Home Introduction Task Process Evaluation Conclusion Teacher Page Hi students! We have been learning about the different types of ecosystems. Today we are going to take a journey to the wetlands! Many people dont think wetlands are important. You are going to investigate to find out the true meaning behind wetlands. Home Next: Task When you investigate the wetlands, make sure to collect as much information as you can because Albert the Alligator has two tasks for you to complete. Home Next: Process With a partner, create a poster using different colors and pictures to teach others about the importance of wetlands! Write a persuasive paper to the mayor to convince him that the city needs to build and protect wetlands. Process: Click on the five islands in the water to discover something new about wetlands. Each island has something cool and fun! Home Next: Evaluation Process Shoreline Water Surface Emergent Vegetation Mid-water Wetland Bottom Click on the picture to explore the layers virtually! Process 1.Marshes Shallow water with mostly grasslands Can be fresh water and salt water 2.Swamps Streams, rivers, and areas with deeper water than marshes 3.Bogs Fresh water wetland Made by rain Click the sun to explore the wetlands and learn new facts! Process Click on the picture to read about some of the different animals that live in the wetlands. Process Check out these three websites to find out! On this link, explore the page that comes up and then read the next three pages by clicking the forward arrow on the page. On these two webpages, read the page that appears then exit and return to the WebQuest. Process Home Conclusion Rubric for poster Rubric for Persuasive Essay Evaluation CATEGORY4321 Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Content - Accuracy Includes multiple pieces of information from texts read and outside research. Informative quotations incorporated. Includes several pieces of information from texts read and outside research. Quotations incorporated. Includes information from texts read. Quotations incorporated. Content not clearly presented. Includes information from texts read. Grammar There are no grammatical mistakes on the poster. There is 1 grammatical mistake on the poster. There are 2 grammatical mistakes on the poster. There are more than 2 grammatical mistakes on the poster. Mechanics Capitalization and punctuation are correct throughout the poster. The poster includes all required elements as well as additional information. There are 2 errors in capitalization or punctuation. There are more than 2 errors in capitalization or punctuation. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted Evaluation CATEGORY Attention Grabber The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. The author has an interesting introductory paragraph but the connection to the topic is not clear. The introductory paragraph is not interesting AND is not relevant to the topic. Focus or Thesis Statement The thesis statement names the topic of the essay and outlines the main points to be discussed. The thesis statement names the topic of the essay. The thesis statement outlines some or all of the main points to be discussed but does not name the topic. The thesis statement does not name the topic AND does not preview what will be discussed. Evidence and Examples All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. Evidence and examples are NOT relevant AND/OR are not explained. Grammar & Spelling Author makes no errors in grammar or spelling that distract the reader from the content. Author makes 1-2 errors in grammar or spelling that distract the reader from the content. Author makes 3-4 errors in grammar or spelling that distract the reader from the content. Author makes more than 4 errors in grammar or spelling that distract the reader from the content. Capitalization & Punctuation Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. Standards Skills Used Contact: More information Home Lesson Plan Name: Hannah DaunhauerDate: 11/1/11 Age/Grade Level: 4 th GradeNumber of Students: 24 Number of Students with IEP / 504 plan: 3 Number of Gifted Students:3 Number of English Language Learners: 1Subject: Science Major Content: WetlandsLesson Length: 2-3 days Unit Title: EcosystemsLesson Number and Title: Wetlands Lesson Plan Context This WebQuest pertaining to the wetlands relates to the unit the class is studying in science about different types of ecosystems. The students are not only learning about how the ecosystem works and what it consists of, but they are also learning how ecosystems affect their lives. Prior to completing the wetlands WebQuest, the students have learned what type of information to explore when learning about a new ecosystem. They learned this skill before the class started the unit on ecosystems. The content of the wetlands WebQuest connects to students lives because they have to learn how this type of ecosystem affects humans. The students will learn that wetlands are an important part of human lives and that they need to be protected and created. The students will also see what would happen to human lives if wetlands didnt exist. Teacher Page Next Learning Objective(s) After completing the WebQuest on wetlands, the students will be able to identify the importance of wetlands. Students will demonstrate their knowledge in a persuasive paper and also through creation of a poster. Both assignments will be promoting wetlands in creative ways that the students will come up with. Lesson Plan Continued Connections The Kentucky Core Content states that students will understand that people impact their environment in