-
- From: WebQuest Builders
- Contributed By: Curriki Team
Introduction
Under the Sea
A WebQuest for 3rd Grade Science
2. Each of you will pick ONE of the six Australian sea animals that you will explore more about (no repeats!):
Enchanted Learning
National Geographic for Kids
Giant Squid:
National Geographic
Enchanted Learning
Orca Whale:
Enchanted learning
National Geographic for Kids
Kids Planet
Stingray:
National Geographic
Student Page
Clown fish :
National Geographic for Kids Enchanted Learning Wonder Club
Blue Swimmer Crab:
Slideshow
National Geographic
5. After each member of your group has researched their animal, sit together and take turns telling each other what you have learned about your animal and show your group members the picture you have found
6. When you're finished sharing, pick someone from your group that you would like to make an animal mask for. You CAN NOT make a mask for your own animal. Using the paper plate given to you by your teacher and markers, pipe cleaners, glue, scissors, and other materials he/she has given you, create your mask. You can be creative, however, try to make it also look as realistic as you can. For example, if you were making a mask of me, Sebastian, you can make me glittery and all different colors, but I wouldn't have giant fangs and feathers, now would I? Also, make sure to use at least three different art materials to make your mask. The pictures and descriptions your group members have shared with you should help you make your mask. After your mask dries, your teacher will glue a popsicle stick to the back so you can all hold the mask up to your faces. Here is a picture of a mask a student made for my friend Simba, the lion:
Also, remember, be kind to our art materials and careful carrying and using scissors!
7. After you have finished making your masks for each other,
again, sit together with your group members. Now your job is to create
a short 3-5 minute play. You live in the ocean and are the sea creature
that you researched. Your other three group members are your ocean
neighbors. Here is a worksheet that will help you brainstorm and write
your script: OUR OCEAN PLAY
Have one person print out the worksheet and be responsible for writing on it. 8. Once you have finished writing your script, print or have your teacher photocopy four copies (one for each group member). Using a highlighter, highlight all of your lines or times when you must do something so it is easier for you to know when you have to speak or act. Now it's time to practice! Practice a few times so you get a good idea how your play should be and remember, sometimes it's okay to ad lib, which means, make things up on the spot, just as long as the things you are doing or saying make sense. When you and your group members feel like you really know what you're doing, practice one more time using the masks. Remember you should move like how your real sea creature moves! Crabs don't walk, we crawl! Have fun! :-)
Evaluation
Conclusion
After researching your animal, explaining it to a friend, making an animal mask, and putting on a play, you will have learned about four different animals of the sea. You will have also taught the information you learned about these animals to your class. What was your favorite animal to learn about? Would you like to learn more about them? Hammerhead Sharks
Orca Whale
Giant Squid
Sting Ray
Clown Fish
Blue swimmer crab
Credits & References (1996). Sting Ray. Retrieved June 18, 2008, from National Geographic Web site: http://animals.nationalgeographic.com/animals/fish/stingray.html (2006). Hammerhead Shark & Hammerhead Shark Pictures. Retrieved June 18, 2008, from SharkDiving.us Web site: http://images.google.com/imgres?imgurl=http://www.sharkdiving.us/images/hammerhead/01.jpg&imgrefurl=http://www.sharkdiving.us/hammerheadshark.html&h=296&w=460&sz=22&hl=en&start=1&um=1&tbnid=WCCt7YR27dmdYM:&tbnh=82&tbnw=128&prev=/images?q=hammerhead+shark&um=1&hl=en&client=firefox-a&rls=org.mozilla:en-US:official&sa=G (2007, August 2). Find out about us. Retrieved June 18, 2008, from City Aquariums Web site: http://www.cityaquariums.co.uk/About_us.html (2007). Cartoon Graphics. Retrieved June 18, 2008, from Bigoo Web site: http://www.bigoo.ws/graphics/cartoons (2007). Cartoon Graphics. Retrieved June 18, 2008, from Bigoo Web site: http://www.bigoo.ws/graphics/cartoons/15-3-1365.htm (2007). Emerging Killer Whale. Retrieved June 18, 2008, from WallpaperMe Web site: http://nature.wallpaperme.com/Animals-Marine-Life/Emerging_+Killer+Whale.jpg.html E Images. Retrieved June 18, 2008, from 123child Web site: http://www.123child.com/images/missemilyzoo/me9.jpg Kallay, W (2006, October 20). The screening room. Retrieved June 18, 2008, from From script to Dvd Web site: http://www.fromscripttodvd.com/little_mermaid_dvd.htm Phillips, D (1998). Doug's Blog. Retrieved June 18, 2008, from The Vision Forum Web site: http://www.visionforum.com/hottopics/blogs/dwp/2008/05/3597.aspx Varischetti, B (2008). Bush Telegraph. Retrieved June 18, 2008, from ABC Web site: http://www.abc.net.au/rural/telegraph/content/2006/s1977803.htm
