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The Freshwater stream and fish health WebQuest is designed to give your students the opportunity to explore a topic important to Alaska. They will then present the information they learn in one of three multimedia formats. This WebQuest was designed with the assumption that students would have the software applications and equipment available to them. They may need to spend some time familiarizing them selves with the equipment and software they will use to do this webquest. If they do not have access to or experience with any of the indicated software, they can choose to use the poster and oral report format to share what they learn. Students can work in groups for the project, or if you know it will work better for your class to work independently, that would be fine.

Before you start:

Please have each student take the WebQuest test and the Pre-unit feedback evaluation. We need to have them as a way to measure success for a grant.

 

After you finish:

Please have students take the same WebQuest test as was used as a pre-test. Also, please have them take the post-unit evaluation. And also, please fill out the teacher unit evaluation. Again, this documentation of unit success is important for our grant.

Assessments:

The formal assessment will be done in two parts. The first is a pre- / post-test to evaluate the change in student understanding of this topic. The pre-test is the same one sescribed above.

The second is the evaluation of the presentation each student or group will do. The presentaion can be scored with the presentation rubric provided with the WebQuest. It can be used with any of the presentation formats the students decide to use.

Informal assessment of your students can be done through formative assessments while they work. This can include:

  • Observations of how well they are doing while they work
  • Are they understanding what they read?
  • Ask them questions about the articles and what they are doing and see if they are getting it.

Technology needs:

Your students will need to have access to:

  • Computer with Apple's iMovie
  • Computer with Microsoft's PowerPoint
  • Digital or regular camera
  • Digital video camera

Extensions:

There are many activities that you can do with your class as great follow up or extension activities to this WebQuest. Activities you could consider are:

  • Monitoring a stream near your school over the course of the school year and even subsequent school years.
  • Art or poetry about stream health, fish use of streams, role of fish in stream ecology etc.
  • Visit a salmon hatchery in the area
  • Raise salmon from eyed egg stage to fry stage then release

 

 

Alaska State Standards Addressed:

English and Language Arts:

A: A student should be able to speak and write well for a variety of purposes and audiences. All sub-standards apply

B: A student should be a competent and thoughtful reader, listener, and viewer of literature, technical materials, and a variety of other information. All sub-standards apply.

C: A student should be able to identify and select from multiple strategies in order to complete projects independently and cooperatively. All sub-standards apply.

D: A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information.All sub-standards apply.

E: A student should understand and respect the perspectives of others in order to communicate effectively. Sub-standard 1 applies.

Science:

A: A student should understand and be able to apply the processes and applications of scientific inquiry. All sub-standards apply.

C: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. Sub-standards 2 and 3 apply.

D: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. Sub-standard 2 applies.

F: A student should understand the dynamic relationships among scientific, cultural, social, and personal perspectives. Sub-standards 1 and 2 apply.

Geography:

A: A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. Sub-standards 1, 4 and 5 apply.

B: A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. Sub-standard 7 applies.

C: A student should understand the dynamic and interactive natural forces that shape the Earth’s environments. All sub-standards apply.

E: A student should understand and be able to evaluate how humans and physical environments interact. Sub-standards 1,3 and 5 apply.

F: A student should be able to use geography to understand the world by interpreting the past, knowing the present, and preparing for the future. Sub-standards 3 and 6 apply.

Technology:

A: A student should be able to operate technology-based tools. Sub-standards 1, 2 and 3 apply.

B: A student should be able to use technology to locate, select, and manage information. All sub-standards apply.

C: A student should be able to use technology to explore ideas, solve problems, and derive meaning. Sub-standards 1 applies.

D: A student should be able to use technology to express ideas and exchange information.All sub-standards apply.

Library / Information Literacy:

B: A student should understand and use research processes necessary to locate, evaluate, and communicate information and ideas. Sub-standards 3, 5 and 6 apply.

C: A student should recognize that being an independent reader, listener, and viewer of material in print, non-print, and electronic formats will contribute to personal enjoyment and lifelong learning. Sub-standard 1 applies.

E: A student should understand ethical, legal, and social behavior with respect to information resources. Sub-standards 1 and 4 apply.

Cultural Standards:

E: Culturally knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. Sub-standard 2 applies.

Alaska Grade Level Expectations (GLE's) addressed:

Grade 9:

Reading:

[9] 3.2.2 Giving an oral formal presentation (L)

[9] 4.3.2 Locating information in narrative and informative text to answer questions related to main ideas or key details*

Writing:

[9] 4.2.4 Using research-based information and/or analysis in research projects or extended reports*(L)

[9] 4.3.2 Applying rules of spelling

[9] 4.3.3 Applying rules of punctuation (i.e., comma, quotation marks, apostrophes, semicolons, colons, hyphens, and parentheses)

[9] 4.3.4 Applying rules of capitalization

[9] 4.3.5 Applying rules of usage

[9] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style) (L)

Science:

[9] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating. *

[9] SA2.1 formulating conclusions that are logical and supported by evidence.

[9] SC3.3 identifying dynamic factors that affect population size.

Grade 10:

Reading:

[10] 3.2.2 Giving an oral formal presentation (L)

[10] 4.2.1 Restating and summarizing main ideas or events, in correct sequence, after reading a text.

Writing:

[10] 4.3.2 Applying rules of spelling (e.g., homophones, irregular plurals, and contractions)*

[10] 4.3.3 Applying rules of punctuation (i.e., comma, quotation marks, apostrophes, semicolons, colons, hyphens, and parentheses)*

[10] 4.3.4 Applying rules of capitalization (e.g., titles and proper nouns)*

[10] 4.3.5 Applying rules of usage *

[10] 4.5.1 Giving credit for others’ ideas, images, and multimedia information, including others’ ideas directly quoted or paraphrased by student, by citing sources using a standard method of documentation (e.g., MLA or APA style)* (L)

Science:

[10] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring and communicating.

[10] SA1.2 reviewing pertinent literature, hypothesizing, making qualitative and quantitative observations, controlling experimental variables, analyzing data statistically (i.e., mean, median, mode), and using this information to draw conclusions, compare results to others, suggest further experimentation, and apply their conclusions to other problems. (L)

[10] SC3. 2 exploring ecological relationships (e.g., competition, niche, feeding relationships, symbiosis). (L)

[10] SE3.1 researching a current problem, identifying possible solutions, and evaluating the impact of each solution. (L)

Grade 11:

Science:

[11] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring and communicating. *

[11] SA3.1 conducting research and communicating results to solve a problem (e.g., fish and game management, building permits, mineral rights, land use policies). (L)

11] SE2.1 questioning, researching, modeling, simulating, and testing multiple solutions to a problem. * (L)

[11] SE3.1 researching a current problem, identifying possible solutions, and evaluating the impact of each solution. * (L)

 

 
 

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