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Author: Hannah Vredenburg Title: Save The African Savanna Animals Webquest Grade Level/Grade Level Content Expectations: Grade: Fourth Grade GLCEs: L.EV.04.21 Identify individual differences (color, leg length, size, wing span, shape) in organisms of the same kind. L.EV.04.22 Identify how variations in physical characteristics of individual organisms give them advantages for survival and reproduction. L.EC.04.11 Identify organisms as part of a food chain or food web. Rationale: I have decided to teach this lesson because it is a creative way to teach my student about the wild life in Africa. This gives them a chance to research two animals of their choice, create a project of their choice and present their finding to the class. The student will learn how important research is and how to find research from a good source that they can count on. The student will also show how to be responsible and cite all of their information and which sources they have used. They will be learning about plagiarism. When the completion of this activity, I am hoping that I have accomplished that my student have learned a great deal of information on two different animals of their choice, learning the different characters of their animals, teaching them decision making on which project they have decided to complete, a proper relay of information to their fellow students, and the correct way of collecting information from different resources and citing it. The higher order thinking skills that my students will be using while doing this activity are analyzing information that they have researched, they will be organizing, examining, and categorizing this information. The students will also be evaluating and making judgments of the information that they are gathering on their animals of choice, and finally the students will be creating a project and paper using the information that had been gathered during their research. By creating this project the students are planning and designing, building and constructing, and then finally producing their own individual product. Prerequisite Skills: The students must be able to take appropriate notes on a particular subject, identify useful information, and actively search given sites for information needed to complete the task given. Anticipatory Set: The student will enter the room to many of example of student work and pictures that the teacher has collected over the years of doing this activity. There will be a question on the SMART board What Do You Know About The African Savanna?.




After the students have observed the projects created by past students they will be encouraged to write a word(s) on the SMART board of what they already know about the African Savanna. Once all of the students have taken their seats, the teacher will then begin the lesson by having a group discussion with the class on what they already know about the African Savanna. 7. The Lesson Plan Goal and Objective(s) and Purpose: Given the created webquest, ipads, links, student journals, pencils, construction paper, glue, markers, paint, scissors, classroom props, poster board, and a classroom demonstration given by the teacher, the student will be able to research information on a chosen animal, record information collected in his/her journal, create a project of choice, and present findings to fellow students. In order to pass this objective the student must show accuracy by addressing all topics given to research by the teacher, present information in journal in an organized manor including answered questions with details or examples to support findings, cite sources where information was found in journals (5-7 sources), include pictures of chosen animals, create project of choice, and present research and activity to fellow classmates. Instructional Input: The teacher will go over the given rubric that she will be evaluating the journal entries of research collected, the sources amount of sources that need to be collected in order to receive a passing grade, what a passing created cavity would include, and what their presentations should include. Modeling: The teacher will demonstrate to the students what a journal, research, and project looks like in order to receive a passing grade on the activity. She will pull up an example of another activity that is similar to the African Savanna activity; the activity that she will show the students is on the Rainforest animals. She will show different examples of journal entries of information gather during research the research for that is being used for the example. She will show the students what complete sentences look like and what a good description of information looks like. She will show the students how to navigate on the webquest to use the different links that are provided for the given activity and how to go about citing the correct information from the source that the information is gathered from. Finally the teacher will show examples of past students work to give the student ideas on what their projects should look like in the end. Checking For Understanding: The teacher will check for understanding by observation and interpreting the students reactions to the activity. She will actively walk around the room to ask the students questions on the animals that they have decided to research and to answer any questions that the students may have. If the students have gotten the hang of the activity, she will move on, if there a few student who are confused or are not fully understanding, she will teach them in a small group how to go about completing the activity. Guided Practice: Once the students are understand fully what is expected of them, she will continue to observe and walk around the room engaging with the student on what they are researching and showing them pointers of how to be successful in this activity. The teacher will encourage the students to work with their partner and discuss the





information that they are gathering and use their problem solving skills to complete the given task. 12. Closure: The teacher will wrap-up the lesson by having the student present their research and project that they have created to the class. The teacher will encourage the students to ask each other questions and to take notes on the information that is given by their fellow students. Independent Practice: For homework, the students will be required to write a twoparagraph paper on information that they had gathered from another classmates presentation. This paper will be turned in the following school day for credit.



