Dinosaur Adoption A WebQuest for 5 th Grade Designed by Kelley Meinholt Roger Williams University

1. Dinosaur Adoption A WebQuest for 5th Grade Designed by Kelley Meinholt Roger Williams University

2. Introduction • Dinosaur Adoption was developed as part of the Graduate Elementary Education Science Course at Roger Williams University, Bristol, Rhode Island. • Dinosaur Adoption is an introduction to “How Dinosaurs Took Flight, Fossils, Science, What We Think We Know and Mysteries Yet Unsolved” by Christopher Sloan, a National Geographic educational book. The lesson for this book, “Flying Dinosaurs to Feathered Friends,” is included in the • Extension Activities page of the WebQuest. • This WebQuest develops critical researching skills, allows students to examine materials, condense and convey important information, and gain valuable computer skills; all while building knowledge on the topic of Dinosaurs.

3. Learners • Dinosaur Adoption is intended for fifth grade students. • This WebQuest can be modified for many grade levels. Questions can be added for more depth and difficulty. Or questions can be taken to simplify the material. These websites have not been tested by the Hermish website. Therefore, it is unknown if these websites are appropriate for physically disabled students including those with colorblindness. • Students must be able to read and work with computers before they begin this WebQuest. No knowledge of Dinosaurs is required to complete Dinosaur Adoption. To the contrary, it is a good lesson to introduce students to the variety of Dinosaurs that once walked the Earth.

4. RI State Standards RI- Rhode Island Content and Performance Standards   Subject : Science    Grade Range : Grade 3-5    Key Concept A: The Nature of Technology Benchmark : Technology and Science: Technology extends the ability of people to change the world: to cut, shape, or put together materials; to move things from one place to another; and to reach farther with their hands, voices, senses, and minds. The changes may be for survival needs such as food, shelter, and defense, for communication and transportation, or to gain knowledge and express ideas, or entertainment. Key Concept C: The Living Environment   Benchmark : Interdependence of Life: Organisms interact with one another in various ways besides providing food. Many plants depend on animals for carrying their pollen to other plants or for dispersing their seeds.

5. RI State Standards RI- Rhode Island Content and Performance Standards   Subject : English Language Arts    Grade Range: Grade 3-5 Standard 4: Metacognition & Evaluation: All students will know the processes used to construct and convey meaning through text and will develop and apply criteria for the evaluation and appreciation of their own and others’ text. Students will be aware of how they gain meaning from text, how they create text to communicate meaning, and how their previous knowledge and experiences are brought to bear on text. This consciousness is crucial if students are to adjust or adapt their thinking strategies to changing circumstances. Furthermore, students must be able to judge the worth of what they read, write, speak, hear, and represent. Descriptor : Students will monitor and explain the processes and strategies which help them construct and convey meaning.    Level : Level 4   Benchmark : Explain and use appropriate strategies that increase in sophistication when constructing and conveying meaning, including strategies that deal with technology and the workplace.    Standard 6: Inquiry & Technology: All students will investigate issues and problems using a variety of current and emerging technologies. Inquiry is vital to the learning process. The ’Information Age’ is well upon us. Through it, technology provides global access, linking students to their world and allowing them to interact with more knowledge than ever before. Using language arts to access and synthesize the myriad sources of information made available by current and emerging technological devices, students will investigate issues and solve problems in all aspects of their world. These technologies presently include computers, telecommunication, and audio-visual media.  Descriptor : Students will draw conclusions and present findings in a manner which includes the appropriate use of technology.    Level : Level 1    Benchmark : Draw conclusions and present findings with guidance.

6. Curriculum Standards • Benchmarks for Science Literacy • The Nature of Technology: Standard 5A – Technology and Science • Technology extends the ability of people to change the world: to cut, shape, or put together materials; to move things from one place to another; and to reach farther with their hands, voices, senses, and minds. The changes may be for survival needs such as food, shelter, and defense, for communication and transportation, or to gain knowledge and express ideas.Features used for grouping depend on the purpose of the grouping. • The Living Environment: Standard 5D – Interdependence of Life • For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. • National Science Education Standards • Science and Technology Standard E (5-8): Ability of technological design • Students should use criteria relevant to the original purpose or need, consider a variety of factors that might affect acceptability and suitability for intended users or beneficiaries, and develop measures of quality with respect to such criteria and factors; they should also suggest improvements and, for their own products, try proposed modifications. • Students should review and describe any completed piece of work and identify the stages of problem identification, solution design, implementation, and evaluation. • Life Science Standard C (5-8): Populations and Ecosystems • A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem.

