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Introduction | Objectives | Process | Evaluation | Conclusion | Credits | Teacher Page
 
Introduction
Today we are going to be geologists who
are going to find out as much as we can about volcanoes to educate our
community. It is our job to read,
investigate, document, question, and reflect upon all of our knowledge on
volcanoes. As we read the story
Volcanoes, by Seymour Simon, I want you to think about new information and
also think of questions you may still have.
There are numerous volcanoes all over the world and it is up to us
to research information and educate the world!
 
The Objectives
This webquest is aligned for students to
be able to do the following:
- Contribute facts and fallacies about volcanoes through
previous experiences and prior knowledge;
- Be motivated and interested to research and note detailed
information on mother nature;
- They will draw, research, and perform volcano terminology
with their minds and bodies
- Challenged to find words that are similar/opposite, their
origins of speech, and then use that information to create a skit;
- Create a KWL chart through personal experiences and general
prior knowledge regarding geology and volcanoes;
- Create and organize their thoughts in a graphic organizer
which states main ideas and key points.
The final products will be a webquest
posted on the internet created by small groups.
 
The Process
1. Today we will
be reading the story Volcanoes, by Seymour Simon.
2. Turn to a
neighbor and talk about what they know about Volcanoes and share your ideas
with me so I can write them down on butcher paper.
3. Think of
everything that you KNOW about volcanoes and share them with the class and I. Remember there
are no wrong answers; give it your best shot!
4. Now think about
what you WANT to know and share your ideas with me as I write them under
the ‘W’ section of the butcher paper.
Once this column is full, we will read the story, Volcanoes, by
Seymour Simon as a class in our Houghton/Mifflin text (Theme 1).
5. Once we have finished the story look back
at our chart. Did we learn anything
we wanted? Do we need to change what
we know? What new things did we
learn?
6. Now share with
me your facts on what you have learned as I write them down under the
column ‘L’.
7. Once the KWL chart
is completely finished students will get into small groups and create a
webquest page (useful resources are listed).
8. Useful sources
include; http://www.spa3.k12.sc.us/WebQuestTemplate/webquesttemp.htm,
http://webquest.sdsu.edu/lessonTemplate.html, and http://webquest.sdsu.edu/designpatterns/all.htm
9. Write about
what you learned on your new webquest pages in your small groups.
You are responsible for the following
tasks;
- First you will reflect on your
knowledge of volcanoes, not only personally, but from the text as
well.
- Once I have placed you into your
small groups you should discuss main ideas and key points from the
story while still referring to the KWL chart. Can you pull main ideas from the
chart? Is the chart easy to
read? What would be the
easiest way to engage my readers into my groups’ webquest?
- After discussing ideas with your
group members search the provided sites to find a webquest template
that seems the most useful for your group (you are not required to list
teacher resources, evaluation, objectives, and credits.) Your group is responsible for
providing an introduction, objectives/goals, process of how your
group created your project (this will be where you list what you have
learned), and a conclusion. Think about writing a well thought out
summary or an introduction and conclusion with bulleted facts. You are not creating a lesson. Focus on inserting text and
pictures.
Here are some useful examples-
- Once you have finished, take a few
minutes to observe and or see other groups
webquest pages. Think about
what you might do different in the future? What did you like/dislike? Is it easy to read?
You are required to do the first lesson you
may try the rest if there is time.
 