Technology: a) The student will have limited Internet access. The student will be provided with the links that they will be using for their research projects. There will be two students to each i-pad provided by the school. b) The students have used the i-pads on an everyday basis in the classroom, they are familiar with the use of an i-pad and are able to navigate it. Within this lesson, the students will be practicing their information gathering skills with the use of technology. The students will also be practicing their technology use skills on the ipad. c) The resources that are needed to teach the technology skills for the lesson are the links that are provided in the webquest that is loaded onto each of the i-pads and the i-pads themselves. d) The students are already very familiar with the i-pad, but the teacher will do a quick refresher course prior to the activity. The teacher will show the students how to go about opening the webquest and how to access the links that are provided on the webquest. She will also demonstrate how to navigate any given website. e) There are a total of five websites that the students will be using for their research on African savanna animals. The student will click on the links in the web quest to visit each site. The students will use these websites to research the two African animals of their choice. htm 15. Materials/Resources: Journals Pencils Webquest I-pads Examples

Crayons/Markers Paint Poster Board Scissors Glue Classroom Props Links

16. Time Frame: Three days with 30-minute increments. 17. Activities/Procedure 1. The students will enter the room after lunch and the teacher will have all of the examples out in the front of the classroom. She will also have What Do You Know About The African Savanna? on the SMART board. 2. Once the student have observed all of the examples of past students activities and put their own response to the question on the SMART board, she will then start a classroom discussion on what they already know about the subject that will be covered over the next couple of days. 3. After the completion of the discussion, the teacher will then pull up the web quest onto the SMART board. She will show the students what a webquest is and what it is all about. 4. The teacher will scroll down to the rubric that she will be using to grade the students activities. The teacher will pass around several examples of past students journals and projects. 5. The teacher will explain to the students that they will be doing a web quest on how they can save the African Savanna animals. She will continue and tell them that they will be working with a partner and they pair with decide on two African animals that they will be researching and doing a project on. 6. The teacher will read through and discuss the webquest with the class. She will ask if there are any questions from the students. 7. The teacher will discuss with the class what their research that they are gathering should look like and how to go about citing their sources of information. 8. The teacher will then hold up different examples of past student projects for the students to get ideas for their own projects. 9. The teacher will then split up the students into pairs to discuss which animals they are going to decide on to research. 10. One the decisions have been made, the teacher will bring out the pads that the student will be using to research. The teacher will use the Elmo to demonstrate how to find the web quest on the ipads and how to navigate through the webquest and get onto the websites that are provided in the webquest. 11. Once the student show that they understand what is expected of them, she will them let them start their investigations. While the student are beginning

their research, the teacher will be walking around the room asking the students questions and to make sure that the research is going well. 12. The introduction and research should take one and a half class periods and the projects and presentations will take one and a half class periods. With a total of three class periods. 13. Once the student have gather all of the information needed to answer all of the question in their journals, they will then begin to chose which project that would like to do. 14. The students will then begin to work on their project and presentation with their buddy. 15. On the last day of the activity, the students will be finishing up their final touches to their projects and getting them ready for their presentations. 16. Once the presentations begin, the students who are observing the presentation should be taking notes on their fellow students presentations. These notes will be used in their homework assignment for that night. 17. Once the presentations are completed, the teacher will congratulate all of her students on their amazing work and will explain to them that for tonights homework they will be using their notes that they had taken in class on their fellow students presentations. They will choose one of the many African animals that they had learned about and write a two-paragraph paper on that animal. The student will be required to turn in their notes with the paper to be graded the following day. 18. The rubric that will be used will be in the webquest that is on the website. 18 Performance Assessment: I will know that my instruction was successful by observing my students working on the activity given. I will also know that they understand what is expected of them by asking them question while they are doing their research. The designed lesson plan did meet the intended objectives because every single one of my students was successful in this activity. They were all able to choose two animals, do the research, keep their notes organized, create their own project, and present it to the class. This was a great activity and I will use it in my future lessons. The rubric that will be used to asses the students is in the webquest on the classroom website. Follow-up/Extension Activity: The follow-up activity consists of a homework assignment that will be given the day that the presentations are given. The student will use the notes that they take from of their fellow students presentations. They will use these notes to write a two-paragraph paper on the animal that was presented by their fellow student of their choice. The paper will be turned in the following day of school along with the notes that were taken from class. Reflection of your lesson plan: This lesson plan was a joy to create. I really think that I will use it in my future classroom. I really enjoyed using a webquest as the center of the lesson. I really liked that the student are able to use the resources that I have given to research an animal of their choice. I also like



that this lesson includes a creative side to it. I believe that student like to show the rest of the class what they are personally good at doing. With the wide rage of projects that they can choose from this bring out the multiple intelligences of all of the students in the class. I also liked that this activity involved a topic that many student are fond of. Most students enjoy animals and saving them too. This is a great activity! 21. References: Africa Centre - Wildlife Facts. (n.d.). Africa Centre - Wildlife Facts. Retrieved March 10, 2014, from African Savanna. (n.d.). - National Geographic Education. Retrieved March 10, 2014, from African Savanna. (n.d.). Animals. Retrieved March 10, 2014, from Lions - info and games. (n.d.). Lions - info and games. Retrieved March 10, 2014, from Miss. V's Classroom - Home. (n.d.). Miss. V's Classroom. Retrieved March 10, 2014, from Savanna Animals. (n.d.). Savanna Animals. Retrieved March 10, 2014, from