7. Expected Results • Students are expected to learn: • Research methods • How to assemble and convey important information • Proper presentation through Microsoft Power Point • Various Dinosaurs • Facts • Science • Interesting Information

8. Process • Time frame: 5 to 7 school days • ***May require a sign up sheet for presentation times. • Research (1-2 days) • Fill in Dinosaur worksheet • Use WebQuest Links to find information • Development of Power Point (2-3 days) • Use Checklist • Use Dinosaur worksheet • Use WebQuest Links for pictures • Presentation (2 days) • Present Power Point • Talk about Dinosaur Adoption • Describe Information Learned • The teacher must be comfortable using computers. Also, the • teacher needs to have a working knowledge of Power Point so that • he or she may trouble shoot any students’ difficulties.

9. Teaching Resources • Materials Required: • Student Dinosaur worksheets • Class computers with internet • Microsoft Power Point • Projector and reflective surface • Sign up sheet for presentations • Informational Websites • Dinosaur Websites • Extension Activities and lesson

10. Adopt a Dinosaur Worksheet: Dinosaur Baby Book Name: Name of Dinosaur _____________________________________________ Pronunciation of Name _________________________________________ Named by ___________________________________________________ Date Named _________________________________________________ Size: Height _______________ Weight _______________ Length _______________ Life Cycle: Born from Eggs or Live Birth _______________ Life Span (how old) ______________________ Specific Traits: Place of Discovery ____________________________________________ Habitat _____________________________________________________ Time Period _________________________________________________ Food _______________________________________________________ Walks on Two or Four Legs _____________________________________ Can or cannot fly _____________________________________________

11. Evaluation

12. Conclusion Dinosaur Adoption was created to introduce the topic of Dinosaurs. The basis for this WebQuest was to bring students to the level needed for the Extension Activity lesson “Flying Dinosaurs to Feathered Friends.” This lesson was created before the WebQuest and was in need of a better introductory activity. This WebQuest is an excellent, fun way to bring students into the world of Dinosaurs. Students love the idea of having a pet or baby Dinosaur and exhibit great interest and effort in this WebQuest. Dinosaur Adoption is also an excellent way to help students learn researching skills. These skills are part of the RI State Standards as well as important for the future development of students. Dinosaur Adoption also requires the use of Microsoft Power Point, a program all students and professionals must be confident in to be effective in the workplace, classroom.

13. Credits & References A Great Many Thanks to: Download a Dinosaur http://www.rain.org/~philfear/download-a-dinosaur.html Mrs. Shaul’s Page Pocantico Hills School http://www2.lhric.org/pocantico/dinosaur/dinosaur.htm Teaching First Dinosaur Website http://www.teachingfirst.net/Dinosaur.htm Susan Stein’s Dinosaur Website at Tooter4Kids.com http://www.tooter4kids.com/DinosaurIndex/DinosaursIndex.htm Berkeley’s DinoBuzz http://www.ucmp.berkeley.edu/diapsids/avians.html What Happened to the Dinosaurs: Learn from PBS’s Evolution http://www.pbs.org/wgbh/evolution/extinction/dinosaurs/index.html ASK.com http://www.ask.com Credits Blooms Taxonomy Based on a template from The WebQuest Page Benchmarks for Science Literacy National Science Education Standards Rhode Island State Standards

14. Student Materials • Introduction • Task • Process • Dinosaur Websites • Power Point Presentation • Checklist • Evaluation • Conclusion • Credits and References • Extension Activities

15. Introduction What if you could adopt a Dinosaur as your very own? Would you like a Tyrannosaurus Rex or maybe a Velociraptor? Could you fit your new pet in your house? Would he or she be friendly to the neighbors? Learn more about the exciting world of Dinosaurs through Dinosaur Adoption a WebQuest. Credits & References Task Process Evaluation Conclusion

16. Task Congratulations, you are the proud parent of a baby Dinosaur! You can adopt any type of Dinosaur you want. Visit the websites in this activity to decide which type of Dinosaur is best for you. You will also learn all about its life, food, body, and lots of interesting facts. When you have gathered all this information, you will make a Power Point presentation to share with your classmates. This is an exciting chance to learn more about your favorite Dinosaur. Enjoy! Credits & References Introduction Process Evaluation Conclusion

