Introduction
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Hi my name is Linney, I need some help!!! What in the world are natural resources and how do you, Earthlings, use them? Can you second graders please help me, I can’t figure out what a natural resource is. My alien teacher is trying to teacher us about natural resources, but I still don’t understand what they are. She said that I should come to Earth to figure out what they are and get some help from some earthling students. Can you do it, can you help me understand what natural resources are? You and two or three of your classmates are going to help discover what natural resources are and how you, Earthlings, use them. |
Task
During this journey you and team members are going to...
- Record all information on your task sheet handout
- Research about natural resources
- Research how we use natural resources
- Work cooperatively within your group
- Create a brochure about natural resources
Process
You will be put into groups by the teacher.
Research:
In order for your group to create a brochure to give to Linney, you need to research all about natural resources.
However, each member of the group will be responsible for completing the task sheet. You need to use your task sheet continuously through this process.
Task #1:
-Answer this question
What are natural resources?
Use the following websites to answer this question:
Project Britain
Use the Project Britain to define what natural resources are
Kiddle
Defining natural resources and where they are found
Natural Resources
WikiAnswers-definition of natural resources
Task #2:
-What are 4 natural resources found in Belarus? (You will see more than 4, but you should just choose 4 for your answer) Use the following websites to find out the answer:
Ducksters
Detailed article explaining Belarus' natural resources
Kiddle
Kiddle definition of Belarus' natural resources (Hint: look under "Geography")
Task-Stop:
-Let your teacher see your task sheet and have her approve it to move on to the next task.
Task #3:
-What are three ways that people use Belarus' natural resources? Use the websites below:
Make sure you work as a group; you are going to use your task sheet to complete this task. You need to find at least three ways that people use 4 of the natural resources of Belarus.
Sand and Gravel (Look for "Uses" heading)
Clay (Look for "Uses" heading)
Task-Stop:
-Let your teacher see your task sheet and have her approve it before you move on to the next task.
Task #5:
-What are the four ways to protect, extend, and restore our natural resources?
National Geographic Kids
Things YOU can do to save natural resources
Task-Stop:
-Let your teacher see your task sheet and have her approve it before you move on to the next task
Task #6:
Magic School Bus: Holiday Special
Magic School Bus: Rot Squad
Evaluation
You are going to take your information from your task sheet and you are going to create a brochure.
Make sure that you use your OWN words when you are completing this brochure.
This is your rubric that I will be using to grade your brochures:
Group Work:
| Collaborative Work Skills : Natural Resources: WebQuest | ||||
| Teacher Name: Ms. Myers | ||||
| Student Name: ________________________________________ | ||||
| CATEGORY | 4 | 3 | 2 | 1 |
| Contributions | 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. |
| Quality of Work | Provides work of the highest quality. | Provides high quality work. | Provides work that occasionally needs to be checked/redone by other group members to ensure quality. | Provides work that usually needs to be checked/redone by others to ensure quality. |
| Time-management | 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. |
| Attitude | 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 | 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. |
| Pride | Work reflects this student's best efforts. | Work reflects a strong effort from this student. | Work reflects some effort from this student. | Work reflects very little effort on the part of this student. |
| Working with Others | 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. |
Brochure:
| Making A Brochure : Natural Resources-WebQuest | ||||
| Teacher Name: Ms. Myers | ||||
| Student Name: ________________________________________ | ||||
| CATEGORY | 4 | 3 | 2 | 1 |
| Writing - Organization | Each section in the brochure has a clear beginning, middle, and end. | Almost all sections of the brochure have a clear beginning, middle and end. | Most sections of the brochure have a clear beginning, middle and end. | Less than half of the sections of the brochure have a clear beginning, middle and end. |
| Writing - Grammar | There are no grammatical mistakes in the brochure. | There are no grammatical mistakes in the brochure after feedback from an adult. | There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. | There are several grammatical mistakes in the brochure even after feedback from an adult. |
| Spelling & Proofreading | No spelling errors remain after one person other than the typist reads and corrects the brochure. | No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure. | No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure. | Several spelling errors in the brochure. |
| Writing - Vocabulary | The authors correctly use several new words and define words unfamiliar to the reader. | The authors correctly use a few new words and define words unfamiliar to the reader. | The authors try to use some new vocabulary, but may use 1-2 words incorrectly. | The authors do not incorporate new vocabulary. |
| Writing - Mechanics | Capitalization and punctuation are correct throughout the brochure. | Capitalization and punctuation are correct throughout the brochure after feedback from an adult. | There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult. | There are several capitalization or punctuation errors in the brochure even after feedback from an adult. |
| Task Sheet | Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure. | Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure. | Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure. | Sources are not documented accurately or are not kept on many facts and graphics. |
| Knowledge Gained | All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. | All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. | Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. | Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure. |
Conclusion
Students should be able to answer these questions when they are finished with this WebQuest:
What are natural resources?
Why is it important for us to learn about natural resources?
What are some consequences of using natural resources?
How do people in Michigan use natural resources?
What are renewable and non-renewable resources?
How can we help to protect our natural resources?
What are some things that you could change at your house to help conserve natural resources?