Soaring Up and Touching Down

A WebQuest for Fifth Grade Science
 

Introduction | Tasks | Process | Evaluation | Conclusion | Credits | Teacher Advice


 

Introduction:

During a visit to Reelfoot Lake, you were probably amazed at the power and grace of the eagles we saw while on the trip.  As explained, the eagle is one of the largest and most powerful birds in the world.  Eagles look fierce and proud, and because of that, have become symbols of freedom and power.  Eagles gracefully soar high in the air hunting for food, then charge down to get their prey.  However, they are afraid of humans and rarely attack them.

The Tasks:

Imagine that you have been hired by the Museum of Natural Art to produce a paper and poster presentation highlighting the life of a bald eagle, including how it differs from other birds of prey.  To do this, you will need to:

The Process:

Using this set of unique sites on the web to assist you, you will answer the most common questions people have about bald eagles.  Remember, your audience will be people who have many exhibits to see and will only have a few minutes to view your presentation.  You have six weeks to complete this project.

1.  This site will provide you with important information about eagles.  It includes information about history, features, habitat, migration patterns, poems and other pertinent information.  Make a list of important information.  Use this information to help you create a poster to exhibit in the museum.

2.  This fun site will assist you in identifying the unique features and characteristics of the bald eagle.  You can test your knowledge about how a bald eagle should look by selecting the appropriate colors.  Print it and put it in your science folder for review by your teacher.

3.  One of the eagle habitats is Reelfoot Lake in Tennessee.  This site contains information about this eagle refuge.  Make a list of important information.  Use this information to help you create your poster.

4.  You think you know all there is to know about eagles?  Quiz yourself on this site.  Print it and put it in your science folder for review by your teacher.

5.  The first step in making a concise presentation is to outline, so that you present the most important facts and so you remember to include all information needed.  This site provides steps to forming an outline.  Use this outline to clearly present your poster to the class and to accomplish # 6.

6.  On this fun site, The Eagle's Advocate, listen to eagle calls, view eagles through Eagle cam live feed.  Especially look for laws protecting eagles, conservation efforts, atrocities, organizations, and "Stop the Hopi Indians".  Write a position paper about why you think the bald eagle should/should not be protected?  You may want to conduct personal interviews with park or museum officials and include them in your paper.  Print it and put it in your science folder for review by your teacher.


The Evaluation:

Beginning

1

 Developing

2

 Accomplished

3

 Exemplary

4

 Score
To demonstrate skills in analysis through selection of information included

 
Poster information includes biological features/survival techniques of eagles.
Poster information includes biological features and unique habits/characteristics of eagles.
Poster information includes historical significance, biological features, and unique habits/characteristics of eagles.
Poster information includes environmental impact, historical significance, biological features, and unique habits/characteristics of eagles.
  
To demonstrate skills in organization of materials
 
Some poster information is missing, is somewhat clear and is loosely arranged.
Information on poster is somewhat clear and logical.
Information on poster makes sense, is logical, but is somewhat wordy.
Information on poster is concise, makes sense, and logical.
  
To demonstrate skills in written composition
Position paper has introduction, body, and conclusion and is somewhat clear.  No more than three grammar and spelling errors.  Includes references.
Position paper has introduction, but no definite stance is apparent, with evidence from both sides of the issue.  No more than three errors in grammar and spelling.  Includes references.
Position paper has an introduction with  definite stance, but some supporting/ opposing evidence in the body and conclusion.  No more than two errors in grammar and spelling.  Includes references.
Position paper has a clear introduction, stance, body with substantial  supporting and opposing evidence, and conclusion.  Free of grammar and spelling errors.  Includes references.
  
To demonstrate skills in creativity

 
Presentation poster has a definite theme, uses simple drawing or painting, and is inviting.
Presentation poster has a definite theme, uses pictures and graphics from other sources, and is colorful and inviting.
Presentation poster has a definite theme, uses a mixture of pictures or graphics from other sources and drawing and painting, and is colorful and inviting.
Presentation poster has a definite theme, uses a mixture of concrete materials, pictures from other sources and drawing or painting, and is colorful and inviting.
  

Conclusion:

With this lesson, students have learned to review, select and organize materials for presentation.  In addition, students have used critical thinking and composition skills to produce a position paper regarding conservation of eagles.  Students may further argue whether the eagle should be considered the national bird.

Credits & References:

Special thanks to Bernie Dodge for providing assistance in developing the dimensions in the rubric used in this Webquest.

Teacher Advice:

1.  Although designed for fifth grade students, this assignment should reasonably challenge middle schoolers as well.  In addition to science, the lesson involves the proper use of the English grammar and composition skills of the learner.

2.  Prior to beginning this lesson, the teacher should discuss and explain the expected accomplishments/objectives.

3.  Prior to beginning this lesson, the teacher should review composition skills and outlining.  Depending on how often students get to use the computer, teachers may want to review computer use.

4.  Most of the work should be performed independently, but the teacher/lab instructor should be available to answer questions.  Students may be allowed up to six weeks to complete this project in order to do a thorough job.  Students should complete tasks #1 through #4 no later than by week three.

5.  Computer availability and access also should be considered.  If computers are limited, assign students times to use the computer.  If this assignment can be done in a computer lab, teachers can ideally review instructions with all students as they sit at the computer.

Modified for EDU 506 @ FHU School of Education by Lydia D. Lay on June 27, 2001.  For Dr. R. B. Lewis.  Last updated on July 2, 2001.