Webquest: Link
Introduction:
You and your group are all researchers who have been hired by the local museum to help them create their brand new dinosaur exhibit. Everything was going great during the project until it came time to work on one part of the exhibit. The very end of it! This part is dedicated to describing what caused the dinosaurs’ extinction. It turns out that your group of researchers all have very different opinions on how this happened! It also turns out that the museum directors do not have time for your researcher quarrels and they need to know how to finish the exhibit. You and your groups of researchers will have to work together to decide what really killed off the dinosaurs or face being replaced by researchers who can.
Task:
You will be placed in groups of five. Each member of the group will be assigned one of the following opinions as to what killed the dinosaurs;
impact from space,
supernova,
volcanic eruptions, 
climate change,
and the germ/parasite theory.
Each member of the group is to work independently to research their respective theory behind what killed the dinosaurs. Each group member is to create a small presentation for their group on their theory. Next each group member will present their research to the group as well as to one of the museum directors (a teacher). It will then be up to the group to evaluate the presented research and to decide on what really killed the dinosaurs. Once decided, a final presentation must be made instructing the museum directors of how to finish their exhibit.
Resources: (can be found in actual WebQuest)
http://www.bbc.co.uk/sn/tvradio/programmes/horizon/dino_prog_summary.shtml
http://thefutureofthings.com/video/6504/what-really-killed-the-dinosaurs.html
http://www.livescience.com/animals/071112-dino-volcanoes.html
Process:
1) Once you have been assigned a theory, on your own use the provided research links to research the theory. You want to be able to defend your theory against all of the others, so be thorough in your research. Outside sources are allowed to be used in addition to the provided ones.
Questions to consider while researching:
First, what does your theory involve? Example what is a meteor, a supernova, a volcano, climate change, a parasite? In other words define relevant vocabulary. You may have to use outside sources to do this. Remember those who are not familiar with your theory may not know the vocabulary, they need to understand what you are saying in order to be persuaded to your side.
How your theory could have killed the dinosaurs, or in other words what does your theory mean or do. How could a meteor, supernova, volcano, climate change, or parasites have killed anything let alone the dinosaurs? Explain what your theory involves.
Now relate your answer to the previous question specifically to the dinosaurs. How could your theory have killed the dinosaurs? In other words what would have had to happen in order for your theory to be correct? Start by assuming your theory is correct; my theory is correct so that means this 1, this 2, and this 3, happened to the dinosaurs.
Now take this information and compose your theory. My theory states that this 1, this 2 and this 3 happened to the dinosaurs, and that is why they went extinct.
Now find and explain at least 5 pieces of supporting evidence for your theory. In other words, this evidence shows that this 1 did happen to the dinosaurs, this evidence shows that this 2 did happen to the dinosaurs, and so on. Make sure you cite where your evidence is coming from.
Note citations should include; author if one is listed, title of article if one is provided, website from which the information was gathered, and what day you gathered the information on.
Come up with a way to present this information to your group, make it something that will keep their attention long enough to persuade them. the Presentation should include all of the answers from the previously listed questions.
2) Create a presentation utilizing the research you have just read. This presentation should clearly explain your theory and have evidence backing your theory up. Citations are needed for your evidence. Remember you are trying to persuade the other researchers that your theory is the best one. This is to be done as homework.
3) Each group member will present their research to the group and to one of the museum directors (the teacher).
4) The museum director has assigned you as a group to come to a consensus on what really killed the dinosaurs, if you can not then they will replace your group with new researchers who can. Now you must work as a group to decide how to end the exhibit or face losing your jobs.
5) As a group create a final presentation of your theory behind what killed the dinosaurs. Utilizing the supporting research and evidence that you have. Once again be sure to cite your sources and make your presentation persuasive.
Evaluation:
Individual research presentation: worth a total of 50 points
Content of presentation 0-10pts-
10- Students presentation has an abundance (at least 5 reasons why their theory is best) of relevant research to their theory. (Minus 2 pts for each missing reason)
Evidence: 0-10pts-
10-Each reason explaining why their theory is best is also backed up with relevant evidence and this evidence has been clearly explained. (Minus 1 point for missing evidence per reason, minus 1 point for not explaining the evidence per reason)
Citation: 0-10pts-
10- All research used to show why their theory is best is backed up with citations. (Minus 2 points per citation missing)
Creativeness/appearance of presentation: 0-10pts-
10- The presentation was well put together and easy to follow, while at the same time being unique and/or exciting.
On time 0 or 10 pts-
The presentation being done on time is crucial to your group. You will receive 10pts if your presentation is done on time, 0 pts if it is handed in late.
Group research presentation: worth a total of 50 points
Content of presentation 0-20pts-
20- Group presentation clearly explains their collective theory behind how the dinosaurs became extinct. There are at least 10 reasons presented to support that their theory is correct. (Minus 2 points for each missing reason)
Evidence: 0-10pts-
10-Each reason explaining why their theory is best is also backed up with relevant evidence and this evidence has been clearly explained. (Evidence must be presented and explained, minus 1 point if either is missing per reason)
Citation: 0-10pts-
10- All research used to support their theory is backed up with citations. (minus 1 point per citation missing)
Creativeness/appearance of presentation: 0-10pts-
10- The presentation was well put together and easy to follow, while at the same time being unique and/or exciting.
Through your position as a researcher for the museum you will learn to utilize the internet for gathering supporting information for your research position. You will also be learning how to evaluate a websites effectiveness and usefulness. You will be practicing creating a persuasive argument for your position. In watching all of the group presentations you will gain a general understanding of the other theories behind dinosaur extinction. In trying to come to a consensus as a group for what the museum should include in the last part of their exhibit, you will be learning to work together to analyze the presented theories in order to determine the best possible explanation.
Very cool and creative. I like all the graphics. What age group is this targeted towards? Would they know how to cite resources? Very well organized. I like the standards for evaluations.
ReplyDeleteawesome until this day this debate still goes on.
ReplyDeleteI love how you have a picture of each theory! I like that this is also practice for students in debate issues. The practice of researching a point and then defending it to their classmates is excellent!
ReplyDeleteJess,
ReplyDeleteGreat task and I like how you added a visual to each of the theories that you would like students to explore.
You have organized the group according to scientists. I think that you could subdivide your group into the astrophysicist, the biologist, the geologist, etc.
Then, within the group, make sure that one is an editor (proofs the work), a manager (all questions have been answered), an art/tech expert (layout is attractive)
Who is your audience?
Your scaffolding is excellent! You begin by asking them for definitions. Maybe they could even write why they initially think that their theory is correct and compare it to the final product.
Also, with regards to questions that they should cite as evidence: fossil record?,a thin strip of sediment containing high levels of Iridium shows evidence of a meteor hit? among other data they need to answer.
Another part of your evaluation could be asking the audience to give their initial idea about the subject and seeing how persuasive the group was after the presentation. In other words, a before and after theory. You could also have this presented to the entire school, a group of parents, etc.
All links work and the visuals are to the point. I enjoy the Larsen comic!
Prof. Glick :)
I also liked that you added pictures to explain each theory. It helps me to understand it well. It is well organized and easy to follow. I can see how students conduct tasks from the individual level to the group level as each process goes. I like the idea that they have a chance to have a small presentation time in their own group before the final presentation. That way, students can evaluate peers' work and learn from each other. This will help individuals to have a better presentation at the end.
ReplyDelete