Standards Pennsylvania Department of Education Standards:
3.3.4.A. Know the similarities and differences of living things. * Identify the life processes of different things (react to environment) 4.1.4.C. Identify living things found in water environments
1.4.3.A. Write narrative pieces (e.g. plays)
9.1.3.B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
* Dance: move • perform • read and notate dance • create and choreograph • improvise
* Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media
ISTE National Educatioal Technology Standards for Students:
3. Technology productivity tools: Students use technology tools to enhance learning, increase productivity, and promote creativity.
5. Technology research tools: Students use technology to locate, evaluate, and collect information from a variety of sources.
Please Note: This model was created using the resource created by Jackie Angelucci and Kristin Nakaishi of the group WebQuest Builders. View the original resource.
by Jackie Angelucci and Kristin Nakaishi
Introduction
Hi boys and girls my name is Sebastian and I'm a crab from the
Caribbean Sea near Jamaica! Although I love where I live I am taking
a vacation very soon to the coast of Australia and I have NO IDEA what
kinds of creatures there are and how they interact with each other!
Today you will BE an Australian ocean creature and help teach me what
creatures there are and the relationships they have!
The Task
You will be put in groups of four and will each choose a different sea
creature that you will become. Each group member will have to find
where your animal lives, what your animal eats, and an interesting
fact! You will also have to connect your animal to one or two of the
other animals that your group members chose. After finding all of this
information, you and your group will create masks and perform in a play
explaining to me and the class about your animals and how they relate to the others.
The Process
Okay boys and girls now let's get started to help me learn more about Australian sea creatures! :-)
1. First, you will be placed into groups of FOUR, which your teacher will already pick for you.
2. Each of you will pick ONE of the six Australian sea animals that you will explore more about (no repeats!):
- Hammerhead Shark
- Orca Whale
- Giant Squid
- Bull Ray
- Clown fish
- Reef Crab
Enchanted Learning
National Geographic for Kids
Giant Squid:
National Geographic
Enchanted LearningOrca Whale:
Enchanted learning
National Geographic for Kids
Kids Planet
Stingray:
National Geographic
Student PageClown fish :
National Geographic for Kids Enchanted Learning Wonder Club
Blue Swimmer Crab:
Slideshow
National Geographic
5. After each member of your group has researched their animal, sit together and take turns telling each other what you have learned about your animal and show your group members the picture you have found
6. When you're finished sharing, pick someone from your group that you would like to make an animal mask for. You CAN NOT make a mask for your own animal. Using the paper plate given to you by your teacher and markers, pipe cleaners, glue, scissors, and other materials he/she has given you, create your mask. You can be creative, however, try to make it also look as realistic as you can. For example, if you were making a mask of me, Sebastian, you can make me glittery and all different colors, but I wouldn't have giant fangs and feathers, now would I? Also, make sure to use at least three different art materials to make your mask. The pictures and descriptions your group members have shared with you should help you make your mask. After your mask dries, your teacher will glue a popsicle stick to the back so you can all hold the mask up to your faces. Here is a picture of a mask a student made for my friend Simba, the lion:
Also, remember, be kind to our art materials and careful carrying and using scissors!
