Introduction
You and some friends have all just started to watch Jurassic Park on Netflix. The others aren't really paying attention, which annoys you, since you haven't ever seen it. “Shhh, I'm trying to watch the movie," you tell them, and all of a sudden the lights go out. You and your friends don’t panic, until you hear a noise coming from the television, which is still on. You walk closer to it in the dark and all of a sudden: WHOOSH! All of your friends and you have been sucked into the television and you are now part of the movie. The first thoughts that race into your head are: “What dinosaurs are around? How do I know which ones are harmless and which are planning to have me for lunch? I don’t know anything about dinosaurs! Will we be okay?”
"Oh no! Look over there! It's a(n)..."
Task
Now that you have been sucked up into Jurassic Park, you must survive the dinosaurs, this means you have to research:
- What they eat (herbivore, carnivore, or omnivore)?
- What era is the dinosaur from?
- How as a group could you capture them to put them back into their sections and cages on the island?
- How and where do they live?
- Two interesting facts.
Also, as a group you must decide on one more dinosaur that wasn’t assigned to you, that you would like to share with the class. You must answer the questions above for both the dinosaur that your group was assigned and for the one the group chooses.
Process
There are either four or five explorers in each group. You should divide up the responsibilities evenly. There should be a reporter, recorder, information gather, technology expert, and team manager. If you have only four people one person must take on two roles or everyone can take turns sharing the extra role.
Each group member will present a dinosaur slide from the PowerPoint the group creates to the class. The reporter will report how well the group is doing to the teacher and is the main narrator during the PowerPoint presentation. The reporter will introduce each group member and any extra slides. The recorder writes down the information that is found and keeps lists of what has been completed and what information hasn’t been looked up yet. The information gather helps the others look through the web for the information needed for the presentation. The technology expert helps put the information gathered onto the PowerPoint presentation. The team manager helps keep the team focused and helps all team members complete their assigned tasks.
To know how your group members and you will be graded look at the two rubrics provided below.
|
Group One |
Group Two |
Group Three |
Group Four |
Group Five |
|
Gallimimus Mamenchisaurus Procompsognathus Hadrosaurus Corythosaurus Pick a dinosaur (of the group’s choice) that you have come across while researching your assigned dinosaurs. This dinosaur is something that you would like to share with the whole class. |
Maiasaura Microceratops Brachiosaurus Euoplocephalus Pteranodon Pick a dinosaur (of the group’s choice) that you have come across while researching your assigned dinosaurs. This dinosaur is something that you would like to share with the whole class. |
Hypsilophodon Tyrannosaurus Stegosaurus Dilophosaurus Styracosaurus Pick a dinosaur (of the group’s choice) that you have come across while researching your assigned dinosaurs. This dinosaur is something that you would like to share with the whole class. |
Spinosaurus Cearadactylus Ankylosaurus Parasaurolophus Ceratosaurus Pick a dinosaur (of the group’s choice) that you have come across while researching your assigned dinosaurs. This dinosaur is something that you would like to share with the whole class. |
Velociraptor Compsognathus Pachycephalosaurus Apatosaurus Triceratops Othnielia Pick a dinosaur (of the group’s choice) that you have come across while researching your assigned dinosaurs. This dinosaur is something that you would like to share with the whole class. |
(Just because the titles of the film and the novel use Jurassic, it doesn’t mean that all the dinosaurs on your list are from the Jurassic period.)
(Because few classes iare perfectly divided up into groups, there is an extra dinosaur for group five in case there is an extra person.)
Evaluation
| Exemplary (6 pts) | Proficient (4 pts) | Partially Proficient (2 pts) | Incomplete | |
|---|---|---|---|---|
| Research and Note taking (1, 14%) | Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, and accurate sounds and evaluated alternative points of view. | Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information. | Note cards show you misinterpreted statements, graphics and questions and failed to identify relevant arguments. | Note cards show you recorded information from four or fewer resources, did not find graphics or sounds, and ignored alternative points of view. |
| Text Elements (1, 14%) | The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text. | Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability. | Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text. | The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting. |
| Content (1, 14%) | The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.Information is accurate, current and comes mainly from * primary sources. | The content is written with a logical progression of ideas and supporting information. Includes persuasive information from reliable sources. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts.Some of the information may not seem to fit.Sources used appear unreliable. | The content lacks a clear point of view and logical sequence of information.Includes little persuasive information and only one or two facts about the topic.Information is incomplete, out of date and/or incorrect.Sequencing of ideas is unclear. |
| Writing Mechanics (1, 14%) | The text is written with no errors in grammar, capitalization, punctuation, and spelling. | The text is clearly written with little editing required for grammar, punctuation, and spelling. (One or two errors) |
Spelling, punctuation, and grammar errors distract or impair readability. (Three or four errors) | Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (Five or more errors) |
| Layout (1, 14%) | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. | The layout has structure and uses horizontal and vertical white space appropriately. | The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background. | The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. |
| Graphics, Sound and/or Animation (1, 14%) | The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content.There is a consistent visual theme. | The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content.Original images are used. Images are proper size, resolution. | Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clipart or recycled and are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy. | The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content. |
| Citations (1, 14%) | Sources of information are properly cited so that the audience can determine the credibility and authority of the information presented.All sources of information are clearly identified and credited using MLA citations throughout the project. | Most sources of information use proper MLA citation, and sources are documented to make it possible to check on the accuracy of information. | Sometimes copyright guidelines are followed and some information, photos and graphics do not use proper MLA citations. | No way to check validity of information. |
| 4 (4 pts) | 3 (3 pts) | 2 (2 pts) | 1 (1 pt) | |
|---|---|---|---|---|
| Contributions (1, 16%) | Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. | Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! | Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. | Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. |
| Time-management (1, 16%) | Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. | Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. | Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. | Rarely gets things done by the deadlines and group has to adjust deadlines or work responsibilities because of this person's inadequate time management. |
| Problem-solving (1, 16%) | Actively looks for and suggests solutions to problems. | Refines solutions suggested by others. | Does not suggest or refine solutions, but is willing to try out solutions suggested by others. | Does not try to solve problems or help others solve problems. Lets others do the work. |
| Attitude (1, 16%) | Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). | Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). | Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). | Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). |
| Focus on the task (1, 16%) | Consistently stays focused on the task and what needs to be done. Very self-directed. | Focuses on the task and what needs to be done most of the time. Other group members can count on this person. | Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. | Rarely focuses on the task and what needs to be done. Lets others do the work. |
| Working with Others (1, 16%) | Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. | Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. | Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. | Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. |
Conclusion
You may use the following websites to find your information, but you are not limited to this list.
Resources:
http://www.enchantedlearning.com/subjects/dinosaurs/info/a.shtml
http://www.cbv.ns.ca/marigold/history/dinosaurs/dinosaurs.html
http://dinosaurs.about.com/od/typesofdinosaurs/tp/Where-Did-Dinosaurs-Live.htm
http://pubs.usgs.gov/gip/dinosaurs/where.html
http://scienceviews.com/dinosaurs/dinofacts.html
http://www.enchantedlearning.com/subjects/dinosaurs/anatomy/Diet.shtml
Credits
Adapted from Angela Schmidt's "Jurassic Park Web Quest."