both beneficial and harmful ways. In the WebQuest, students will learn how wetlands can benefit people. Students will also discover that wetlands are becoming a rare occasion and why humans should help keep them. The Core Content also states that students will evaluate the consequences of changes caused by humans or other organisms, and propose solutions to real life situations/dilemmas. When writing their persuasive paper, students will propose a solution to the mayor about why the city should protect wetlands. Another standard listed in the Kentucky Core Content is that students will use evidence (obtained through investigative and/or non investigative research) to support or defend positions on real world environmental problems. Students will investigate information in the WebQuest and defend wetlands in their persuasive paper. Teacher Page Next Resources, Media and Technology The materials needed to complete this lesson include a computer equipped with Microsoft PowerPoint that also has access to the Internet. The students will need to type their persuasive paper in Microsoft Word or some type of word processing program. While completing the WebQuest students may want to take notes in a notebook. To complete the poster, the students will need a poster board and markers. There will not be any informational material passed out because everything the student needs is expressed in the WebQuest. To complete the lesson about wetlands, the students will need access to a computer. The computer should have Microsoft PowerPoint and Microsoft office. The students will also be using the internet to research information suggested to them. Here are the URLs the students will be researching: ~~http://www.youtube.com/watch?v=ft_2nj96jLM&feature=results_video&playne xt=1&list=PLB68B5BB63DBDA4F7 ~http://www.mbgnet.net/fresh/wetlands/index.htm ~http://techalive.mtu.edu/meec/module12/Chemicalfunctionsofwetlands.htm ~http://www.mbgnet.net/fresh/wetlands/why.htm ~http://www.dnr.state.mn.us/wetlands/benefits.html Lesson Plan Continued Teacher Page Next Lesson Plan Continued Procedures The students will open the wetlands WebQuest on their computers and be given a brief explanation on how to access the different sections and activities. Shortly after that, the students will be allowed to explore the WebQuest until the end of the class period. Exploring the WebQuest involves the students clicking on different internet links that will take them to numerous web pages with beneficial information. To meet the diversity in the classroom, the navigation system in the WebQuest allows the students to move about and explore the information in any order they choose. The students will build on prior knowledge about what information to explore in a new ecosystem. The students will complete the links found on the pages that are connected to the process page of the WebQuest. The first day students will have about forty minutes to explore. The second day students will have another forty minutes to explore. They should be using this entire time because one of the videos is about thirty minutes long. ESL learners may need some of the instructions read to them. Also, ESL learners may need extra help reading some of the material from the websites. If the ESL learners dont understand the videos then they may need a summary to go with the visual aid. Gifted students will have to opportunity to explore additional websites and explore more information. This can be done in class if they have extra time, but they could also explore these extras websites out of class as well. Teacher Page Next Objective / Assessment Organizer Objective Number Type of Assessment Description of Assessment Adaptations and/or Accommodations Objective 1InformativeCreative Informational Poster Partners may need to be predetermined so children are not left out. Objective 2Informative Persuasive Essay IEP/ESL students may need help with expressing their ideas in correct English format. Assessment Plan Lesson Plan Continued Teacher Page Science Standards: SC-4-I-U-3 Students will understand that people impact their environment in both beneficial and harmful ways. Some of these impacts can be predicted, while others cannot. SC-4-I-S-5 Students will evaluate the consequences of changes caused by humans or other organisms, and propose solutions to real life situations/dilemmas SC-4-I-S-6 Students will use evidence (obtained through investigative and/or non investigative research) to support or defend positions on real world environmental problems English Standards: Conducting Research: 5. Restate information from source materials in ones own words, through summary or paraphrase. Arguments (opinions) a. introduce an opinion about a concrete issue or topic b. support opinions with relevant reasons c. support reasons with specific details e. adopt a relatively formal style for sharing and defending an opinion when appropriate to the discipline or context f. provide a concluding statement or section that offers reflections, restatement, or recommendations consistent with the opinion presented Teacher Page Using technology to learn Researching using technology Making an argument based on what they learn Working with a partner to present Creative skills to explain argument by making the poster Teacher Page Basic Info about Wetlands:a-Wetland.aspxa-Wetland.aspx phpphp=13057&category_id= =13057&category_id=16331 Wetlands Education:m#activitiesm#activities Congratulations students! You have now completed the WebQuest about wetlands. You should have learned many valuable facts to use in your presentation about why wetlands are important. Home