7. After you have finished making your masks for each other,
again, sit together with your group members. Now your job is to create
a short 3-5 minute play. You live in the ocean and are the sea creature
that you researched. Your other three group members are your ocean
neighbors. Here is a worksheet that will help you brainstorm and write
your script: OUR OCEAN PLAYHave one person print out the worksheet and be responsible for writing on it. 8. Once you have finished writing your script, print or have your teacher photocopy four copies (one for each group member). Using a highlighter, highlight all of your lines or times when you must do something so it is easier for you to know when you have to speak or act. Now it's time to practice! Practice a few times so you get a good idea how your play should be and remember, sometimes it's okay to ad lib, which means, make things up on the spot, just as long as the things you are doing or saying make sense. When you and your group members feel like you really know what you're doing, practice one more time using the masks. Remember you should move like how your real sea creature moves! Crabs don't walk, we crawl! Have fun! :-)
Evaluation
| Beginning | Developed | Accomplished | Exemplary | |
|---|---|---|---|---|
| 0 | 2 | 4 | Score (out of 20) | |
| Students will learn basic facts about four sea creatures and understand how these sea creatures relate to each other in the environment (whether it be through the food chain, etc.) | Did not turn in worksheet | Worksheet was turned in but was not fully completed, or information was not reworded and original. | Worksheet was turned in and fully completed with clear connections to other sea creatures. | |
| Students will portray a real sea creature in a visual piece of art (mask) | Mask was not turned in or turned it with only one art material used to create it | Mask was turned in with two art materials used to create it. | Mask was turned it with three or more art materials used to create it. | |
| Students will create and write a narrative (script)in which there is a conflict that real sea creatures can be involved in with a resolution | Script turned in without a conflict or a resolution, or script not turned in at all. | Script is turned in including only a conflict for the Sea Creatures but not a resolution. | Script turned in including a conflict, and a resolution. | |
| Students will use practice time effectively and demonstrate good teamwork skills | Group is sitting around not using their practicing time effectively. | Group is practicing but not working as a team, or not using their time effectively. | Group was working well as a team and used time to the best of their ability to practice their play. | |
| Students will imitate in the dramatic play the real physical motions of real sea creatures and all group members will participate equally | All group members did not participate and all members did not display the physical motion of their animal. | All group members participated equally, but did not display the physical motion of their animal. | All group members participated equally, imitating the physical motion of their animal. |
After researching your animal, explaining it to a friend, making an animal mask, and putting on a play, you will have learned about four different animals of the sea. You will have also taught the information you learned about these animals to your class. What was your favorite animal to learn about? Would you like to learn more about them? Hammerhead Sharks
Orca Whale
Giant Squid
Sting Ray
Clown Fish
Blue swimmer crab
Credits & References (1996). Sting Ray. Retrieved June 18, 2008, from National Geographic Web site: http://animals.nationalgeographic.com/animals/fish/stingray.html (2006). Hammerhead Shark & Hammerhead Shark Pictures. Retrieved June 18, 2008, from SharkDiving.us Web site: http://images.google.com/imgres?imgurl=http://www.sharkdiving.us/images/hammerhead/01.jpg&imgrefurl=http://www.sharkdiving.us/hammerheadshark.html&h=296&w=460&sz=22&hl=en&start=1&um=1&tbnid=WCCt7YR27dmdYM:&tbnh=82&tbnw=128&prev=/images?q=hammerhead+shark&um=1&hl=en&client=firefox-a&rls=org.mozilla:en-US:official&sa=G (2007, August 2). Find out about us. Retrieved June 18, 2008, from City Aquariums Web site: http://www.cityaquariums.co.uk/About_us.html (2007). Cartoon Graphics. Retrieved June 18, 2008, from Bigoo Web site: http://www.bigoo.ws/graphics/cartoons (2007). Cartoon Graphics. Retrieved June 18, 2008, from Bigoo Web site: http://www.bigoo.ws/graphics/cartoons/15-3-1365.htm (2007). Emerging Killer Whale. Retrieved June 18, 2008, from WallpaperMe Web site: http://nature.wallpaperme.com/Animals-Marine-Life/Emerging_+Killer+Whale.jpg.html E Images. Retrieved June 18, 2008, from 123child Web site: http://www.123child.com/images/missemilyzoo/me9.jpg Kallay, W (2006, October 20). The screening room. Retrieved June 18, 2008, from From script to Dvd Web site: http://www.fromscripttodvd.com/little_mermaid_dvd.htm Phillips, D (1998). Doug's Blog. Retrieved June 18, 2008, from The Vision Forum Web site: http://www.visionforum.com/hottopics/blogs/dwp/2008/05/3597.aspx Varischetti, B (2008). Bush Telegraph. Retrieved June 18, 2008, from ABC Web site: http://www.abc.net.au/rural/telegraph/content/2006/s1977803.htm
