Brief Description

In this lesson students will use electronic resources, with the guidance of the teacher, to answer questions generated from an Ocean theme K-W-L chart.

Standards and Frameworks

Technology Standards

• 5T-F1. Recognize electronic information sources

• 1SC-R2. Ask questions about the natural world
• 2SC-R1. Understand that all people can and do participate in science

Academic

• Students will create a K-W-L chart at the beginning of a unit on oceans.
• Students will develop questions about the ocean and ocean creatures.

• Students will recognize and evaluate websites to discover answers to questions generated on the K-W-L chart.

None

Materials

Computer with Internet connection; projection device

Accommodations for Special Needs

This lesson is a group activity with many opportunities for pairing and sharing.  LEP students can be grouped with each other to facilitate brainstorming in their own language.  All students are involved through group input.  This places less stress on individuals.

Procedures

URL Addresses:

• Fishin’ for Facts Library http://www.whaletimes.org/whafshn.htm
• Ask Jeeves for Kids http://www.ajkids.com/
• Amazing Picture Machine http://www.ncrtec.org/picture.htm
• Pics for Learning http://pics4learning.com/

1. At the beginning of the unit on Oceans, which lasts for four weeks, students create a K-W-L chart.  Explain to students that they are going to be scientists who make discoveries about the oceans.  They will need to keep track of their discoveries and record their data along the way.  The K stands for what we know now.   The W stands for what we want to know.  The L for what we have learned is completed as we progress through the unit.
2. First, students are asked to think-pair-share about what they know oceans.  Each pair will be asked to share a piece of knowledge for the chart.  Then, students are asked to think-pair-share a question they would like answered about oceans.  Each group will be asked to contribute a question to the chart.
3. The K-W-L chart is posted where it is easily accessible each day.  The chart is reviewed every afternoon to see if any changes need to be made.  For example, students might develop questions that need to be added to the W column.  Students might also make discoveries and add that knowledge to the L column.
4. As the unit progresses, students will identify a variety of ocean life and their characteristics.  As questions arise, they will be listed in the W column of the chart.
5. Twice a week, the teacher will read the questions in the W column to the students and they will choose up to 3 questions they would like to find the answers to.  These questions will be chosen by a vote of the students.
6. The teacher explains to the students that the Internet is a great place to find answers to your questions.  This is a good time to explain that things we see on the Internet are not always real or true.  We need to use our brains and decide if the information makes sense.  It is also a good idea to try to find the information in at least one other place to double check.
7. Bring the K-W-L chart with you to the lab.  In the computer lab or a place where there is a computer with a projection device, the teacher has the above sites bookmarked.  The teacher explains that she has looked on the Internet for websites that will help them answer their questions. This step is done once a week.
8. Review the first question with the students.  Tell them you are going to look for the answer.  Read the appropriate sections to the students, choosing sections that answer the questions and some that do not.  Ask students to “buddy buzz” in order to evaluate the information to see if it answers the question.   Have students share their conclusions with the group.  Then conduct a vote to decide if the question has been answered.  If the question has been answered, ask students to "buddy buzz" a complete sentence answer to write under the L column of the chart.  If the question has not been answered ask the students what they should do next.  It is good to have at least one question that you cannot find the answer to.  Ask students what to do then.  Help them to understand that books, magazines, professional references are also sources of information.
9. At the end of the lesson, review which questions have and have not been answered.  Bring chart back to class and continue with the inquiry process.
10. At the end of the unit, which is four weeks, do a final review of the chart and make sure there are no unanswered questions.  There might be questions that cannot be answered.  This is a great opportunity to explain to students that science is a continuing process.  New discoveries are being made everyday, but there are many things that we don’t understand.

As an assessment for this lesson, the teacher uses a checklist.  She monitors the students during each part of the process.  Below is a sample of a checklist.  Areas that seem weak with a particular student are noted and targeted during other lessons.  Strengths are acknowledged and praised.

Student Name	Developed a question for chart	Contributed a “know” to chart	Buddy buzzed evaluation of answer	Overall participation
John	yes		Good sharing
Sam	Had trouble	no
Gloria				excellent