Space Colony WebQuest Teacher Page

Space Colony WebQuest
http://www.coollessons.org/spacecolony.htm

Background Information

Teaching Ideas

Evaluation

Standards

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BACKGROUND INFORMATION

If you wish to print the Space Colony WebQuest page (allowed for not-for-profit educational use only) using Netscape, remember to go to "File", then "Page Setup" and check the box "black text" before you print.

For information about the damage caused by an celestial object only 150 ft. in diameter that crashed into the Earth (along with other crater links), please go to the Barringer Meteorite Crater. For more information about Near Earth Objects, try Near Earth Asteroid Rendezvous, and Asteroid and Comet Impact Hazards.

TEACHING IDEAS

See a presentation called Classroom Organization: The Nuts and Bolts of Doing Web Based Lessons which has many helpful hints about how to approach a WebQuest.

In preparation for this unit, the students can do some background research on the solar system. I have seen a big difference in learning if your students are not prepared conceptually for this unit. (If your team has a Reading teacher team member, this would be a great place for him/her to participate in the unit. If not, you should address the reading component.) Using different groups than in this unit, students can compare facts about the planets and objects in our solar system. Each group chooses or is assigned a different object and reports on the orbit, size, rotation, revolution, atmosphere, density, etc. of the body. While students report (perhaps using posters), students can rank order the different planets/bodies on various criteria. You could also assign a science fiction story to them dealing with the planet or body, and they report on any misconceptions the story has about the planet/body. You might want to use the website The Solar System in Pictures which includes quizzes on different planets.

This unit can be done in ten to fifteen class periods, with an additional five periods (two student groups per period) allowed for presentation of students products. However, if other components mentioned in the Teaching Ideas Section are included, it will take longer. Don't be surprised if your students ask for more time, especially the students who tend to do the best work for you. This is a project that allows for differentiation in a classroom, with your brighter students learning up to their potential. In fact, I would suggest that you make one group out of your top students in each class and let them intellectually challenge each other; the results may astound you. Another grouping recommendation is to put an equal number of students with internet access at home in each group.

Teachers in self contained classrooms might make this WebQuest a station to rotate students through.

In preparation for the unit, print out a student handout for each student with the roles and the questions. The handout can be used by students to take notes and list their sources as they move along. I think this is an important part of the learning process. The handout will also allow you to evaluate their progress by noting the quantity and quality of their notes. Check the handout at least once a week to verify progress. This handout is a text format that might be copied and pasted into a word processing program if you like for educational classroom use only.

The handout should include a set of rubrics (such as the ones listed below). Also, under the rubrics, there
is a group self assessment sheet. I used it once a week and found out who was not pulling their weight with the team. Have a panel of students (use different students for each presentation) help you evaluate each team during their presentation. They may be harder on other students than you would be.

I suggest cooperative groups of no more than three students. The entire group can assume the role of the Planetary Surveyor. One person can assume the dual role of Human Resources Director and Recreation Director. Make sure that your teams talk to each other during the research. Schedule some "Talk Time" away from books and computers for each team. They need to communicate with each other about what they know and need to know periodically. In fact, if they use KWL charts for note taking, this is a good opportunity to use it. If necessary, appoint a team leader for a period to make sure things are getting done right and small conflicts are dealt with. This project can be used for team building skills.

Before students actually begin this unit, preview the work with them using a projection device.

The presentations will take a while, in fact a lot longer than you think. That's OK, but expect it.

It is strongly recommended that a group grade be given for the part of Planetary Surveyor, but then individual grades be given for everything else. Everyone must be responsible for his/her own role and part in making the products! That way, one person will not bring down a group's grade, nor will one person doing a wonderful job will not mean another person doing little or nothing will receive that credit.

Ask your students to cite their sources for information. This is the only way you can tell if they got the information from a reliable source or just made it up.

You (or the math teaching team member) could have your students to do calculation for the amount of gravity on moons that they have mass and radius data on, then go to Calculating Gravity. Other calculations your students could do would be to find the size of the Sun from their space colony by using How Big Is The Sun From Your Colony? These are some of those "curriculum intersections" where algebra meets science. Other ideas would be to have students make scale models of the solar system (using correct scales for size and distance) and demonstrate them (you will need a very large area such as a field or gym to do so). Other ideas involving math are that students can compare planets by finding volume, show ellipses mathematically, calculate the time to get to planets, and graph the rank order of objects in the solar system (perhaps using spreadsheet programs).