Standards Pennsylvania Department of Education Standards:
3.3.4.A. Know the similarities and differences of living things. * Identify the life processes of different things (react to environment) 4.1.4.C. Identify living things found in water environments
1.4.3.A. Write narrative pieces (e.g. plays)
9.1.3.B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
* Dance: move • perform • read and notate dance • create and choreograph • improvise
* Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media
ISTE National Educatioal Technology Standards for Students:
3. Technology productivity tools: Students use technology tools to enhance learning, increase productivity, and promote creativity.
5. Technology research tools: Students use technology to locate, evaluate, and collect information from a variety of sources.
Please Note: This model was created using the resource created by Jackie Angelucci and Kristin Nakaishi of the group WebQuest Builders. View the original resource.
Introduction
This lesson was created by Jackie Angelucci and Kristin Nakaishi as a part of the West Chester University's EDM 300 class.
This lesson is mainly teaching the children about different creatures that live in the ocean. It incorporates certain parts of the food chain and also gets the kids writing. The students are to reasearch an animal, tell a friend about this animal, make an animal mask, write a script involving all the animals chosen by their group, and put on the play! Students will be using their interpersonal intelligence by working together to create their play, and also teaching a friend about their animal. They will also be using their verbal-linguistic intelligence to write the play, read the information about their animal, and by executing the play. Four of the Six cognitive levels are addressed in this lesson. The children are understanding where their animal lives and what it eats. They are also understanding this same information about the other animals in their group. They are applying this information by putting the information into a play and putting on that play for their class. They are analysing how their animal could be related to at least one other animal from their group, and last, they are creating an animal mask.
Learner
This lesson is geared toward third graders and involves writing, art, ecology, and science.
Before starting this activity, the students will need to understand conflict, and plot. They should also be familiar with script writing and how to use quotations. Students should have a clear understanding of how the work the computer and print different material. Lastly, students need to know how to properly use art materials such as glue and scissors.
Standards
Pennsylvania Department of Education Standards:
3.3.4.A. Know the similarities and differences of living things.
* Identify the life processes of different things (react to environment)
4.1.4.C. Identify living things found in water environments
1.4.3.A. Write narrative pieces (e.g. plays)
9.1.3.B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
* Dance: move • perform • read and notate dance • create and choreograph • improvise
* Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media
ISTE National Educatioal Technology Standards for Students:
3. Technology productivity tools: Students use technology tools to enhance learning, increase productivity, and promote creativity.
5. Technology research tools: Students use technology to locate, evaluate, and collect information from a variety of sources.
Reflection on Standards
1) Students will learn basic facts about four sea creatures and understand how these sea creatures relate to each other in the environment (whether it be through the food chain, etc.)
2) Students will portray a real sea creature in a visual piece of art (mask)
3) Students will create and write a narrative (script) in which there is a conflict that real sea creatures can be involved in with a resolution
4) Students will use practice time effectively and demonstrate good teamwork skills
5) Students will imitate in the dramatic play the real physical motions of real sea creatures and all group members will participate equally
Students will fulfill standard 3.3.4.A. because they will create a situation for their characters where the sea creatures are reacting to elements of their environment and each other.