Evaluation
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CATEGORY
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4
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3
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2
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1
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Learning of
Material
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The student has an
exceptional understanding of the material included in the site and where
to find additional information. Can easily answer questions about the
content and procedures used to make the web site.
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The student has a
good understanding of the material included in the site. Can easily
answer questions about the content and procedures used to make the web
site.
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The student has a
fair understanding of the material included in the site. Can easily
answer most questions about the content and procedures used to make the
web site.
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Student did not
appear to learn much from this project. Cannot answer most questions
about the content and the procedures used to make the web site.
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Content Accuracy
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All information
provided by the student on the Web site is accurate and all the
requirements of the assignment have been met.
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Almost all the
information provided by the student on the Web site is accurate and all
requirements of the assignment have been met.
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Almost all of the
information provided by the student on the Web site is accurate and
almost all of the requirements have been met.
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There are several
inaccuracies in the content provided by the students OR many of the
requirements were not met.
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Interest
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The author has
made an exceptional attempt to make the content of this Web site
interesting to the people for whom it is intended.
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The author has
tried to make the content of this Web site interesting to the people for
whom it is intended.
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The author has put
lots of information in the Web site but there is little evidence that the
person tried to present the information in an interesting way.
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The author has
provided only the minimum amount of information and has not transformed
the information to make it more interesting to the audience (e.g., has
only provided a list of links to the content of others).
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Layout
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The Web site has
an exceptionally attractive and usable layout. It is easy to locate all
important elements. White space, graphic elements and/or alignment are
used effectively to organize material.
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The Web pages have
an attractive and usable layout. It is easy to locate all important
elements.
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The Web pages have
a usable layout, but may appear busy or boring. It is easy to locate most
of the important elements.
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The Web pages are
cluttered looking or confusing. It is often difficult to locate important
elements.
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Copyright
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Fair use
guidelines are followed with clear, easy-to-locate and accurate citations
for all borrowed material. No material is included from Web sites that
state that permission is required unless permission has been obtained.
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Fair use
guidelines are followed with clear, easy-to-locate and accurate citations
for almost all borrowed material. No material is included from Web sites
that state that permission is required unless permission has been
obtained.
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Fair use
guidelines are followed with clear, easy-to-locate and accurate citations
for most borrowed material. No material is included from Web sites that
state that permission is required unless permission has been obtained.
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Borrowed materials
are not properly documented OR material was borrowed without permission
from a site that requires permission
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Graphics
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Graphics are
related to the theme/purpose of the site, are thoughtfully cropped, are
of high quality and enhance reader interest or understanding.
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Graphics are
related to the theme/purpose of the site, are of good quality and enhance
reader interest or understanding.
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Graphics are
related to the theme/purpose of the site, and are of good quality.
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Graphics seem
randomly chosen, are of low quality, OR distract the reader.
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Links (content)
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All links point to
high quality, up-to-date, credible sites.
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Almost all links
point to high quality, up-to-date, credible sites.
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Most links point
to high quality, up-to-date, credible sites.
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Less than 3/4 of
the links point to high quality, up-to-date, credible sites.
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Fonts
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The fonts are
consistent, easy to read and point size varies appropriately for headings
and text. Use of font styles (italic, bold, underline) is used
consistently and improves readability.
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The fonts are
consistent, easy to read and point size varies appropriately for headings
and text.
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The fonts are
consistent and point size varies appropriately for headings and text.
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A wide variety of
fonts, styles and point sizes was used.
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Navigation
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Links for
navigation are clearly labeled, consistently placed, allow the reader to
easily move from a page to related pages (forward and back), and take the
reader where s/he expects to go. A user does not become lost.
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Links for navigation
are clearly labeled, allow the reader to easily move from a page to
related pages (forward and back), and internal links take the reader
where s/he expects to go. A user rarely becomes lost.
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Links for
navigation take the reader where s/he expects to go, but some needed
links seem to be missing. A user sometimes gets lost.
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Some links do not
take the reader to the sites described. A user typically feels lost.
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Spelling and
Grammar
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There are no
errors in spelling, punctuation or grammar in the final draft of the Web
site.
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There are 1-3
errors in spelling, punctuation or grammar in the final draft of the Web
site.
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There are 4-5
errors in spelling, punctuation or grammar in the final draft of the Web
site.
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There are more
than 5 errors in spelling, punctuation or grammar in the final draft of
the Web site.
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Content
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The site has a
well-stated clear purpose and theme that is carried out throughout the
site.
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The site has a
clearly stated purpose and theme, but may have one or two elements that
do not seem to be related to it.
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The purpose and
theme of the site is somewhat muddy or vague.
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The site lacks a
purpose and theme.
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Conclusion
Once you have finished your project you should
feel like a real researcher that is full of knowledge about volcanoes. You
should be able to say where volcanoes are, how they start, what happens
when they erupt, what makes up a volcano, and more! If you are finished please look at the
following links and either work on a crossword puzzle or learn additional
facts about volcanoes!
1.
http://www.everyschool.org/u/global/rdcurry/la5_quakews.html
2.
http://www.everyschool.org/u/global/rdcurry/la5_quakexw.html
3.
http://earthquake.usgs.gov/learning/kids//
Teacher Page-additional lessons
1.)VITAL INFORMATION-KWL
WEBQUEST PAGE.doc
2.)VITAL INFORMATION
Graphic Organizer.doc
3.) VITAL
INFORMATION- LISTENING TEAMS WORD PROCESSING.doc
4.) VITAL
POWERPOINT.doc
Credits & References
List here the sources of any images,
music or text that you're using. Provide links back to the original source.
Say thanks to anyone who provided resources or help.
List any books and other analog media
that you used as information sources as well.
Last
updated on August 15, 1999. Based on a template from The WebQuest Page
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