A WebQuest for Fourth Grade: Life Science Designed by Kristina Calisto Chimps Flo and Flint

1. Primate Adventure A WebQuest for Fourth Grade: Life Science Designed by Kristina Calisto Chimps Flo and Flint Based on a template from San Diego State University’s The WebQuest Page Colobus Monkey Spider Monkey

2. Introduction On the student page – Welcome This WebQuest was developed as part of the elementary science methods course at Roger Williams University, in Bristol, Rhode Island. The WebQuest is geared toward 4th graders who are learning about animals specifically primates. This topic was chosen based on the book “With Love” by Jane Goodall. I would suggest reading the book to your class before beginning the WebQuest. In this WebQuest students will we take on the roles of primatologists (primate specialists) they will be introducing a new primate to the Gombe National Park family.

3. Learners This WebQuest focuses on the content area of life science. I have geared this WebQuest toward fourth graders. However, I feel it can be modified to be used in grades 3 - 6. The only prior knowledge the student needs is to know the characteristics of primates and other animals. Students will also need to know how to use a computer to conduct research and navigate a WebQuest. Based on the Benchmarks for Science Literacyresearch says students should understand the following: THE LIVING ENVIRONMENT Several areas related to The Living Environment have received considerable research attention over recent years. These include student meanings of the terms animal, plant, and living; students' ideas about plant nutrition; and their understanding of genetics and natural selection. Diversity of Life Classification of organisms Some research indicates that in 2nd grade there is a shift in children's understanding of organisms from representations based on perceptual and behavioral features to representations in which central principles of biological theory are most important. Children at this age can beginto understand that animals of the same species have similar internal parts and offspring (Keil, 1989). When asked to group certain organisms, lower elementary-school students form groupsof different status. Meaning of the words "animal" and "plant" Elementary- and middle-school students hold a much more restricted meaning than biologists for the word "animal" (Mintzes et al., 1991). For example, most students list only vertebrates as animals. Elementary- and middle-school students use such criteria as number of legs, body covering, and habitat to decide whether things are animals.

4. Standards Curriculum • National Science Education Standards • Life Science • CONTENT STANDARD C: • As a result of activities in grades K-4, all students should develop understanding of • The characteristics of organisms • Organisms and environments • Benchmarks for Science Literacy • Diversity of Life • A great variety of kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group. • Features used for grouping depend on the purpose of the grouping. more

5. CurriculumStandards (continued) • Language Arts Standards (3rd Ed.) • Writing • Uses the general skills and strategies of the writing process • Uses grammatical and mechanical conventions in written compositions • Gathers and uses information for research purposes • Reading • Uses the general skills and strategies of the writing process • Uses reading skills and strategies to understand and interpret a variety of informational texts • Viewing • Uses viewing skills and strategies to understand and interpret visual media • Technology Foundation Standards for Students • Basic operations and concepts • Students demonstrate a sound understanding of the nature and operation of technology systems. • Students are proficient in the use of technology. • Technology research tools • Students use technology to locate, evaluate, and collect information from a variety of sources. • Students use technology tools to process data and report results. • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. back

6. Process On student page-Exploration Begins 1. Please review this Primate Expert Sheet before you begin researching your primate. This will help guide you through your research. Record your findings in your science notebook. 2. Now you may choose one of the following primates that you want to research: If you click on the image of the primate you will be sent to a website which will help you learn about your primate. Gorilla Pygmy Marmoset Gibbon Colobus Monkey Spider Monkey Baboon Chimpanzee Orangutan more

7. Process (continued) • Now that you have finished your research on the primate you chose it is time to create your brochure! Your brochure should include the following items: • Cover Page: Please include your name, the title, and a colored drawing of your primate • Introduction: Here you should introduce your primate by telling me what your primate looks like. You might also want to name your primate. • Information: You should present the information you found while researching your primate in a creative way. Use your Primate Information Expert Sheet to help you. Please include at least 5 facts about your primate. You do not need to record every answer or fact you came across just the ones you think visitors would like to know. • Images: Please draw related images throughout your brochure. Make your brochure colorful. • Remember to be creative when creating this brochure you want visitors of the park to be interested in the new primate. more back

8. Process (continued) Teacher: This WebQuest allows students to learn about primates in a creative way. Students should be able to complete this WebQuest within two 45 minute class periods. The first day students would be given the scenario and begin researching their primate and on the second day they will be creating their brochures. This WebQuest incorporates elements of science, language arts and art. I chose to have students work independently on this WebQuest so that each student has the opportunity to research a primate that is interesting to him or her. This WebQuest is self-explanatory however, I feel that in order for teachers to pull this WebQuest off they should be able to navigate the web. The teacher should also have some background knowledge about primates. I feel that this WebQuest is easy enough for students to navigate, therefore, novice teachers should have no problem. The role that students take on is becoming a primate specialist (primatologist) Variations: This lesson could be carried out as a lab, the WebQuest could be introduced by the teacher and then the students could conduct their research at home. Then back at school students could work to complete their brochures based on the research conducted. back

9. Resources Needed • Materials Needed: • Computers with internet capabilities and PowerPoint software • Books about Primates displayed throughout the classroom • Cardstock (for brochures) • Writing untensils • Crayons, Markers, and Colored Pencils • Websitesto conduct research: • Orangutan • Colobus Monkey • Gorilla • Spider Monkey • Gibbon • Chimpanzees • Baboon • Pygmy Marmoset • Human Resources: • One teacher would be sufficient enough to implement this WebQuest. The • WebQuest is self explanatory so students should be able to work • independently. If possible you may want to have an aid or a few parent • volunteers in the classroom to walk around and assist students if they become • lost throughout the research process. Also they could monitor students and • ensure they are staying on task. A follow up to this WebQuest could be a visit to • a local zoo that has various primates the students could observe.

10. Evaluation On student page -Results This rubric will help evaluate student performance based on identifying characteristics of primates, interesting facts about primates and creativity of the brochure. There are four levels which students work can meet, with one being the lowest and four being the highest.

11. Conclusion On student page- Welcome Back The concept of learning about animals at a young age is important. Many times children are unable to identify characteristics of animals. This WebQuest will help children better understand primates. Students are able to see how closely related these animals are to themselves. This WebQuest is a fun and creative way to engage students. Students are able to take on a different role and explore things they would not have the opportunity to do if they were only learning from a text book. Students will also begin to see the importance of primates and what we can do to save them from extinction.

12. Credits & References There are a few websites that helped me make this WebQuest so lively. Those include: A special thanks to theJane Goodall Institute and theZoo School Website which were the inspirations for my WebQuest. Also thanks to all the websites which are directly linked to photos on the process page for research purposes. If you are looking to create your own WebQuest you might want to refer to the following website. It provides the latest version of templates and training materials for creating a WebQuest. The WebQuest Page