This webquest was designed for a 4th grade eMINTS class, but could also be used with any 4th grade class or older grades where ecosystems are a part of the curriculum. Complexity could easily vary by age and grade level expectations.
Any questions or comments about this webquest can be directed to:
Paula Armknecht
[email protected]
http://armknechts4th.weebly.com/
Skills Needed
Students would need to have technological research skills. They need to know how to save information and pictures into a student folder, and how to save and cite references. Students also need to be taught how to hyperlink pictures or text to online sites (if that is a requirement of the teacher).
Prior Knowledge
Before assigning the webquest project, you may want to discuss an ecosystem with them in depth, pointing out the kinds of things that you will be looking for in their project. We used the "pond" ecosystem poster furnished by the Missouri Department of Conservation along with accompanying materials, and discussed the predator/prey relationship, the food web in the pond, and how changes (natural or man-made) would effect the populations involved.
Organizational Suggestions
One organizational tool would be for the teacher to assign the jobs of the quest in order to avoid disagreements and help the students proceed with the project in a timely manner. This could be done at random or at teacher discretion based on the ability level of the students.
The scoring guide could be modified. Teachers could give their students specific criteria to constitute scores of 4-1, and could or could not include the need for hyperlinks and references, based on the class.
Meeting the Needs of Diverse Learners
Pictures were used as much as possible in order to differentiate for students with reading or writing difficulties, and scoring can be adapted by the teacher in order to help all students to be successful. Information could be hand-written or drawn with teacher help to scan in for the PowerPoint. Books may be used for research in addition to or in place of the computer for learners that would more benefit from that medium.The quest is designed to be graded individually, based on student ability and effort with their part of the project. A group project score is also included on the rubric, but only as a discussion point for teamwork, not to be included in the grade except at teacher discretion.
Follow Up
One suggestion for follow-up to this quest could be discussion about how changes affect populations, and what humans can do to help safeguard the balance of an ecosystem. This would help to meet even more of the learning objectives of the curriculum. A unit on fossils could also be beneficial. Students should be held accountable for information learned during presentations. A note taking form could be implemented to help with this.
Curriculum Standards
Grade level expectations are based on the Missouri Department of Elementary and Secondary Education curriculum for 4th grade students in "Strand 4: Changes and Interactions or Organisms with Their Environments".
1. Organisms are interdependent with one another and with their environment
Concept: A- All populations living in a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem.
a. Indentify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camophlage, migration, hibernation, defensive mechanism)
b. Identify and describe different environments (i.e. pond, forest, prairie) support the life of different types of plants and animals.
Concept: D- The diversity of species within an ecosystem is affected by changes in the environment, which can be caused by other organisms or outside processes.
a. Identify examples in Missouri where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. picking up trash, hunting/conservation of species, paving/restoring green space)
2. Matter and Energy Flow Through an Ecosystem
Concept A-As energy flows through an ecosystem, all organisms capture a portion of that energy and transform it to a form they can use
a. classify populations of organisms as producers and consumers by the role they serve in the ecosystem
b. differentiate between the types of consumers (herbivore, carnivore, omnivore, detrivore/decomposer)
c. catagorize organisms as predator or prey in a given ecosystem
3. Genetic variation sorted by the natural selection process explains evidence of biological evolution.
Concept A-Evidence for the nature and rates of evolution can be found in anatomical and molecular characteristics of organisms and in the fossil record.
a. Compare and contrast common fossils found in Missouri (e.g., trilobites, ferns, crinoids, gastropods, bivalves, fish, mastodons) to organisms present on Earth today.
Concept C-Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem.
a. Identify specialized structures and describe how they help plants survive intheir environment (e.g., root, cactus needles, thorns, winged seed, waxy leaves).
b. Identify specialized structures and senses and describe how they help animals survive in theirenvironment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages).
c. Indentify internal cues (e.g., hunger) and external cues (e.g., changes in the environment) that cause organisms to behave in certain ways (e.g., hunting, migration, hibernation).
d. Predict which plant or animal will be able to survive in a specific environment based on its special structures or behaviors.
NETS Standards
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, andproductivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, andproductivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