17. Process • How to Complete the Dinosaur Adoption • Research • Fill in Dinosaur worksheet • Use WebQuest Links to find information • Make a Power Point • Use Checklist • Use Dinosaur worksheet • Use WebQuest Links for pictures • Show and Tell • Present Power Point • Talk about Dinosaur Adoption • Describe Your Dinosaur Credits & References Introduction Task Evaluation Conclusion

18. Dinosaur Websites • Dinosaurs from Zoom Dinosaurs • http://www.enchantedlearning.com/subjects/dinosaurs/ • Dinosaur types, names, what is a dinosaur, fact sheets about each dinosaur and much more. • Dinosaur Habitat • http://www.centennial.k12.mn.us/gle/lablinks/Dinosaur/Habitat.html • Where and when did your Dinosaur live? • Dinosaurs by Tooter4Kids • http://www.tooter4kids.com/DinosaurIndex/DinosaursIndex.htm • Dinosaur facts, questions answered and more facts. • Ask.com for the tough questions • http://www.ask.com • Who discovered your dinosaur and where?

19. Power Point Presentation • Adopt a Dinosaur • Gather information about the Dinosaur • Create an original Power Point that you will present to your class • Use the checklist to make sure all the necessary information is included • Use your rubric to make sure you have covered all the areas to be graded

20. Cover sheet ___ includes name, date, name of dinosaur, and pronunciation ___ decorative (pictures, color) Page 1 (list) ___ Name of dinosaur (give it a first name) ___ Birth date (date discovered) ___ Delivery Doctor (discoverer) ___ Gender (your choice) ___ Place of birth (country discovered in) Page 2 (paragraph) ___ What is a dinosaur? ___ When lived? ___ Animal? (mammal, reptile, fish) ___ Are they alive now? Page 3 (list) ___ Height (full grown) ___ Weight (full grown) ___ Length (full grown) ___ Food (herbivore, carnivore, omnivore) ___ Walks on (bipedal, quadrupedal, both) ___ Traveled (in herds, alone, pairs) Page 4 ___ Picture of Dinosaur (realistic) ___ Picture of egg (realistic) ___ Picture of fossil (realistic) Page 5 ___ Interesting facts (any information about your Dinosaur that you want to include) Checklist

21. Evaluation Developer Page

22. Conclusion • Congratulations, you and your classmates have completed Dinosaur Adoption. I hope you have enjoyed your experience. You are now more familiar with Dinosaurs. Which Dinosaur was your favorite? • I bet you can describe what Dinosaurs are, where they lived, when they lived, and give lots of information about your adopted Dinosaur. • You have also learned how to locate information about a topic, in this case Dinosaurs, and explain that information to your classmates through a Power Point presentation. • Did you like learning about Dinosaurs? What do you think happened to them? Do you believe birds are the modern day relatives of Dinosaurs? Visit the links included in the Extension Activities for more information and fun activities. Credits & References Introduction Task Process Evaluation

23. Credits and References A Great Many Thanks to: Download a Dinosaur http://www.rain.org/~philfear/download-a-dinosaur.html Mrs. Shaul’s Page Pocantico Hills School http://www2.lhric.org/pocantico/dinosaur/dinosaur.htm Teaching First Dinosaur Website http://www.teachingfirst.net/Dinosaur.htm Susan Stein’s Dinosaur Website at Tooter4Kids.com http://www.tooter4kids.com/DinosaurIndex/DinosaursIndex.htm Berkeley’s DinoBuzz http://www.ucmp.berkeley.edu/diapsids/avians.html What Happened to the Dinosaurs: Learn from PBS’s Evolution http://www.pbs.org/wgbh/evolution/extinction/dinosaurs/index.html ASK.com http://www.ask.com Introduction Task Process Evaluation Conclusion

24. Extension Activities • Build a Dinosaur from the Download a Dinosaur Website • http://www.rain.org/~philfear/download-a-dinosaur.html • Berkeley’s DinoBuzz: Are Birds and Dinosaurs Related? • http://www.ucmp.berkeley.edu/diapsids/avians.html • What Happened to the Dinosaurs: Learn from PBS’s Evolution • http://www.pbs.org/wgbh/evolution/extinction/dinosaurs/index.html • “Flying Dinosaurs to Feathered Friends” • Write Your Own Dinosaur Story • http://www2.lhric.org/pocantico/dinosaur/sources.htm