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Teacher's Page

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Welcome Teachers!


I hope you find this webquest useful for your 3rd to 5th grade students.  If you're teaching in Texas you will be happy to know that this is a great integrated approach to cover a lot of TEKS in different content areas,  I have included a chart below separating the TEKS standards met, content area and grade level.

 

I will start by sharing my References giving credit to the websites that gave me inspiration for this project.  Followed by a Rubric that can be used to evaluate students in this webquest and finally the TEKS standards.  Feel free to contact me with comments or suggestions and (hopefully) success stories using this webquest.

References:
 
World Wide Web:

http://aazk.org/zoo_career.php

http://www.zsl.org/discovery-and-learning/keepers-diary/

http://www.sandiegozoo.org.html

http://www.zoo.org/factsheets/facts.html

http://www.dallaszooed.com/animalfacts/index.php

http://www.colubuszoo.org/

http://www.pbs.org/wnet/nature/animal.html

http://www.columbuszoo.org/visitorinfo/quicktour/index.html

http://www.blueplanetbiomes.org/

http://www.zoolex.org/

http://www.sandiegozoo.org/kids/readaboutit_build_a_zoo.html

http://www.miamimetrozoo.com/map2.htm

http://www.birminghamzoo.com/visit-map.asp

http://www.zoo.org/zoo_info/pdf_bin/map.pdf

http://www.sandiegozoo.org/zoo/zoo_map.html

http://www.dallas-zoo.org/attractions/attractions.htm

http://en.wikipedia.org/wiki/Zoo#Appearance

http://incompetech.com/beta/linedGraphPaper/plain.html

http://www.fortworthzoo.com/about/history.html

http://www.miamimetrozoo.com/about-metro-zoo.asp?Id=93&rootId=8

http://www.birminghamzoo.com/about-history.asp

http://www.zoo.org/zoo_info/history/history.html

http://www3.nationalgeographic.com/animals/index.html

http://www.teacherweb.com/IN/PNC/Cassady/wqr1.stm

http://www.google.com/

http://webquest.sdsu.edu/webquest.html

http://webquest.sdsu.edu/about_webquests.html

http://mciunix.mciu.k12.pa.us/%7Espjvweb/sqstu.html

 

                      
Student Teks Requirement Rubric
 
For a full list of Teks standards by content and grade level follow the link below:
 
 
                                 
Student Fully participated and gained content knowledge meeting this Teks requirement
 
 
 
100-90
 
                                  
 
Student participated in most activities, but didn't fully meet this Teks Requirement.
 

 
 
89-80

                                   
 
Student didn't meet the content for this Teks requirement.  The student was only exposed to the content, transfer did not occur.

79-70

                               
Student was unable or unwilling to meet the content for this Teks requirement.  Re-teaching this content standard will be necessary.
 
69 and below

Grade students performance meeting the Teks based on the Teks Standards for that section.  Because this webquest is integrated there will be a lot of overlap in content areas and standards.  Refer to the Teks standards table for criteria.

 

Meet the animals.  Score 1-5 points

 

Zoo History.  Score: 1-5 points

 
 
 Role activity. Score 1-15 points
 
 
Role checklist Score 1-5 points
 
 
Step 3: "Make your Zoo".  Score 1-10 points
 
 
Step 4: "Animal Showcase"  
Score 1-10 points
 
 
Step 5: "Zookeeper Checklist Score 1-10 points
 
Step 6: "Budget Chart". 
Score 1-10 points
 
 
Conclusion-Reflection questions.
Score 1-5 points
 
 
Final presentation.  Score 1-20 points
 
 
Self Evaluation 1-5 points
 
 

Total the points for each column, add up the total and write it below.
 
GRAND TOTAL:
____________
 
Grades
100-90=A  89-80=B 
79-70=C  69-60=D  
  50 and below=F

                                                
Teks Standards Table
 

For a full list of Teks standards by content and grade level follow the link below:

Grade 3 Texas Essential Knowledge and Skills
                                                                         
 
Grades 4/5 Texas Essential Knowledge and Skills
                                                             

English Language Arts and Reading

110.2. English Language Arts and Reading Grade 3

1-(A)  determine the purpose(s) for listening such as to getinformation, to solve problems, and to enjoy and appreciate (K-3)

(C)  participate in rhymes, songs, conversations, and discussions (K-3);

8-(C)  use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciations of words (2-3); and

9-(A)  use prior knowledge to anticipate meaning and make sense of texts (K-3);

10-(A)  respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning), in writing, and through movement, music, art, and drama (2-3);

(B)  demonstrate understanding of informational text in a variety of ways through writing, illustrating, developing demonstrations, and using available technology (2-3);

12-(D)  use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3);

(E)  interpret and use graphic sources of information, including maps, charts, graphs, and diagrams (2-3);

(G)  organize information in systematic ways, including notes, charts, and labels (3);

(H)  demonstrate learning through productions and displays such as oral and written reports, murals, and dramatizations (2-3);

(I)  use compiled information and knowledge to raise additional, unanswered questions (3); and

(J)  draw conclusions from information gathered (K-3).

