After reading Ice Bear you will have the beginning tools needed to help out our friend. By each of you doing your own role come up with a book explaining why . . .

Some scientists say that humans learn to survive in the cold by watching polar bears.

You have all been asked to help our friendly scientist in the Arctic. He needs groups of four to help gather research about polar bears and their life in the Arctic.

Task

Evaluation

Conclusion

Credits & References


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TaskPolar Bear Research Teams

Artic Researcher

Introduction

Cub Explorer

Task

Bear Expert

Evaluation

Physical Feature

Scientist

Conclusion

Credits & References


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Arctic Researcher

Introduction

  • Use the Venn Diagram to help organize your thoughts while doing research.

  • Choose only 2 animals that are similar to the Polar Bear. How are they different?

  • The Arctic and Its Animals

  • The create a summary of your findings.

  • Use the rubric to evaluate your completed work.

Task

Evaluation

Conclusion

Credits & References

PRINT ME!

RUBRIC


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Cub Explorer

  • Use the Venn Diagram to organize your thoughts while doing research.

  • Are there similarities and differences between Mother Polar Bear and cub? Human Mothers and their babies? Find 3 similarities and 3 difference among them.

Introduction

Task

Evaluation

  • Mother Polar Bear and Her Cubs

  • The create a summary of your findings.

  • Use the rubric to evaluate your completed work.

Conclusion

Credits & References

PRINT ME!

RUBRIC


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Bear Expert

Introduction

  • Use the Venn Diagram to help organize your thoughts while doing research.

  • Choose only 1 other bear and compare it to the polar bear. How do other bear communities relate to human cultures?

  • Bears Website

  • The create a summary of your findings.

  • Use the rubric to evaluate your completed work.

Task

Evaluation

Conclusion

Credits & References

PRINT ME!

RUBRIC


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Physical Features Scientist’s

Introduction

  • Use the Guide to help you label the parts of a Polar Bear.

  • Research Pictures on the web and design an original piece of creative work. Make sure to label important features of the polar bear. What similarities do they have to humans? What differences?

  • Use your final outcome as the cover to the booklet. Make sure you sign your artwork.

Task

Evaluation

Conclusion

  • Use the rubric to evaluate your completed work.

Credits & References

National Geographic

Geocities.com

RUBRIC

San Diego Zoo


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EvaluationArctic Researcher

Introduction

Task

Evaluation

Conclusion

Credits & References

Return Back to Arctic Researcher Process Page


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EvaluationCub Explorer

Introduction

Task

Evaluation

Conclusion

Credits & References

Return Back to Cub Explorer Process Page


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EvaluationBear Expert

Introduction

Task

Evaluation

Conclusion

Credits & References

Return Back to Bear Expert Process Page


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EvaluationPhysical Features Scientist

Introduction

Task

Evaluation

Conclusion

Credits & References

Return Back to Physical Features Scientist Process Page


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Conclusion

Introduction

Make sure you hand your booklet to your teacher so she can mail it to your friendly scientist in the arctic.

At the conclusion of the WebQuest your group should put each part they completed together. This creates your group booklet on Polar Bears and shows your research.

Task

Evaluation

Conclusion

Credits & References

Panda.org

San Diego Zoo

Polar Bear Games

Please feel free to explore further websites about Polar Bears.


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Credits and ReferencesFor The Teacher & Students Pages

Introduction

  • Bears.org is a website that combines links to all the bears in the bear family. Students can compare different species of bears from one website that is kid friendly.

  • Benchmarks for Science Literacy

  • Blooms Taxonomy

  • Geocities.com Explains the different parts of a polar bear in langue that students can understand.

  • Goggle Images on Polar Bears

  • Panda.org offers a polar bear tracker.

  • Polar Bear Games is a website where student can play cool games right in the browser.

  • National Geographic Kids is a website where students can watch a video to gather information about polar bears and their cubs.

  • National Science Education Standards

  • Rhode Island Science Framworks

  • San Diego Zoo offers a live web cam to their polar bear exhibit.

  • Taskstream is a teachers resource website where the rubrics were created.

  • The Arctic and Its Animals is a website that list all the different animals that are in the Arctic. It is kid friendly and has a lot of information about all different types of animals.

  • Based on a template from The WebQuest Page

Task

Evaluation

Conclusion

Credits & References


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