Context
This WebQuest Lesson is designed:
- For Grades 8 to 10 (Ages 13 to 15)
- To take a minimum of 1 hour, probably closer to 1.5 hours.
- Assuming there is an existing course blog for discussions.
- Assuming that students are already familiar with webquests.
- Assuming that students are in an online, distance education program. This webquest can also easily be used in a blended learning format.
- Assuming students are somewhat familiar with Google Docs so little scaffolding is necessary to have them use the editing functions of Google Docs as well as the commenting and instant messaging features for collaboration.
- On the principles of problem-based learning, cooperative learning and collaborative learning.
Objectives (See http://www.bced.gov.bc.ca/irp/pdfs/sciences/2008sci_10.pdf - Page 42)
As the major objective in the lesson, the students will:
This is accomplished through the following minor objectives where the students will:
- Analyze and explain the interactions between biotic and abiotic components of an ecosystem.
This is accomplished through the following minor objectives where the students will:
- Analyze and apply the concepts of biosphere, biome, ecosystem, habitat and niche.
- Identify the abiotic and biotic features of biomes and apply them to new situations.
- Identify the adaptations of plants and animals in a biome and apply them to new situations.
Lesson Plan*
- Orientation - Students read INTRODUCTION page and are divided into groups of four and each group is assigned a biome from: Boreal Forest, Temperate Deciduous Forest, Desert, Temperate Rainforest, Tropical Rainforest, Grassland, Tundra, Permanent Ice.
- Elicitation - Discussion in groups and then as a whole class around possible solutions to TASK. Possible discussion of scoring rubric and students input is done here through the course blog This is followed by Part 1 of PROCESS to elicit prior knowledge.
- Restructuring of Ideas - student groups work on Part 2 - Section A and Part 2 - Section B of PROCESS . This is monitored by the teacher through continuous formative assessment. It may involve short periods of class discussion to clarify misconceptions and extend concepts.
- Application of Ideas - students work through Part 3 of PROCESS to solve problem in the INTRODUCTION and TASK.
- Review - through individual work, group discussion and class discussion, work through CONCLUSION. Have students compare carnivore designs to initial ideas developed in Elicitation phase. This can be done through the course blog.
Guidance
- Groups: The teacher will need to divide the class into groups of four. This can be done either randomly or by mixed-ability. Do not allow students to choose their own groups.
- Collaborative Groups: Ensure the groups have a clear idea of collaborative work where the division of labor must be equal and the resulting product shows equal effort. In addition, reinforce that students are to share and discuss information and answers collected individually so that all understand and are able to apply the new information. (Part 1, 2A and 3)
- Cooperative Groups: Similar to collaborative groups but with individualized tasks. Once again, reinforce the necessity of sharing what was learned in each role. (Part 2B)
- Continuous formative assessment throughout to motivate and redirect for on-task work. Break into class discussion to clarify common misconceptions with both content and process as well as relevant student-given content extentions.
- Evaluation: Initially, ensure that students are aware of the scoring rubric and continue to point this out as the lesson proceeds. If at all possible, have the students participate in clarifying and extending some of the ideas in the rubric. Be an active facilitator and evaluator of the process of learning, collecting assessment information as the students work. Try to provide product evaluation of each part of the assignment as it is completed so that student misconceptions are caught and corrected early.
Evaluation
To evaluate this webquest in its design, use the rubric at
http://webquest.sdsu.edu/webquestrubric.html
To evaluate the student progress and achievement in this webquest, see the EVALUATION page.
To evaluate this webquest in its constructivist pedagogy, download the file below.
Evaluation rubric to assess presence of constructivist principles of learning | |
File Size: | 305 kb |
File Type: |