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TEACHER(Available for download in PDF format) |
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This WebQuest is currently designed as a 3 week project based on 50 minute class periods and it is divided into three parts; Information gathering, classroom activities, and presentations.
Students form groups of 4-5, each group is responsible for creating a presentation for the class on Antarctica. Specifically they must cover exploration, science, and history of the continent. Individual group members are responsible for gathering information about each area. I encourage interactive presentations with lots of props/visuals and images. While they are conducting research in class there are several associated short activities that their groups are involved in at the beginning of each period. Create an outline map ofAntarctica and copy it on a transparency. Using an overhead, shine the transparency on a large sheet of butcher paper (two sheets taped together is better) and trace the outline onto the butcher paper. The larger it is the better. Draw in several geographic landmarks and the south pole. There are four bases that several countries have established along the coastline of Antarctica. Geographically they are at four separate "corners." One is named Russkaya, another is Scott, and the last two are Mawson and Halley. Student teams will race to the south pole over 5 class days and are faced with challenges along the way. The challenges are designed to fit the conditions of their starting points. A description of the bases and distance to pole can be found at this address . It is designed that all teams reach the pole at the same time so no starting point has any advantage over any other. A breakdown of each days' lesson follows: Day 1 - Introduction to project, website visitations, discussion, selection of teams. Each team selects a name and creates a flag to put up on a bulletin board next to the map. Day 2 - Student teams select research responsibilities and presentation ideas, flags are presented to class, complete word scramble . . . Day 3 - Prepare for adventure. Discuss survival strategies and complete the crashed on moon activity. The answers to this are based on a NASA lesson plan which I have lost! Things that are not needed and should rank at the bottom of their list are stove and matches(no air), flashlight (always daylight), compass (no magnetic pole) and stove fuel. Important items are raft (protection from sun, sled), oxygen, suit repair, water, rope and parachute (protection, carry supplies). Encourage them to think about ways to survive that are not obvious. Explain that the race will be sort of like the TV show "Survivor" for them. Day 4 - Purchase supplies for the race based on where they will start from. Some supplies are not necessary and others are more important than most students think. They must calculate the cost and weight of their purchases. They must spread the weight allowance around to be effective. Day 5 - Begin the race. At the beginning of class, student teams go to the challenge page and read what fate has in store for them. They are to come up with a solution based on their understanding of the situation and write it down in journal form based on the outline. The teacher reads the responses and moves the teams marker (pushpin) on the map. The marker moves one full day - 1/5 of the way to the pole if the answer makes sense to the teacher and is written in the correct form. You may move the marker 1/2 of the distance allowed if the answer is just ok and do not move it at all if it is incomplete. A different group member is responsible for writing a journal entry each day. If a group does not do well, the teacher may elect to "injure" a party member or throw them another situation to overcome. There is also a "catch-up" question groups can answer that fall behind. As they come to class the next day, they check the map to see how far they got and compare their team with the others. This will take them a few minutes at the start of the period to complete the journal assignment. All must sign the final copy to be turned in. The rest of the period is used to gather information and visit the websites listed under resources and prepare their presentations. Days 6-9 - Repeat day 5. Depending on availability of computers students may need more time for research. I use this as a homework assignment too so I have not had a problem getting the research done in this time period. Days 10 and 11 - I withhold the announcement of the "winning" team until the end of the project to keep the suspense. These days are used to finish/polish presentations. Days 12-14 - Presentations and conclusion. I have students fill a bulletin board with facts they learn about Antarctica as each presentation finishes. I grade students on presentations (both individual and group grades) as well as group journal grades. The "winning" team receives peppermint patties and snow cones. In the past we have done an ice block relay as a culminating activity. Teams carry blocks of ice through an Antarctic "obstacle course." Each team member must sit on a block of ice until it is their turn to run the course. The San Lorenzo Antarctica Alive pages are really interesting. We had a mutual friend that was wintering over in Antarctica in 1999. He sent us several messages that we turned into resource pages for our webquest. He was there when the woman doctor discovered a lump in her breast and had to be "rescued." He writes about his experiences there at that time and has some terrific photos. |
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