Introduction
 

This WebQuest is designed for Primary Four and contains activities that focus on how cycles work together. One of the goals of this WebQuest is to provide students an opportunity to learn about nature’s cycle. At the completion of the WebQuest, students will be able to identify how cycles work in correlation to each other.
   
   
 

Content Area
  This WebQuest focuses on Science and Language Arts. During the process, students will:

Be able to learn how weather affects water cycle and how water cycle affects life.

Also be involved in critical thinking processes, like coming up with solutions for the problems that we’ve post through this WebQuest.
   
   
  Learning Outcomes
  Students will be able to:

Analyze and identify relevant information from the resources given.

Understand how the weather, plants, animals and the water cycle rely on each other.
Deduce connections by comparing the information they have gathered
Classify this information into a systematic, well-organised and interesting mind map.
Communicate their ideas on the cause of the problem through an oral presentation.
   
   
 

Process
  You will have to:
Give an introduction on what the WebQuest is going to be about.
  Get students into groups of fours.
Make sure that all groups are able to start the WebQuest on the computers.
   
   
 

Resources Needed
  Computer with Internet access.
Sample template for the mind map.
   
   
 

Entry Skills and Level
  Students will need to:
Have at least Primary Three reading ability and language fluency.
Have at least Primary Three Science Curriculum knowledge.
Be familiar with beginning word processing and computer use.
Have basic knowledge in surfing the net.

You will need to:walk through basic oral presentation skills before starting the students on the Webquest.
   
   
  Evaluation
  Students will evaluated by the 3 point rubric upon completion of the task.
Analysis
Criteria
Poor
(1 point)
Good
 (3 points)
Excellence
(5 points)
Score
Collection of information
Students gathered insufficient information or irrelevant information from the Websites.
Students have collected adequate information to understand the concept of how cycles are inter-dependent on each other.
Students gathered relevant information to understand the concept of how cycles are inter-dependent on each other as well as gathering additional information.
Marks
Identification of connection in cycles

Students were unable to form a correlation between the cycles.

Students able to relate concepts of cycles and their inter-dependency through their work.

Students able to understand the concept of cycles, to form a correlation between the cycles and to understand that the inter-relationship between stages in a cycle.
Marks
Compilation
Organization of mind map

Students illustrate wrong mind-mapping sequence.
Students illustrate correct mind-mapping sequence but didn’t show in-depth understanding through sub-groupings on the mind map.

Students illustrate correct mind-mapping sequence, giving additional details such as sub-groupings under each cycle.
Marks
Creativity
Layout of mind-map

Students produce a simple mind-map, giving the bare details to the cycles. Mistakes are prevalent in the chart.

More effort is made in producing a detailed mind-map but there are 1-2 mistakes in reproducing the information.

Students produce a well-written, interesting and well-organized mind-map with additional information.
Marks
Cooperation
Works well with group

Little sharing of ideas and opinions. Conflict is present in the group. Members are unable to resolve their differences and quality of final project is affected as a result.

Everyone shares ideas and contributes ideas. Final project is completed on time.

Allows everyone a chance to share ideas and gives opinions. Works cooperatively to design final project. Helps group members find information or answer any questions.
Marks
Use time wisely

Time in researching, collecting data, organizing and designing is mismanaged and project is handed in late.

Time is spent efficiently researching, collecting data, organizing and designing. Project is handed in on time.

Time is spent efficiently researching for accurate information, collecting data, organizing and designing. Effort in collecting additional information is evident. Project is handed in on time.
Marks
Overall Efforts

The group shows no effort in working hard for the project or at improving the project.

There is consistent effort and the group has tried their best in doing good work.

Consistently working hard and producing great work!
Marks
Presentation
Organization of Presentation

The group is not able to organize the flow of the presentation, ideas are mismatched

The group is able to work out a fair presentation with some connections to the interdependency of the cycles.

The group is able to organize the flow of the presentation accurately, linking up additional and relevant information.
Marks
Creativity

The group shows no creativity. Little or no effort is produced in doing the presentation.

The group shows little creativity in doing the presentation with simple charts, diagrams.

The group shows creativity in the presentation by having role playing, mimicking, props, etc.
Marks
Presentation

Presentation is somewhat unclear with little or no preparation beforehand.

Organized and rather well-prepared presentation but vocabulary and language used is rather limited.

Well-organized and prepared presentation with fluency in the language used.
Marks
Total Score
  
   
  Conclusion
  At the end of the WebQuest, students will gain better insight about how cycles work and are interdependent on each other. In addition, they are given a chance to improve their computer technology skills and interpersonal skills through group work.