My WebQuest Project

My WebQuest is on biomes. I'm having students pretend to be working for a magazine. The magazine is sending them to a particular biome region and it is their job to take notes and pictures of the area and write an article about their findings. Originally I was going to have them work in groups and do a travel brochure, but I changed the task.

At this point, I've completed the first two sections (goals and context and task & assessment) of my WebQuest. I've also chosen the basic color scheme and design of my WebQuest (minus the addition of graphics). There is still much work to be done, especially since the Process section will take a lot of searching for appropriate sites that can and should be utilized for the tasks given.

I'm having issues formatting the Standards and Assessment sections, so I'm trying to figure that out. If anyone as pointers or advice, I'm willing to take them. :)

Kind of stressing since I have a lot of things do for my WebQuest still, but I know we can all do this! :D

Biomes Webquest Project :P

Topic: My webquest will focus on the various biomes of the world. Students will learn about the different animals, plants, weather, and geographic locations of places such as the tundra, desert, ocean, forest, grassland, and wetland.

Standards: California K-12 Content Standards

• Grade: Three

• Subject: English Language Arts

• Area: Reading
• Standard 2.3: Demonstrate comprehension by identifying answers in text.
• Standard 2.5: Distinguish the main idea and supporting details in expository texts.
• Standard 2.6: Extract appropriate and significant information from the text, including problems and solutions.
• Standard 2.7: Follow simple multiple-step written instructions.

• Area: Writing
• Standard 2.2: Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, and experiences.

• Area: Listening and Speaking
• Standard 2.3: Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

• Subject: Life Sciences
• Standard b: Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

Final Project: The students will be placed in groups of four and given a specific role either as a botanist, zoologist, meteorologist, or geographer. Each student is responsible for learning about each particular aspect of their assigned biome. They will be expected to then contribute their findings to the group's overall final project, a travel brochure and presentation encouraging tourists (their classmates) to take a trip to their biome.