Bear Necessities

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Bear Necessities A WebQuest about Polar Bears
for Second Graders
Designed By Felice Porcaro Roger
Williams University, Fall 2006
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Developer Page

• Developer Materials
• Introduction
• Learners
• Curriculum Standards
• Process
• Resources
• Evaluation
• Conclusion
• Credits References

• Student Pages
• Introduction
• Task
• Process
• Evaluation
• Conclusion
• Credits

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Introduction
Developer Page
This Web Quest was developed as the final project
for the Elementary Science and Methods Course at
Roger Williams University. It was designed after
reading the book Ice Bear In the Steps of the
Polar Bear. Through the books poetic wording and
detailed illustrations students can learn about
polar bears and their behaviors. This WebQuest
was designed to further explore those behaviors
and the reasons why scientists might believe that
humans learned to live in cold settings.
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The Learners
Developer Page

• This WebQuest is intended for second grade
  science students.

The information that is within the WebQuest can
be adapted for students at any age level. Before
students begin this WebQuest they should have
some prior knowledge about polar bears, their
habitats, and behaviors on a very general level.
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Curriculum StandardsRhode Island Science
Standards
Developer Page

• The Living Environment Diversity of Life
• By the end of 2nd grade all students should know
  that
• Some animals and plant are alike in the way
  they look and in the thinks they do, and others
  are very different form one another.
• The Living Environment Heredity
• By the end of 2nd grade all students should know
  that
• There is a variation among individuals of one
  kind within a population.
• Offspring are very much, but not exactly like
  their parents and like one another.
• The Living Environment Interdependence of Life
  
• By the end of 2nd grade all students should know
  that
• Living things are found in a variety of places
  everywhere in the world. There are different
  kinds of living things in different places.
• The Living Environment Evolution of Life
• By the end of 2nd grade all students should know
  that
• Different plants and animals have external
  features that help them thrive in different kinds
  of places.

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Curriculum StandardsBenchmarks for Science
Literacy
Developer Page

• By the end of the 2nd grade, students should know
  that
• Some animals and plants are alike in the way they
  look and in the things they do, and others are
  very different from one another.
• By the end of the 2nd grade, students should know
  that
• There is variation among individuals of one kind
  within a population.
• Offspring are very much, but not exactly, like
  their parents and like one another.
• By the end of the 2nd grade, students should know
  that
• Living things are found almost everywhere in the
  world. There are somewhat different kinds in
  different places.
• By the end of the 2nd grade, students should know
  that
• Different plants and animals have external
  features that help them thrive in different
  kinds of places.

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Curriculum StandardsNational Science Education
Standards
Developer Page
CONTENT STANDARD C As a result of activities in
grades K-4, all students should develop
understanding of

• The characteristics of organisms
• Life cycles of organisms
• Organisms and environments

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Curriculum StandardsCurriculum Integration
Developer Page

• VISUAL ARTS Content Standard 2
• Using knowledge of structures and functions
• Students know the differences among visual
  characteristics and purposes of art in order to
  convey ideas
• Students describe how different expressive
  features and organizational principles cause
  different responses
• Students use visual structures and functions of
  art to communicate ideas.
• GEOGRAPHY STANDARDS
• THE WORLD IN SPATIAL TERMS
• STANDARD 1 How to use maps and other geographic
  representations, tools, and technologies to
  acquire, process, and report information.

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Curriculum StandardsCurriculum Integration
(cont.)

• TECHNOLOGY STANDARDS GRADES PRE K - 2
• Performance Indicators All students should have
  opportunities to demonstrate the following
  performances.
• Use input devices (e.g., mouse, keyboard, remote
  control) and output devices (e.g., monitor,
  printer) to successfully operate computers, VCRs,
  audiotapes, and other technologies.
• Use a variety of media and technology resources
  for directed and independent learning activities.
  
• Communicate about technology using
  developmentally appropriate and accurate
  terminology.
• Use developmentally appropriate multimedia
  resources (e.g., interactive books, educational
  software, elementary multimedia encyclopedias) to
  support learning.
• Work cooperatively and collaboratively with
  peers, family members, and others when using
  technology in the classroom.
• Demonstrate positive social and ethical behaviors
  when using technology.
• Practice responsible use of technology systems
  and software.
• Create developmentally appropriate multimedia
  products with support from teachers, family
  members, or student partners.
• Use technology resources (e.g., puzzles, logical
  thinking programs, writing tools, digital
  cameras, drawing tools) for problem solving,
  communication, and illustration of thoughts,
  ideas, and stories.
• Gather information and communicate with others
  using telecommunications, with support from
  teachers, family members, or student partners.