14-(A)  write to record ideas and reflections (K-3);

20-(B)  record his/her own knowledge of a topic in a variety of ways such as by drawing pictures, making lists, and showing connections among ideas (K-3);

(C)  take simple notes from relevant sources such as classroom guests, books, and media sources (2-3); and

(D)  compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

 

110.6. English Language Arts and Reading, Grades 4 & 5

1-(A)  determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);

4-(A)  connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening (4-8);

5-(F)  clarify and support spoken ideas with evidence, elaborations, and examples (4-8).

9-(C)  use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);

(E)  study word meanings systematically such as across curricular content areas and through current events (4-8).

(10)-(A)  use his/her own knowledge and experience to comprehend (4-8);

11-(B)  interpret text ideas through such varied means as journal writing, discussion, enactment, media (4-8);

11-(C)  support responses by referring to relevant aspects of text and his/her own experiences (4-8); and

13-(A)  form and revise questions for investigations, including questions arising from interests and units of study (4-5);

(B)  use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);

(C)  use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8);

(D)  interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions (4-5);

(E)  summarize and organize information from multiple sources by taking notes, outlining ideas, or making charts (4-8);

(F)  produce research projects and reports in effective formats using visuals to support meaning, as appropriate (4-5);

(G)  draw conclusions from information gathered from multiple sources (4-8); and

(H)  use compiled information and knowledge to raise additional, unanswered questions (3-8).

15-(A)  write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8);

(C)  write to inform such as to explain, describe, report, and narrate (4-8);

18-(B)  write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5);

21-(B)  organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8);

(C)  take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8);

(D)  summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8);

(E)  present information in various forms using available technology (4-8); and

(F)  evaluate his/her own research and raise new questions for further investigation (4-8).

23-(B)  interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (4-8); and

(C)  use media to compare ideas and points of view (4-8).

Mathematics

111.16. Mathematics, Grade 3.

 

1-(A)  use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;

(B)  select addition or subtraction and use the operation to solve problems involving whole numbers through 999.

13-(A)  collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;

14-(A)  identify the mathematics in everyday situations;

(B)  solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

(C)  select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and

(D)  use tools such as real objects, manipulatives, and technology to solve problems.

15-(A)  explain and record observations using objects, words, pictures, numbers, and technology; and

(B)  relate informal language to mathematical language and symbols.

16-(B)  justify why an answer is reasonable and explain the solution process.

111.16. Mathematics, Grade 4 or 5

11-(A)  estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary;

13-(A)  use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation; and

(B)  interpret bar graphs.

14-(A)  identify the mathematics in everyday situations;

(B)  solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

(C)  select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and

(D)  use tools such as real objects, manipulatives, and technology to solve problems.

15-(A)  explain and record observations using objects, words, pictures, numbers, and technology; and

(B)  relate informal language to mathematical language and symbols.

Science

112.5. Science, Grade 3.

2-(C)  analyze and interpret information to construct reasonable explanations from direct and indirect evidence;

(D)  communicate valid conclusions; and

(E)  construct simple graphs, tables, maps, and charts to organize, examine and evaluate information.

8-(A)  observe and describe the habitats of organisms within an ecosystem;

(B)  observe and identify organisms with similar needs that compete with one another for resources such as oxygen, water, food, or space;

(C)  describe environmental changes in which some organisms would thrive, become ill, or perish; and

(D)  describe how living organisms modify their physical environment to meet their needs such as beavers building a dam or humans building a home.

112.6. Science, Grade 4.

2-(C)  analyze and interpret information to construct reasonable explanations from direct and indirect evidence;

(D)  communicate valid conclusions; and

(E)  construct simple graphs, tables, maps, and charts to organize, examine, and evaluate information.

3-(A)  analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

5-(A)  identify and describe the roles of some organisms in living systems such as plants in a schoolyard, and parts in nonliving systems such as a light bulb in a circuit; and

(B)  predict and draw conclusions about what happens when part of a system is removed.

112.7. Science, Grade 5.

2-(E)  construct simple graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate information.

3-(A)  analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

(C)  represent the natural world using models and identify their limitations;

(D)  evaluate the impact of research on scientific thought, society, and the environment; and

(C)  describe and compare life cycles of plants and animals.

Technology

126.3. Technology Applications, Grades 3-5.

1-(A)  use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;

4-(A)  apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies; and

(B)  select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing.

5-(A)  acquire information including text, audio, video, and graphics; and

8-(A)  use communication tools to participate in group projects;

(B)  use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and

(C)  participate with electronic communities as a learner, initiator, contributor, or mentor.

126.3. Technology Applications, Grades 3-5.

1-(A)  use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;

4-(A)  apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies; and

(B)  select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing.

5-(A)  acquire information including text, audio, video, and graphics; and

8-(A)  use communication tools to participate in group projects;

(B)  use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and

(C)  participate with electronic communities as a learner, initiator, contributor, or mentor.

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Tasks

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Process

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Resources
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Evaluation

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Conclusion

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Teacher's Page

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Zoo History
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Animals
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Zoologist
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Habitat Specialist

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Budget Keeper
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Architect





Copyright November 2006

All content added and maintained by Christine Marchi