Social studies/history teachers on the same teaching team may wish to join the science teacher in doing this unit (another one of those "curriculum intersections") by having students decide the economic potential as well as the social and political structure of the colony (STS). Have them make up a Constitution for their colony. Or just ask your students, "If you were going to make a government for your space colony based on the U.S. Constitution, which sections of the Constitution would you keep? Which would you throw out? Why?"
If you so wish, go to Social Studies Considerations.
See a related WebQuest dealing with the U.S. Constitution and a space colony located at SPACE COLONY CONSTITUTION WEBQUEST.

The NASA Johnson Space Center Distance Learning &Education project offers a wide selection of Distance Learning Expeditions via live interactive video teleconference. Your students can learn from experts.

EVALUATION

You might want to have students keep a daily log of KNOW - NEED TO KNOW so that you can check progress.
Another progress check might be to have each member of the group turn in a list of the answers to the questions pertaining to his/her role each week.

Rubrics

One suggestion is to have your students suggest criteria for rubrics on the brochure, on the oral and visual presentation and on the content.

A sample set of rubrics for this Space Colony WebQuest used by a teacher is located at Mrs. John's Space Colony Rubrics.

Other rubrics that may be helpful are found at coollessons.org's rubric collection.

STANDARDS

Illinois State Board Of Education Learning Standards for Science

                                     APPLICATIONS FOR LEARNING
                                     GOAL 11 - INQUIRY AND DESIGN
                                     GOAL 12 - CONCEPTS AND PRINCIPLES
                                     GOAL 13 - SCIENCE, TECHNOLOGY AND SOCIETY

Standard Middle School Level Identifier

Solving Problems Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.

Communicating Express and interpret information and ideas.

Using Technology Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.

Working on Teams Learn and contribute productively as individuals and as members of groups.

Making Connections Recognize and apply connections of important information and ideas within and among learning areas.

11 B. Know and apply the concepts, principles and processes of technological design. 11.B.3a Identify an actual design problem and establish criteria for determining the success of a solution.
11.B.3b Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveness and safety.
                                                                   11.B.3c Select the most appropriate design and build a prototype or simulation.

12 B. Know and apply concepts that describe
how living things interact with each other and with their environment. 12.B.3a Identify and classify biotic and abiotic factors in an environment that affect population density, habitat and placement of organisms in an energy pyramid.

12 D. Know and apply concepts that describe force and motion and the principles that explain them. 12.D.3b Explain the factors that affect the gravitational forces on objects (e.g., changes in mass, distance).

12 E. Know and apply concepts that describe the features and processes of the Earth and its resources. 12.E.3c Evaluate the biodegradability of renewable and nonrenewable natural resources.

12 F. Know and apply concepts that explain the composition and structure of the universe and Earth's place in it. 12.F.3a Simulate, analyze and explain the effects of gravitational force in the solar system (e.g., orbital shape and speed, tides, spherical shape of the planets and moons).
12.F.3b Describe the organization and physical characteristics of the solar system (e.g., sun, planets, satellites, asteroids, comets).

13 A. Know and apply the accepted practices of science. 13.A.3a Identify and reduce potential hazards in science activities (e.g. ventilation, handling chemicals).

13 B. Know and apply concepts that describe
the interaction between science, technology and society. 13.B.3c Describe how occupations use scientific and technological knowledge and skills.
13.B.3d Analyze the interaction of resource acquisition, technological development and ecosystem impact (e.g., diamond, coal or gold mining; deforestation).
                                                                    13.B.3e Identify advantages and disadvantages of natural resource conservation and management programs.
13.B.3f Apply classroom-developed criteria to determine the effects of policies on local science and technology issues (e.g., energy consumption, landfills, water quality).

Illinois State Board Of Education Learning Standards for Language Arts

Goal 1: Read with understanding and fluency.
Goal 2: Read and understand literature representative of various societies, eras and ideas.
Goal 3: Write to communicate for a variety of purposes.
Goal 4: Listen and speak effectively in a variety of situations.
Goal 5: Use the language arts to acquire, assess and communicate information.