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Curriculum StandardsCurriculum Integration
(cont.)

• ENGLISH/LANGUAGE ARTS STANDARDS
• Standard 1-Students read a wide range of print
  and non-print texts to build an understanding of
  texts of themselves, and to the culture of the
  United States and the world to acquire new
  information to respond to the needs and demands
  of society and the workplace and for personal
  fulfillment.  
• Standard 3-Students apply a wide range of
  strategies to comprehend, interpret, evaluate,
  and appreciate texts.
• Standard 4-Students adjust their use of spoken,
  written, and visual language to communicate
  effectively with a variety of audiences and for
  different purposes. 
• Standard 5-Students employ a wide range of
  strategies as they write and use different
  writing process elements appropriately to
  communicate with different audiences for a
  variety of purposes.
• Standard 6-Students apply knowledge of language
  structure, language conventions, media
  techniques, figurative language, and genre to
  create, critique, and discuss print and non-print
  texts.
• Standard 7-Students conduct research on issues
  and interests by generating ideas and questions,
  and by posing problems
• Standard 11-Students participate as
  knowledgeable, reflective, creative, and critical
  members of a variety of literacy communities. 
• Students 12-Students use spoken, written, and
  visual language to accomplish their own purposes

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Process
Developer Page
This WebQuest is organized in four sections so
that the teacher can have the students gather in
groups of four to complete different parts of the
assignment. This WebQuest should only take a
forty-five minute period in which each student
should be allowed a their own computer. If this
is not possible then the lesson may take longer.
Students should be divided into groups of four.
With in each group the teacher should place two
linguistic learner and two visual learners. This
allows the students to excel in their best
learning style. The teacher should always take in
to consideration that certain students learn more
productively when paired together and should use
this to their advantage.

• Before the teacher uses this WebQuest in their
  classroom
• they should complete the WebQuest. Teachers
  should
• make sure all links are still active and can
  produce the
• desired outcomes.

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Teaching Resources
Developer Page

• Websites Used During the Students Process
• The Arctic and Its Animals is a website that list
  all the different animals that are in the Arctic.
  It is kid friendly and has a lot of information
  about all different types of animals.
• National Geographic Kids is a website where
  students can watch a video to gather information
  about polar bears and their cubs.
• Bears.org is a website that combines links to all
  the bears in the bear family. Students can
  compare different species of bears from one
  website that is kid friendly.
• San Diego Zoo offers a live web cam to their
  polar bear exhibit.
• Geocities.com Explains the different parts of a
  polar bear in langue that students can
  understand.
• Panda.org offers a polar bear tracker.
• Polar Bear Games is a website where student can
  play cool games right in the browser.

• Websites for Teacher Resources
• Amazon.com Here teachers can purchase books
  about polar bears.
• Polarbearsinternational.org Allows free online
  videos about polar bears.
• Polarbearsinternational.org Allows polar bear
  field trips to view them in the wild.

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Evaluation
Developer Page
Teachers will be able to know if students have
completed this WebQuest successfully through the
completion of the standards for each role. For
students who take on the role of the arctic
researcher will focus on the diversity of life
standard. For students that are the cub explorers
should focus on the standard that contains
Heredity. For the students that take on the role
of the bear expert will focus their research on
the interdependence of life. For the students
that are the physical feature scientist should
explore ideas of evolution of life.
Students are given a scoring rubric before they
begin. This allows students to know what is
expected of them before the task begins. If
students follow the rubric then the teacher will
be able to clearly see if the students are
meeting the standards.
Please see rubrics within the student sections
for guidelines.
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Student Materials
Developer Page

• Introduction
• Task
• Process
• Arctic Researcher
• Cub Explorer
• Bear Expert
• Physical Feature Scientist
• Evaluation
• Conclusion
• Credits and References

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Introduction
Introduction
You have all been asked to help our friendly
scientist in the Arctic. He needs groups of four
to help gather research about polar bears and
their life in the Arctic.
Task

• After reading Ice Bear you will have the
  beginning tools needed to help out our friend. By
  each of you doing your own role come up with a
  book explaining why . . .
• Some scientists say that humans learn to
  survive in the cold by watching polar bears.