Students will fulfill standard 4.1.4.C. because they will be identifying and learning facts about four different creatures found in the ocean.
Students will fulfill standard 1.4.3.A. because they will be writing a script and performing it.
Students will fulfill standard 9.1.3.B. because they will be using both visual media (the mask), creative movement, and acting to become their sea creature.
Resources
Materials that are needed for this lesson include:
Evaluation
Students will be evaluated by the information on their work sheets, their masks, and the information in the play about each animal from the group.
Each student must turn in a work sheet with the required information about their animal, a mask for a DIFFERENT animal, a photo copy of the original script (with their lines highlighted). Also, each group as a whole needs to have one brain storm sheet.
This lesson was created by Jackie Angelucci and Kristin Nakaishi as a part of the West Chester University's EDM 300 class.
This lesson is mainly teaching the children about different creatures that live in the ocean. It incorporates certain parts of the food chain and also gets the kids writing. The students are to reasearch an animal, tell a friend about this animal, make an animal mask, write a script involving all the animals chosen by their group, and put on the play! Students will be using their interpersonal intelligence by working together to create their play, and also teaching a friend about their animal. They will also be using their verbal-linguistic intelligence to write the play, read the information about their animal, and by executing the play. Four of the Six cognitive levels are addressed in this lesson. The children are understanding where their animal lives and what it eats. They are also understanding this same information about the other animals in their group. They are applying this information by putting the information into a play and putting on that play for their class. They are analysing how their animal could be related to at least one other animal from their group, and last, they are creating an animal mask.
Learner
This lesson is geared toward third graders and involves writing, art, ecology, and science.
Before starting this activity, the students will need to understand conflict, and plot. They should also be familiar with script writing and how to use quotations. Students should have a clear understanding of how the work the computer and print different material. Lastly, students need to know how to properly use art materials such as glue and scissors.
Standards
Pennsylvania Department of Education Standards:
3.3.4.A. Know the similarities and differences of living things.
* Identify the life processes of different things (react to environment)
4.1.4.C. Identify living things found in water environments
1.4.3.A. Write narrative pieces (e.g. plays)
9.1.3.B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
* Dance: move • perform • read and notate dance • create and choreograph • improvise
* Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media
ISTE National Educatioal Technology Standards for Students:
3. Technology productivity tools: Students use technology tools to enhance learning, increase productivity, and promote creativity.
5. Technology research tools: Students use technology to locate, evaluate, and collect information from a variety of sources.
Reflection on Standards
1) Students will learn basic facts about four sea creatures and understand how these sea creatures relate to each other in the environment (whether it be through the food chain, etc.)
2) Students will portray a real sea creature in a visual piece of art (mask)
3) Students will create and write a narrative (script) in which there is a conflict that real sea creatures can be involved in with a resolution
4) Students will use practice time effectively and demonstrate good teamwork skills
5) Students will imitate in the dramatic play the real physical motions of real sea creatures and all group members will participate equally
Students will fulfill standard 3.3.4.A. because they will create a situation for their characters where the sea creatures are reacting to elements of their environment and each other.
Students will fulfill standard 4.1.4.C. because they will be identifying and learning facts about four different creatures found in the ocean.
Students will fulfill standard 1.4.3.A. because they will be writing a script and performing it.
Students will fulfill standard 9.1.3.B. because they will be using both visual media (the mask), creative movement, and acting to become their sea creature.
Resources
Materials that are needed for this lesson include:
- Computers for each student
- Printer / printer paper
- Paper plates
- Glue
- Scissors
- Markers
- Pipe Cleaners
- Popsicle sticks
- Any other art materials provided by teacher (e.g. sequins, stickers, buttons, etc.)
Evaluation
Students will be evaluated by the information on their work sheets, their masks, and the information in the play about each animal from the group.
Each student must turn in a work sheet with the required information about their animal, a mask for a DIFFERENT animal, a photo copy of the original script (with their lines highlighted). Also, each group as a whole needs to have one brain storm sheet.
