Introduction
Welcome! We have been learning about what makes something a living thing or non-living thing in class.
Remember:
What makes something living?
Does it breathe?
Does it grow?
Does it eat?
We will look at the life cycles of these living things. Unfortunately we cannot learn about the life cycle of every animal by bringing them into our classroom. For this reason your mission is to explore the life cycle of a plant, insect, or animal. Enjoy your quest!
Task
Franklin, NH is building a new park in town. They want to make a habitat where birds, frogs, butterflies, and flowers will live successfully. Your job is to work with your group to research and report back to the town about what they park needs to be a good environment for these living things.
Process
Step 1:Find the living thing your group is researching and watch the videos about your living thing.
Birds 
Step 1: Here are some links to gather information. Fill out one note page for your group.
[video:https://www.youtube.com/watch?v=zhjhKibjgt8]
[video:https://www.youtube.com/watch?v=dyZjCw5Rl2Y]
Frogs 
[video:https://www.youtube.com/watch?v=PadlN3IjyVU]
[video:https://www.youtube.com/watch?v=Hkyv_msRS6w]
Butterfly
[video:https://www.youtube.com/watch?v=wOVpQ5UkD4k]
[video:https://www.youtube.com/watch?v=3jl8P0w6X0g]
Flower
[video:https://www.youtube.com/watch?v=zPqnYYI2Uq8]
[video:http://www.brainpopjr.com/science/plants/plantlifecycle/preview.weml]
Step 2: Fill out the Life Cycles Notes with your group.
Life Cycles Notes
Group Topic:
Group Members:
Take notes on each stage of the life cycle on this paper. For each stage you need to name the stage, describe the stage, and write things that are needed for your living thing to survive in this stage.
Step 3: Each member of your group picks a stage of their living thing's life cycle. They must create a poster for the new park planners to use to learn about your living thing's life cycle.
Evaluation
Teacher Rubric
Life Cycles Webquest
Student Name:
Topic:
Other Group Members:
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Skill |
Above Expectations 4 |
*As Expected
3 |
Emerging
2 |
Below Expectations 1 |
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The student followed the correct process. |
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The student worked with the group to research and take notes about the topic. |
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The student worked with the group to present the information to the class. |
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The student used illustrations to demonstrate their chosen stage in the life cycle |
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The student and the group had the correct sequence of the life cycle. |
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This student creating a poster that showed their life cycle in detail |
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The student worked well with the group. |
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Conclusion
Congratulations for working so hard and helping Franklin pick living things for their new park. Please practice the information about your living thing's life cycle. You will share this with the rest of the class. We will have another project as a whole group.
Credits
Teacher Page
My name is Ms. Czerula. This webquest was creating to integrate technology into my Ubd on living things and their life cycle.
Standards
S:SPS3:2:1.1 Work with a partner to accomplish a specific task.
S:SPS3:2:1.2 Take turns.
S:SPS3:2:1.3 Ask questions of others about their work.
S:LS1:2:3.2 Recognize that living things have a life cycle, during which they are born, grow, and die.