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Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits The Solar System A WebQuest for 4th Grade (Science) Designed by Angela.

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Presentation on theme: "Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits The Solar System A WebQuest for 4th Grade (Science) Designed by Angela."— Presentation transcript:

1 Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits The Solar System A WebQuest for 4th Grade (Science) Designed by Angela JohnsonAngela Johnson, Jennie Lindenberger, Nicholle PostJennie LindenbergerNicholle Post

2 Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Introduction Have you ever thought about what is out there? Way out there! The students of Ms. Frizzle’s Magic School Bus class takes an exciting journey through the solar system – and we will be on board.

3 Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits The Task Ms. Frizzle is lost in outer space. Your mission, if you choose to accept it, is to locate Ms. Frizzle and bring her home. You will be asked to do some research using the computer. Remember to take notes in your journal because you will need this information in order to complete your mission.

4 Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits The Process 1. Read the book, The Magic School Bus: Lost in the Solar System by Joanna Cole, Illustrated by Bruce Degen, as a class. 2. In your journal: 1.List the nine planets in the solar system and record facts that you can recall. 2.Draw and label a picture of the Solar System. 3.If you had to chose a planet to live on, which one would you pick and why? 4.Use the website provided to help answer the following question: ~ Are all these planets from the book still considered planets? If not, which ones are still considered planets and which ones are not and why? Use the following website for help: Planets?Planets? 3. Web Quest: ~ Ms. Frizzle was able to contact us on earth via her radio. She just informed me that she’s lost in space! She is trying to describe where she is so we can rescue her. As she describes her surroundings, we need to research each planet to see if they have any similarities to her descriptions. Work in groups and use the chart provided to help determine where Ms. Frizzle is, but keep one thing in mind. Ms. Frizzle’s radio has a low battery and we have determined that it will be dead by the end of the week. We’ve decided that she should contact us once a day to tell us something new about her location. Let’s work together and find Ms. Frizzle before she is lost in space forever! (As well as filling out the chart, each student should also record the specifics about each planet they investigate.) ~Here are some helpful websites to help you obtain the information you need to find Ms. Frizzle:

5 Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Day 1 – “Hello class! I’m so thankful that you’re helping me find my way back to earth. The first thing that I noticed about this planet is that it has a moon, just like earth… and possibly more than one!” Day 2 – “I know that I miss home, but it sure is beautiful up here. The planet that I am currently on seems to have rings that are surrounding it. It is so neat!” Day 3 – “It’s also been a lot of fun up here; I’ve noticed that I just float around! It made me curious about my weight. So I went onto the Magic School Bus (which is out of gas, because of course there is no gas stations in outer space), and I pulled out my scale. It turns out that I weight quite a bit less here than I do when I’m on earth. Day 4 – “I know that I said this planet seems to be fun, but the cold air is really having a toll on me. Could you please hurry up and find me already! I think there’s an icicle on my nose!” Day 5 – “Oh no, this is the last day I can talk to you! I hope that you will be able to find me after I give you this last clue because the battery on my radio is almost dead. The last thing I can tell you this. I have been taking careful observations on the length of the day. It seems that the sun is always directly above me every 17.2 hours. Its quite a short up here compared to earth.” BEEP BEEP BEEP! (Ms. Frizzle’s radio battery has officially died  ) 4.Once the student’s have completed their charts, have each group share their results with the class. Make one large class chart to help identify the planet that Ms. Frizzle is on. As the students help fill in the classroom chart, have the show their classmates as a whole which website they found their information on. 5. Congratulate the class on finding Ms. Frizzle! Let them know that you will contact the space station so they can find her and bring her safely back to her own classroom.

