This learning activity is base off a WebQuest created by Amy Ruck.For the activity, I will first review previous lessons in rock formation (bell ringer). Then Iwill direct the students to Amy Ruck’s WebQuest. Next I will direct the students to opena WebQuest work packet I complied to follow the WebQuest (they may work onanswering the questions in the packet on Microsoft word during class and then print their work out before going home so they can take home clear, concise notes, and used thestory board table I created at the end of the packet to sketch out their ideas).
Students will be motivated to engage in the lesson because the bell ringer studentswill be allowed to use previous knowledge and creativity to tell a story.
Provision of Information.
I will clarify information (e.g. provide definitions, explanations, descriptions, procedures etc) by stopping the students work and addressing the class. If needed,examples will be provided by the teacher, and then brainstormed as a class following the“I Do, We Do, You Do” model.
1.Students will be directed to my website- then to “classroom activities” to accessthe WebQuest. Teacher will read the introduction, tasks, explain the rubric/evaluation, and then check for understanding by asking students to tell me whatthey will be required to do.2.Students will then be directed to download and open un the work packet inMicrosoft word. They will then be allowed to explore the links provided on theWebQuest to gather the information they will need to answer their questions andcomplete the task. .3.Students will, describe and explain the rock cycle, investigate the similarities anddifferences between geologic history and the history happening today, andcompare and contrast different types of rocks and identify marks that relate totheir depositional facies during the creation of their story books in deciding what,and how to represent the information they discovered from answering theWebQuest questions.4.Students will also present their books to the class in ~15minute “science fair”/“book fair” style presentations at their desks.5. The teacher will hold a mini review/ debriefing session after the fair is complete.
Knowledge of results:
Written feedback will be generated during the presentations. -The teacher willscore students based on a rubric and make additional comments about their performance as necessary or called for (e.g. Provide positive and direct feedback about performance/ ideas if they demonstrate higher-order blooms taxonomythinking).
Verbal feedback will be given throughout the course to the students as the teacher will be in constant engagement with the class.