Evaluation
Conclusion
Credits References
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TaskPolar Bear Research Teams
Artic Researcher
Introduction
Cub Explorer
Task
Bear Expert
Evaluation
Physical Feature Scientist
Conclusion
Credits References
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Arctic Researcher

• Use the Venn Diagram to help organize your
  thoughts while doing research.
• Choose only 2 animals that are similar to the
  Polar Bear. How are they different?
• The Arctic and Its Animals
• The create a summary of your findings.
• Use the rubric to evaluate your completed work.

Introduction
Task
Evaluation
Conclusion
Credits References
PRINT ME!
RUBRIC
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Cub Explorer

• Use the Venn Diagram to organize your thoughts
  while doing research.
• Are there similarities and differences between
  Mother Polar Bear and cub? Human Mothers and
  their babies? Find 3 similarities and 3
  difference among them.

Introduction
Task
Evaluation

• Mother Polar Bear and Her Cubs
• The create a summary of your findings.
• Use the rubric to evaluate your completed work.

Conclusion
Credits References
PRINT ME!
RUBRIC
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Bear Expert

• Use the Venn Diagram to help organize your
  thoughts while doing research.
• Choose only 1 other bear and compare it to the
  polar bear. How do other bear communities relate
  to human cultures?
• Bears Website
• The create a summary of your findings.
• Use the rubric to evaluate your completed work.

Introduction
Task
Evaluation
Conclusion
Credits References
PRINT ME!
RUBRIC
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Physical Features Scientists

• Use the Guide to help you label the parts of a
  Polar Bear.
• Research Pictures on the web and design an
  original piece of creative work. Make sure to
  label important features of the polar bear. What
  similarities do they have to humans? What
  differences?
• Use your final outcome as the cover to the
  booklet. Make sure you sign your artwork.

Introduction
Task
Evaluation

• Use the rubric to evaluate your completed work.

Conclusion
Credits References
National Geographic
Geocities.com
RUBRIC
San Diego Zoo
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EvaluationArctic Researcher
Introduction
Task
Evaluation
Conclusion
Credits References
Return Back to Arctic Researcher Process Page
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EvaluationCub Explorer
Introduction
Task
Evaluation
Conclusion
Credits References
Return Back to Cub Explorer Process Page
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EvaluationBear Expert
Introduction
Task
Evaluation
Conclusion
Credits References
Return Back to Bear Expert Process Page
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EvaluationPhysical Features Scientist
Introduction
Task
Evaluation
Conclusion
Credits References
Return Back to Physical Features Scientist
Process Page
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Conclusion
Introduction
At the conclusion of the WebQuest your group
should put each part they completed together.
This creates your group booklet on Polar Bears
and shows your research.
Task

• Make sure you hand your booklet to your teacher
  so she can mail it to your friendly scientist in
  the arctic.

Evaluation
Conclusion
Credits References
Panda.org
San Diego Zoo
Polar Bear Games
Please feel free to explore further websites
about Polar Bears.
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Credits and ReferencesFor The Teacher Students
Pages

• Bears.org is a website that combines links to all
  the bears in the bear family. Students can
  compare different species of bears from one
  website that is kid friendly.
• Benchmarks for Science Literacy
• Blooms Taxonomy
• Geocities.com Explains the different parts of a
  polar bear in langue that students can
  understand.
• Goggle Images on Polar Bears
• Panda.org offers a polar bear tracker.
• Polar Bear Games is a website where student can
  play cool games right in the browser.
• National Geographic Kids is a website where
  students can watch a video to gather information
  about polar bears and their cubs.
• National Science Education Standards
• Rhode Island Science Framworks
• San Diego Zoo offers a live web cam to their
  polar bear exhibit.
• Taskstream is a teachers resource website where
  the rubrics were created.
• The Arctic and Its Animals is a website that list
  all the different animals that are in the Arctic.
  It is kid friendly and has a lot of information
  about all different types of animals.
• Based on a template from The WebQuest Page

Introduction
Task
Evaluation
Conclusion
Credits References
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