6 Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Evaluation Everything will be graded based on individual performance, except for the group chart. Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score Responses to Writing Prompts (Which planet would you want to live on and why?) Thoroughly answers the question stated. Writes complete thoughts and sentences that are free of error. The response is creative and original. Answers the question. Contains minimal errors relating to structure and grammar. Does not fully answer the question stated. Does not write in complete sentences. Does not answer the question stated. Confusing to read and hard to comprehend. Drawing The planets are drawn in the correct order and neatly labeled. Appearance is attractive and neat. There are few errors on the drawing. Appearance is fairly neat. The drawing is missing labels, or is labeled incorrectly. Appearance is not neat and lacking color. The drawing is unlabeled and missing planets. Appearance is sloppy, uncolored, and not relevant. Journal Pages (factual information collected throughout the investigation) Factual information is correct. Writing is legible. Provides website of where the information was found. Factual information is not completely accurate. Writing is legible. Provides websites for most of the information found. Missing some factual information Writing is legible. Does not provide the websites that were used to gather information. Facts are inaccurate, incomplete, or missing. Writing is illegible. No websites are provided. more

7 Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Evaluation (continued) Chart The chart is completed accurately. Chart includes the clue for each day. 0 errors The chart is complete. However, it is not completely accurate. 1-2 factual errors. The char is complete. However it is not completely accurate. 3-5 factual errors. The chart is incomplete with more than 5 factual errors. Group Cooperation Contributed to the group everyday. Did not participate in group activities. back

8 Student Page Top Introduction Task Process Evaluation Conclusion Teacher page Credits Conclusion Now that you have completed the WebQuest, take a look back to the first day in your journal. We answered the question “What planet would you want to live on and why? “ Do you still agree with your response. If so, why? If not, why, and which planet would you rather live on? Thank goodness you were able to rescue Ms. Frizzle! You did a great job completing this mission. There is a lot more to learn about the planets – If they interested you, you can look at a variety of different books from the library for more information., or feel free to ask me, your teacher!

9 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits The Solar System A WebQuest for 4th Grade (Science) Designed by Angela JohnsonAngela Johnson, Jennie Lindenberger, Nicholle PostJennie LindenbergerNicholle Post

10 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Introduction This lesson was designed for 4 th graders. In the Pennsylvania Standards under Earth and Space Sciences, a sub-topic includes learning about the solar system. For this Web Quest, The Magic School Bus: Lost in the Solar System was the basis for the students’ project, which combined individual and collaboration skills through methods of research, literature, journal keeping, and data analysis.

11 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Learners This lesson is designed for 4 th grade science students, but will also incorporate the language arts. Prior to beginning this lesson, the students should be read at grade level and have basic knowledge of the computer.

12 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Curriculum Standards Space Science Standard B1: Identify planets in our solar system and their basic characteristics. Describe the earth’s place in the solar system that includes the sun (a star), planets, and many moons. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. English R4.A.1.5: Summarize a fictional text as a whole. R4.A.2: Understand nonfiction appropriate to grade level. R4.B.3.2: Distinguish between essential and nonessential information within text B: Conduct inquiry and research on self /selected or assigned topics using a variety of teacher guided media sources and strategies. more

13 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits back Curriculum Standards (continued) NETS*S 3.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 6.a. understand and use technology systems.

14 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Process This lesson will take place during the science period each day for one week. This lesson is multidisciplinary as it focuses on the language arts as well. The chart groups will be assigned randomly. A well prepared novice teacher could orchestrate this lesson with ease. 1. Read the book, The Magic School Bus: Lost in the Solar System by Joanna Cole, Illustrated by Bruce Degen, as a class. 2. In your journal: 1.List the nine planets in the solar system and record facts that you can recall. 2.Draw and label a picture of the Solar System. 3.If you had to chose a planet to live on, which one would you pick and why? 4.Use the website provided to help answer the following question: ~ Are all these planets from the book still considered planets? If not, which ones are still considered planets and which ones are not and why? Use the following website for help: Planets?Planets? 3. Web Quest: ~ Ms. Frizzle was able to contact us on earth via her radio. She just informed me that she’s lost in space! She is trying to describe where she is so we can rescue her. As she describes her surroundings, we need to research each planet to see if they have any similarities to her descriptions. Work in groups and use the chart provided to help determine where Ms. Frizzle is, but keep one thing in mind. Ms. Frizzle’s radio has a low battery and we have determined that it will be dead by the end of the week. We’ve decided that she should contact us once a day to tell us something new about her location. Let’s work together and find Ms. Frizzle before she is lost in space forever! (As well as filling out the chart, each student should also record the specifics about each planet they investigate.)

