Teacher

Teachers Notes:

This WebQuest is designed for 6th grade, but can modified for 5th grade. It is intended to take 3 weeks or about 15 hours to complete. Prior to this WebQuest students will have had instruction in Power Point, ecosystems, and geology. They would be familiar with California geography and Native American Culture. The mapping and compass activities are probably a review from 5th grade but I see it as an important reinforcement to this unit. Internet maps are good but not very practical so I would try to provide maps for each group and conduct an oral Question/Answer session on Yosemite geography. Some questions in the scaffolding documents may be very difficult but the solutions can all be found on the resource page. Pending time constraints may warrant omission of some questions. I'm aware that field trips to Yosemite are not common place and probably not feasible for most districts, but if your able The Park Service will be more than happy to accommodate you. http://www.nps.gov/yose/education Yosemite PowerPoint Presentation

Adaptations for GATE,ELD,& ELL Students:

The criteria I would use to assemble the groups would be based on academic achievement and a potentially successful group dynamic. I would have GATE and more advanced students embedded in the cooperative groups, that way they can assist students of lesser ability. GATE students will be further challenged by the Biologist /Geologist questions as they have a higher degree of difficulty. All other students will have a comprehensive vocabulary list and access to the Internet, maps, pamphlets, and periodicals. More direct instruction and modeling may be necessary for ELD and ELL students. If these students possess exceptional artistic talent I would have them design the Power Point storyboard. The essential question is intended to be more difficult so I would probably include a include brain storming session and review before turning them loose.

Curriculum Standards:

English-language Arts Content Standards:

1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed

Structural Features of Informational Materials
2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.
2.2 Analyze text that uses the compare-and-contrast organizational pattern

2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):
a. State the thesis or purpose.
b. Explain the situation.
c. Follow an organizational pattern appropriate to the type of composition.

2.5 Deliver presentations on problems and solutions:
a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution.
b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.

Science Content Standards:

2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept: a. Students know water running downhill is the dominant process in shaping the landscape, including California's landscape.

b. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns

5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:

a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.

b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.

c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem.

d. Students know different kinds of organisms may play similar ecological roles in similar biomes

5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:

b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.

c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem.

d. Students know different kinds of organisms may play similar ecological roles in similar biomes

Recourses Cited:

http://www.garmin.com/cartography/mapSource/mapLegend.html

http://www.classbrain.com/artteach/publish/article_108.shtml

http://www.lib.utexas.edu/maps/national_parks/yosemite_park98.pdf

http://www.nps.gov/yose/

http://www.yosemite.com/

http://www.unitedstreaming.com

http://www.nps.gov/yose/nature/history.htm

http://www.sierraclub.org/john_muir_exhibit/

http://www.sierraclub.org/ansel_adams/about.asp

http://wy.essortment.com/anseladamsbio_rjrq.htm

http://mariposa.yosemite.net/woodland/miwok.htm

http://www.americanparknetwork.com/parkinfo/yo/pres/index.html

http://www.nps.gov/yose/nature/wildlife.htm

http://www.yosemite.national-park.com/info.htm#bea

http://www.yosemite.org/naturenotes/grazingyose.htm

http://en.wikipedia.org/wiki/Geology_of_the_Yosemite_area

http://www.virtualguidebooks.com/CentralCalif/Yosemite.html

http://tlieb11.tripod.com/Docs/storyboard%20ppt.doc

http://www.nationalgeographic.com/ngkids/trythis/tryfun2.html

http://www.greatauk.com/wqcartog.html