Language Arts
Goal 1
Read with understanding and fluency.
Goal 2
Read and understand literature representative of various societies, eras and ideas.
Goal 3
Write to communicate for a variety of purposes.
Goal 4
Listen and speak effectively in a variety of situations.
Goal 5
Use the language arts to acquire, assess and communicate information.
Goal 1:
Read with understanding and fluency.
A. Apply word analysis and vocabulary skills to comprehend selections
1.A.3b Analyze the meaning of words and phrases in their context.
B. Apply reading strategies to improve understanding and
fluency.
1.B.3a Preview reading materials to make predictions and relate reading to information from other sources. 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading.
1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings).
1.B.3d Read age appropriate material with fluency and accuracy.
C. Comprehend a broad range of reading materials.
1.C.3a Use information to form, explain and support questions and predictions.
1.C.3b Interpret and analyze entire narrative text using story elements, point of view and theme.
1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres.
1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material.
1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires). 1.C.3f Interpret tables that display textual information and data in visual formats.
Goal 2:
Read and understand literature representative of various societies, eras and ideas.
B. Read and interpret a variety of literary works.
2.B.3a Respond to literary material from personal, creative and critical points of view.
Goal 3:
Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation,
capitalization and structure.
3.A.3 Write compositions that contain complete sentences and effective paragraphs using English
conventions.
B. Compose well organized and coherent writing for specific purposes and audiences.
3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and
information and display focus, organization, elaboration and coherence.
3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication.
Goal 4:
Listen and speak effectively in a variety of situations.
B. Speak effectively using language appropriate to the
situation and audience.
4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.
4.B.3b Design and produce reports and multi-media compositions that represent group projects.
4.B.3c Develop strategies to manage or overcome communication anxiety and apprehension (e.g., sentence outlining, note cards).
4.B.3d Use verbal and nonverbal communication strategies to maintain communications and to
resolve conflict.
Goal 5:
Use the language arts to acquire, assess and communicate information.
A. Locate, organize, and use information from various sources
to answer questions, solve problems and communicate ideas.

5.A.3a Identify appropriate resources to solve problems or answer questions through research.
5.A.3b Design a project related to contemporary issues (e.g.,real-world math, career development, community service) using multiple sources.
5.A.3a Identify appropriate resources to solve problems or answer questions through research.
5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources.
5.A.3a Identify appropriate resources to solve problems or answer questions through research. 5.A.3b Design a project related to contemporary issues (e.g.,real-world math, career development, community service) using multiple sources.
5.A.3a Identify appropriate resources to solve problems or answer questions through research.
5.A.3b Design a project related to contemporary issues (e.g.,real-world math, career development, community service) using multiple sources.

Last updated 7/27/05. Copyright © Richard Levine 1999-2005
Some of the ideas in the Teaching Ideas section came from the work of Debbie John, Marilou Haworth, Greg Ziegler, Jenni Underhill, Edwina Wallace, Patricia Salwach and other wonderfully talented teachers at Tefft Middle School, Streamwood, IL .

This site is for non-profit, educational use only. If you have any comments, questions or resources you would like to see added to these pages, contact Richard Levine comments@coollessons.org

Enjoy the web page Educational Units and Lesson Plans which has many other examples of WebQuests as well as links to thousands of other units and lesson plans.

Standard	Middle School Level Identifier
Solving Problems	Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.
Communicating	Express and interpret information and ideas.
Using Technology	Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.
Working on Teams	Learn and contribute productively as individuals and as members of groups.
Making Connections	Recognize and apply connections of important information and ideas within and among learning areas.
11 B. Know and apply the concepts, principles and processes of technological design.	11.B.3a Identify an actual design problem and establish criteria for determining the success of a solution. 11.B.3b Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveness and safety. 11.B.3c Select the most appropriate design and build a prototype or simulation.
12 B. Know and apply concepts that describe how living things interact with each other and with their environment.	12.B.3a Identify and classify biotic and abiotic factors in an environment that affect population density, habitat and placement of organisms in an energy pyramid.
12 D. Know and apply concepts that describe force and motion and the principles that explain them.	12.D.3b Explain the factors that affect the gravitational forces on objects (e.g., changes in mass, distance).
12 E. Know and apply concepts that describe the features and processes of the Earth and its resources.	12.E.3c Evaluate the biodegradability of renewable and nonrenewable natural resources.
12 F. Know and apply concepts that explain the composition and structure of the universe and Earth's place in it.	12.F.3a Simulate, analyze and explain the effects of gravitational force in the solar system (e.g., orbital shape and speed, tides, spherical shape of the planets and moons). 12.F.3b Describe the organization and physical characteristics of the solar system (e.g., sun, planets, satellites, asteroids, comets).
13 A. Know and apply the accepted practices of science.	13.A.3a Identify and reduce potential hazards in science activities (e.g. ventilation, handling chemicals).
13 B. Know and apply concepts that describe the interaction between science, technology and society.	13.B.3c Describe how occupations use scientific and technological knowledge and skills. 13.B.3d Analyze the interaction of resource acquisition, technological development and ecosystem impact (e.g., diamond, coal or gold mining; deforestation). 13.B.3e Identify advantages and disadvantages of natural resource conservation and management programs. 13.B.3f Apply classroom-developed criteria to determine the effects of policies on local science and technology issues (e.g., energy consumption, landfills, water quality).