Content Area and Grade Level
This WebQuest is appropriate for grades 4-6. The focus of the WebQuest is
energy forms, which is appropriate for fifth grade in the North Carolina school
systems.
Benchmarks for Science Literacy, National Standards
8. The Designed World - C. Energy Sources and Uses
By the end of the 5th grade, students should know
that
 | Moving air and water can be used to run machines.
|
| The sun is the main source of energy for people
and they use it in various ways. The energy in fossil fuels such as oil and
coal comes from the sun indirectly, because the fuels come from plants that
grew long ago. |
| Some energy sources cost less than others and
some cause less pollution than others. |
| People try to conserve energy in order to slow
down the depletion of energy resources and/or to save money. |
Curriculum Standards, North Carolina:
- Science:
- 2.0 The learner will build an understanding of
forms and sources of energy.
- Computer Technology Skills:
- 2.0 The learner will demonstrate knowledge and
skills in the use of computer and other technologies.
- English Language Arts:
- 2.0 The learner will apply strategies and
skills to comprehend text that is read, heard, and viewed.
- 4.0 The learner will apply strategies and
skills to create oral, written, and visual texts.
- 5.0 The learner will apply grammar and
language conventions to communicate effectively.
Implementation Overview:
Students need to have an understanding of kinetic and potential energy before
beginning this WebQuest. The students should be able to navigate the Internet,
recognize the close button (X) in the corner of a window, mouse click on
hyperlinks, and use the scroll bar at the side of the page. The students
will be in a computer lab setting for three to four 45 minute periods. The
students will work individually on the computer to gather the data about an
energy form. Each student needs to print two copies of the Thinking Map or write
the same information in their notebook. The students will need three to
four 45 minute periods in addition to the computer lab time. During this time,
students will collaborate in groups to complete Task 2 and 3.
Optional Lesson Plan schedule:
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Day 1 in the computer lab or classroom setting with
Internet access and projection options:
Assign students in groups of 4. Review the concept of a WebQuest with
the students. Each student reads and reviews the home page, introduction
page, task page, process page, and evaluation page. If you have Internet
access in the classroom and can use a projection system, you can also
share, whole class the first pages of the WebQuest. |
|
Day 2 in the computer lab:
Students focus, individually, on task 1, by reading and taking notes on
the two energy sources that have been assigned. |
|
Day 3 in the computer lab:
Students complete reading and reviewing the two assigned energy
sources, and completing two thinking maps on these sources. |
|
Day 4 in the classroom:
Each group of four students share their knowledge with
their teammates of the eight different
energy sources and begin to plan their display. The display could be
presentation software, as PowerPoint, etc. or a physical display. Students
can use the sample display to guide their design. |
|
Day 5 in the classroom:
Groups of students continue to create the displays about the eight
different energy forms. |
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Day 6 in the computer lab:
As a group, the students study the imaginary city, Power City. They
assess the surrounding area resources and climate to determine which two energy
forms the city should use to produce electricity. This information could
also be printed out and copied so that the students would not need to be
on the computer again. |
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Day 7 in the classroom or the computer lab:
Students will write their proposal to the Power City council members
using pencil and paper, a word processor, or presentation software. |
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Day 8 in the classroom:
Students present their display and proposal to the other class members,
playing the role of an Energy Engineer.
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Any comments or questions about this WebQuest? Please respond below:
Note; If you want me to respond to your comments or questions, please include an
e-mail address.
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