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Teacher Page A
Web Quest for 2st Grade (Science) Designed by April Joy Peterson
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page We are about to embark on a
scientific quest to discover what lives in the arctic. This far off place is mysterious and
intriguing. We will be looking at
what animals live in the arctic, what the arctic climate is like, and whether
people live in the arctic. This
lesson is designed to let students explore a new and different place. This project can be done in one day or
over the course of a week.
Students work in groups and should be able to work at their own pace. This
Web Quest is designed for second grade, but could be used for older children
as well. The project is meant to
be done in groups of two or three.
When dividing the class keep in mind children whom work well together
as well as mixing ability levels.
Children that are struggling will benefit from their peers that pick
up information quickly. When this project is done
over a few days each child will have a chance to navigate the computer, take
notes, and arrange the information for the poster. The prior knowledge needed
for this lesson is how to take notes and familiarity with the computer. Curriculum
Standards This
web quest meets a variety of I. B.
1. Learn and use new words through explicit instruction and
independent reading. I. B. 2. Use a growing range of
descriptive words when speaking of people, places, things, actions and
events. I. B. 3. Use
context and word structure to help determine a word's meaning. I.
C. 5. Restate the sequence of events or ideas in a text, and summarize. I.
C. 6. Identify the topic, facts and supporting details in non-fiction texts. I.
C. 7. Demonstrate literal and inferential comprehension by asking and
answering questions about narrative and informational texts. I.
C. 9. Summarize text. I.
C. 10. Follow two-step written directions. II.
A. 1. Write in a variety of modes to express meaning, including: a.
narrative b.
informative c. functional. II.
A. 2. Use informal writing skills, such as note taking, listing and mapping,
to record information or observations. II.
C. 2. Identify and use descriptive words such as adjectives and adverbs. II.
C. 3. Write sentences with correct subject-verb agreement. II.
C. 4. Use correct end marks for sentences. II.
C. 6. Use correct spelling for high-frequency sight words, regular plurals, and
simple compound words. II.
C. 7. Spell grade-appropriate words correctly in final draft. II.
D. 1. Use grade-level appropriate reference material to obtain information. II.
E. 1. Use legible handwriting with improved formation of the uppercase and lowercase
letters of the alphabet and numbers. II.
E. 2. Space words and sentences appropriately. III.
A. 5. Report on a topic by sharing facts, opinions, ideas, prior knowledge or
personal experiences in a logical sequence.
Where is
the What
animals live there? What does
the Arctic look like? What people
live in the Is the
Arctic one country or many? 4. …By look through the following
web sites… Many of these sites
have over lapping information.
This will insure that each student has a better chance to answer each
question. http://arctic.fws.gov/wildlife.htm This site
has a list of all the animals in the arctic. More information about these animals
by clicking on the animal’s name. http://library.thinkquest.org/3500/animals.htm This site has
information on Arctic animals.
Some words here may be new.
Many have links to a description of the word. http://library.thinkquest.org/3500/Image_ArcticRegion.html This is a
map of the http://nsidc.org/arcticmet/basics/arctic_definition.html
This site
has information on what the http://schc.sc.edu/gopolar/arctic_peoples.htm This site
has maps and information about the people and their history. 5. Your group will then make a poster
with this information to share with the class. Even
though each group went to the same sites, they will have picked up on
different information. By sharing
with the group each student with likely retain more information for a longer
amount of time. 6. Write a paragraph, by your self, on
what YOU liked best. This part helps you to know that each
student was involved in their group.
To do this project you will
need; 1)
One
computer per group 2)
One
note book or pad per student 3)
One
poster board for each group 4)
Markers,
colored pencils, or crayons 5)
A
printer for web pictures 6)
Magazines
to clip pictures from Your group
will be evaluated as a whole. I
will look at how you worked as a group, the amount of correct information
your group found, the effort put in to the poster and finally the creativity
the group puts in to the poster. Groups that
worked hard and put visible effort in to their projects will receive bonus
points! I will also
look at what you wrote about your favorite part. This will be evaluated on neatness,
complete sentences, spelling and grammar. Today we looked at a far a
way place. We learned; who and
what live there, what the weather is like, where this, no longer strange
place, is. As we learn about new
places through out the year we will be opening our minds to more diverse settings
and people. I hope you enjoyed
learning about the This
lesson teaches students not only about another place, but a diverse place and
people, science, reading and writing, and group skills. This can help bring a class together
early in the school year, because the skills needed are so few. The
concept is simple so you and your students can have fun! "Arctic
Climatology and Meteorology." National Snow and b "Arctic
Peoples." Go Polar! Cool Science in the b "Arctic
Region Map." Arctic animals. 1998. ERCHA. 25 Apr 2007 <http://library.thinkquest.org/3500/Image_ArcticRegion.html>. b "Nova."
Cool Text. 2005. Cool Text. 25 Apr 2007 <http://cooltext.com>. b "The b "Wildlife."
Arctic National Wildlife Refuge. 14 February, 2006. Last updated on
August 15, 1999. Based on a template from The WebQuest Page |
