Teacher's guide for Wetland Survival

by Sukey Forsman

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Introduction

Use this WebQuest to help 4 - 6 Science students learn about Wetland Ecosystems. The goal is to get students engaging in critical thinking.

Overview

Main Topic:	Wetland Wildlife Refuge
Subtopics:	Living things interact with one another in an ecosystem, energy flows through an ecosystem in the food chain, organisms have basic needs in order to survive in an ecosystem, man can disrupt the balance in an ecosystem
Grade Level:	4 - 6
Subject(s):	Science
Learning Goal:	engaging in critical thinking

Vision and Reality

If the learning goal were achieved in the most ideal of perfect worlds it would look something like:

The students will research their wetlands and become experts in their 'field.' As they work together they will help each other, both within their group, and with others who have the same expert role. When building their models they will discuss the necessary components to maintain the wetland ecosystem and what will disrupt the balance.

However, what I anticipate probably looks more like:

The students will research their wetlands and become somewhat knowledable about their role. They will help each other both within their group and with others who have the same expert role. When building thier models they will discuss some of the necessary components to maintain the wetland ecosystem and what will disrupt the balance. Periodic class sharing and discussion will prompt revisions and additions to each project.

The What - If Inventory

To give the activity its best chance at helping students learn, I assembled this list of possible resources:

Technology Resources

The computer lab will be used weekly.
Develop a schedule for the groups to use the classroom computers.
Talk to the Yolo Library about the project so they can support it.



Internet Potential

Many sites are available for ecosystems.
Develop similar projects for the others to match the regions of California.



Possible Collaborations

Invite the Middle School science group to present their projects to the students.
Invite 3rd Grade to participate.
Set up a collaboration with the Westfield garden.



Special Events

Schedule a field trip to the Yolo Causeway.
Have a Science Night. Present projects to parents and the community.
Picnic lunch with the Westfield garden fourth graders.



General Resources

Yolo County Library
Yolo Causeway Wildlife Refuge



Standards

California Science Content Standards
All organisms need energy and matter to live and grow.
Living organisms depend on one another and their environment for survival.
Differentiate observation from inference (interpretation), and know that scientists' explanations come partly from what they observe and partly from how the interpret their observations.
Formulate predictions and justify predictions based on cause and effect relationships.
Reading Comprehension
Evaluate new information and hypotheses by testing them against known information and ideas.
Writing
Write information reports that frame a central question or situation and include facts and details for focus.
Listening and Speaking
Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

Conclusion

The students especially enjoyed making mind maps as they worked on their research. They included pictures and words and were quite proud of them. Time was a factor on the computers. This year we will develop a calendar to plan the tasks. The rubric should be given to the students at the beginning of the project. Schedule times for students to meet with students with the same scientist role so they can share ideas and strategies.

created by Sukey Forsman email: sforsman@wusd.k12.ca.us http://web-and-flow.com/members/sforsman/wetlands/webquest.htm