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Title: Volcano Webquest

Description:In this webquest students will learn the phenomenon of volcano eruptions pertaining to questions on how volcanoes were formed and their locations, their characteristics and types of volcanoes, their eruptions and contents and the implications or effects of the eruptions.

Grade Level: 5
Curriculum: Science
Keywords: volcanoes, eruption, lava, magma, dent, crater, ash, shield cone, cinder cone, shield cone, compositemolten rock, volcanic blocks and other volcano related terms.

STANDARDS ADDRESSED

Science Core Curriculum

STANDARD 4: The Physical Setting

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical
setting and living environment and recognize the historical development of ideas in science.

Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.

Major Understandings:
2.2a The interior of Earth is hot. Heat flow and movement of material within Earth cause sections of Earth’s crust to move. This may result in earthquakes, volcanic eruption, and the creation of mountains and ocean basins.

2.2e The Theory of Plate Tectonics explains how the “solid” lithosphere consists of series of plates that “float” on the partially molten section of the mantle. Convectio cells within the mantle may be the driving force for the movement of the plates.

2.2f Plates may collide, move apart, or slide past one another. Most volcanic activity and mountain building occur at the boundaries of these plates, often resulting in earthquakes.

NETS for Teachers

1a.      promote, support, and model creative and innovative thinking and inventiveness.

b.        engage students in exploring real-world issues and solving authentic problems using

           digital tools and resources.

c.        promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

 

2a	design or adapt relevant learning experiences that incorporate digital tools and    resources to promote student learning and creativity.
b.	develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c.	customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d.	provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

 

3 a.     demonstrate fluency in technology systems and the transfer of current knowledge

          to new technologies and situations.

  d.     model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

4a.	advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b.	address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c.	promote and model digital etiquette and responsible social interactions related to the use of technology and information.

 

NETS For Students

1a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

 c. use models and simulations to explore complex systems and issues.

2a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

3b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

 c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

4c. collect and analyze data to identify solutions and/or make informed decisions.

d. use multiple processes and diverse perspectives to explore alternative solutions.

5 a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

 

 

 

Introduction:	The introduction is a means of providing the students with background information that is intended to be a springboard for them to begin the process of inquiry.
Task:	In most cases, a single question is posed that requires students to analyze a vast array of information.
Process:	In this section, the teacher leads the student through the task. The teacher offers advice on how to manage time, collect data, and provides strategies for working in group situations.
Resources:	Students are provided with tools (usually web sites), or leads to tools that can help them complete the task. In order for this to be valuable, a teacher must thoroughly review each source.
Evaluation:	The outcome for Web Quests is usually a product, in most cases, in form of a written/oral report or multimedia presentation.
Conclusion:	Effective Web Quests have a built in mechanism for student reflections. To receive feedback, you can survey your students about their experience, or have the students send you an e-mail sharing their thoughts.