Water Cycle Webquest

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Active Learning | Adoption Level

Subject: Science

Video Transcription

[Teacher voiceover]

These are eleventh and twelfth grade science classes, and today they’re learning about water and the water cycle. So the first thing that we did was we did a remote control session where they use a program on the computer with a set of remote controls. They watch a video, and they are given 15 questions, and they go through each of the questions and get a response from their remote control. The remote control tells them whether they’re right or wrong, and then based upon that I can tell whether they’ve learned or not learned.

The second activity that we’re doing today is they’re doing a WebQuest. The WebQuest is on groundwater which is a part of the water cycle. The groundwater webquest that they are doing was a WebQuest that I created using a variety of different sources on the Internet. Some of the things that they’re doing are to go online and view a couple videos. Each of the videos has some questions that go along with it. They watch the video and answer the questions as they go along. I’m able to see how many they got right, how many got wrong, and whether they actually learned.

Video Transcription
[Teacher voiceover]

These are eleventh and twelfth grade science classes, and today they’re learning about water and the water cycle. So the first thing that we did was we did a remote control session where they use a program on the computer with a set of remote controls. They watch a video, and they are given 15 questions, and they go through each of the questions and get a response from their remote control. The remote control tells them whether they’re right or wrong, and then based upon that I can tell whether they’ve learned or not learned.

The second activity that we’re doing today is they’re doing a WebQuest. The WebQuest is on groundwater which is a part of the water cycle. The groundwater webquest that they are doing was a WebQuest that I created using a variety of different sources on the Internet. Some of the things that they’re doing are to go online and view a couple videos. Each of the videos has some questions that go along with it. They watch the video and answer the questions as they go along. I’m able to see how many they got right, how many got wrong, and whether they actually learned.

Objectives

  • Students will write a report on an animal using word-processing software and electronic encyclopedia.

Procedure

  • Write a research report on an animal from one of the major biomes.
  • Students research online their particular animal, using Grolier Online Encyclopedia.
  • Have students take notes on notecards from online research.
  • Students write report including MLA style bibliography.
  • Go over spell check feature of Microsoft Word and other features that might be helpful to the students when they type up their report.
  • Have students read their reports out loud to class.

Technology Present

  • Computers
  • Microsoft Word
  • Internet access

Grade Level: 9-12

Note: The TIM is about teaching, not technology. The placement of a lesson on the TIM is based entirely on the teaching practices demonstrated in the lesson and not on the specific technology employed. Effective pedagogy is our concern, not whether the tech involved is the latest, greatest, or most expensive. In fact, most of the sample videos were recorded some time ago as part of the original development of the Technology Integration Matrix. As you view these videos, focus on the teaching practices. When using the TIM-O to observe a lesson, remember that you can display the detailed indicators by clicking the tab on the right if you are completing a Matrix-based observation or are reviewing the TIM profile of a question-based lesson. The TIM Tools Admin Guide contains additional suggestions for observing a lesson and developing a TIM profile.

Video Reference Number: 1047

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