15 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Process cont ~Here are some helpful websites to help you obtain the information you need to find Ms. Frizzle: Day 1 – “Hello class! I’m so thankful that you’re helping me find my way back to earth. The first thing that I noticed about this planet is that it has a moon, just like earth… and possibly more than one!” Day 2 – “I know that I miss home, but it sure is beautiful up here. The planet that I am currently on seems to have rings that are surrounding it. It is so neat!” Day 3 – “It’s also been a lot of fun up here; I’ve noticed that I just float around! It made me curious about my weight. So I went onto the Magic School Bus (which is out of gas, because of course there is no gas stations in outer space), and I pulled out my scale. It turns out that I weight quite a bit less here than I do when I’m on earth. Day 4 – “I know that I said this planet seems to be fun, but the cold air is really having a toll on me. Could you please hurry up and find me already! I think there’s an icicle on my nose!” Day 5 – “Oh no, this is the last day I can talk to you! I hope that you will be able to find me after I give you this last clue because the battery on my radio is almost dead. The last thing I can tell you this. I have been taking careful observations on the length of the day. It seems that the sun is always directly above me every 17.2 hours. Its quite a short up here compared to earth.” BEEP BEEP BEEP! (Ms. Frizzle’s radio battery has officially died  ) 4.Once the student’s have completed their charts, have each group share their results with the class. Make one large class chart to help identify the planet that Ms. Frizzle is on. As the students help fill in the classroom chart, have the show their classmates as a whole which website they found their information on. 5. Congratulate the class on finding Ms. Frizzle! Let them know that you will contact the space station so they can find her and bring her safely back to her own classroom.

16 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Resources Needed -The Magic School Bus: Lost in the Solar System by Joanna Cole -Computers -Solar System Chart PlanetsChart.xlsxPlanetsChart.xlsx -Journals -Writing Utensils -Websites that are needed are listed in the “Process” section of this PowerPoint This lesson can be implemented by one teacher.

17 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Evaluation Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score Responses to Writing Prompts (Which planet would you want to live on and why?) Thoroughly answers the question stated. Writes complete thoughts and sentences that are free of error. The response is creative and original. Answers the question. Contains minimal errors relating to structure and grammar. Does not fully answer the question stated. Does not write in complete sentences. Does not answer the question stated. Confusing to read and hard to comprehend. Drawing The planets are drawn in the correct order and neatly labeled. Appearance is attractive and neat. There are few errors on the drawing. Appearance is fairly neat. The drawing is missing labels, or is labeled incorrectly. Appearance is not neat and lacking color. The drawing is unlabeled and missing planets. Appearance is sloppy, uncolored, and not relevant. Journal Pages (factual information collected throughout the investigation) Factual information is correct. Writing is legible. Provides website of where the information was found. Factual information is not completely accurate. Writing is legible. Provides websites for most of the information found. Missing some factual information Writing is legible. Does not provide the websites that were used to gather information. Facts are inaccurate, incomplete, or missing. Writing is illegible. No websites are provided. more

18 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Evaluation (continued) Chart The chart is completed accurately. Chart includes the clue for each day. 0 errors The chart is complete. However, it is not completely accurate. 1-2 factual errors. The char is complete. However it is not completely accurate. 3-5 factual errors. The chart is incomplete with more than 5 factual errors. Group Cooperation Contributed to the group everyday. Did not participate in group activities. back

19 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Conclusion This lesson will be a fun and interactive way to help the students learn about the planets. The students are given a purpose to research the facts and complete the project. It’s their responsibility to save Ms. Frizzle. It also incorporates other content areas and provides opportunities for collaboration.

20 Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Credits &References


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