For the Teacher:
1. Welcome to my inquiry based Web Quest! This site is designed for second grade students who will be studying the life cycle of a butterfly. In addition, my Web Quest is intended to serve as an introduction or “kick-off” to our life science unit, which is aligned with the Michigan grade level content expectations for second grade. Students will have an opportunity to learn about four key areas of the Monarch butterfly: life cycle, basic needs/habitat, migration, and conservation.
2. State and district standards and objectives which are included in this unit can be found by clicking on the following link: See Standards
3. During this Web Quest project, students will be able to locate information using a variety of sources. Many of the sources may be found within the student process page; however, this list of sources is only a small portion of the print and non-print material used during this project. In order to view the complete list of sources, please visit the following link: Informational Resources
# 3. See Differentiation Ideas for providing resources.
4. In order to complete this Web Quest project, students must be able to conduct authentic inquiry and research. One important way to help students with the inquiry process is to model how to navigate through the site; which should be completed as a whole group in the computer lab. In addition, the teacher should model how to identify pertinent information found within web site resources and in non-fictional books. For example, choose one of the non-fictional books to read aloud (whole group). During this read aloud, model how to identify important facts by explaining your thought process aloud to students. Then, be sure to explain/model how students will record the information in their flip book. These critical steps will help students understand the basic skills necessary to conduct authentic inquiry and research.
Students will utilize the anticipation guide and Flip Book (create your own to give to each group) to organize the information they are gathering. Furthermore, the teacher should plan on conferencing with each group throughout this project. This will give the teacher an opportunity to assess how each group is progressing through the Web Quest and to provide any necessary guidance.
#4 See Differentiation Ideas for inquiry process.
5. The students will present their findings using both a Flip Book and a final project (essay or poster). Students must be able to transfer the information they have gathered on their flip book to create a final project. * See the rubric found on the evaluation page. Each group will present their final project to our class and a first grade classroom (must be pre-arranged). Presenting the information to younger students will be an exciting opportunity for “second grade researchers” to share the knowledge they have gained throughout this Web Quest.
#5 See Differentiation Ideas for the presentations.
6. In addition to the Michigan Grade Level Content Expectations summative assessment, the following assessments were included in this Web Quest:
Formative:
Anticipation guide (See Informational Resources)
Check for understanding during instruction/modeling
Check for understanding during note taking and research
Conferencing with groups
S.IA.02.12 Share ideas about science through purposeful conversation.
R.IT.02.04 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, or show understanding.
Technology Research Tools (#2) - Use a variety of technology resources to locate or collect information relating to a specific curricular topic with assistance from teachers, parents, or student partners.
Summative:
Flip Book
S.IA.02.14 Develop strategies and skills for information gathering and problem solving (books, internet, ask an expert, observation, investigation, technology tools).
Final Presentation
R.IT.02.04 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, or show understanding.
S.IA.02.13 Communicate and present findings of observations.
#6 See Differentiation Ideas for Assessment.
7. View student samples: process phase and evaluation phase.
