Teachers Resources
ISTE NEST-S
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
3.Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
4. Critical thinking, problem solving, and decision-making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
Gwinnett County (AKS) Indicators of Achievement:
12a - identify the main terrestrial and aquatic biomes with their geographical locations, 12a1 - compare and contrast the plants (flora) and animals (fauna) in biomes, 12b - compare and contrast climatic conditions of each biome, 12b1 - differentiate between weather and climate, 12b2 - explain the relationship between temperature, pressure, humidity, and relative humidity and how it influences a climate; analyze the significance of stratification in forests, 12b3 - compare annual rainfall accumulations within the various biomes, 12b4 - describe origin of air masses and their affects on the biomes, 12b5 - describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climate changes (e.g., Ice ages)
Georgia Performance Standards:
SEV 4c and 4f -Natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society, as well as cause risks. Students should understand the costs and trade-offs of various hazards--ranging from those with minor risk to a few people to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.
Design: This web quest is designed for high school students.
Time Frame:1 week-2weeks
Materials: Internet Access and Computer
Differentiation: This web quest differentiated learning for my students by the content, process, and product. I was able to support at-risk learners, regular education, ELL and special education students. Students were able to work independently first to acquire the curriculum knowledge, then in pairs. Students took on various roles, and I use various types of multimedia (video, sound clips) to engage all learners.
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
3.Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
4. Critical thinking, problem solving, and decision-making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
Gwinnett County (AKS) Indicators of Achievement:
12a - identify the main terrestrial and aquatic biomes with their geographical locations, 12a1 - compare and contrast the plants (flora) and animals (fauna) in biomes, 12b - compare and contrast climatic conditions of each biome, 12b1 - differentiate between weather and climate, 12b2 - explain the relationship between temperature, pressure, humidity, and relative humidity and how it influences a climate; analyze the significance of stratification in forests, 12b3 - compare annual rainfall accumulations within the various biomes, 12b4 - describe origin of air masses and their affects on the biomes, 12b5 - describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climate changes (e.g., Ice ages)
Georgia Performance Standards:
SEV 4c and 4f -Natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society, as well as cause risks. Students should understand the costs and trade-offs of various hazards--ranging from those with minor risk to a few people to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.
Design: This web quest is designed for high school students.
Time Frame:1 week-2weeks
Materials: Internet Access and Computer
Differentiation: This web quest differentiated learning for my students by the content, process, and product. I was able to support at-risk learners, regular education, ELL and special education students. Students were able to work independently first to acquire the curriculum knowledge, then in pairs. Students took on various roles, and I use various types of multimedia (video, sound clips) to engage all learners.