Learning About Ecosystems:
The Tidal Marsh Ecosystem and Food Web

A WebQuest for 5th Grade Science

Designed by Mary Silgals, Amy Ball, Cindy Gaskins, and Lee Anne Jenkins

E-Mail:Mary Silgals

Introduction

This lesson was developed as part of an assignment on developing WebQuests by students enrolled in the Masters of Library and Information Science program, CLIS 761, Professor Martha Taylor, at the University of South Carolina, Davis College of Library and Information Science.

This lesson focuses on studying the tidal marsh ecosystem that exists along the coastal regions of South Carolina and the corresponding food chains that exist in this ecosystem. Student pages are accessed by clicking on the navigation bars at the top of this page.

Learners

This lesson is designed to meet South Carolina 5th grade science curriculum standards. The lesson can easily be extended to additional grades, subjects or other state standards with a few adaptations.

Prior to beginning this lesson, students will need to know how to take notes while reading information from a computer screen. Students may work best if they know how to open multiple windows, allowing them to take notes in a word document at the computer, rather than taking notes on paper. Emphasis should be given on "no cutting and pasting," but instead, the students should compose notes in their own words.

Curriculum Standards

This WebQuest meets the following South Carolina Science Standards.

Science Standards Addressed

Technology Standards

This WebQuest meets the following ISTE Technology Standards.

ISTE Standards Addressed

1 Basic operations and concepts

Students demonstrate a sound understanding of the nature and operation of technology systems.

Students are proficient in the use of technology.

2 Social, ethical, and human issues

Students practice responsible use of technology systems, information, and software.

Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3 Technology productivity tools

Students use technology tools to enhance learning, increase productivity, and promote creativity.

Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4 Technology communications tools

Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5 Technology research tools

Students use technology to locate, evaluate, and collect information from a variety of sources.

Students use technology tools to process data and report results.

Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

6 Technology problem-solving and decision-making tools

Students use technology resources for solving problems and making informed decisions.

Literacy Standards

This WebQuest meets the following Information Literacy Standards for Student Learning.

Literacy Standards Addressed

Information Literacy
Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.

Independent Learning
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Social Responsibility
Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

Process

The lesson is organized into the following parts: introduction, task, process, evaluation and conclusion. The task is divided into three stages and the process addresses each of these stages separately. Students will answer a series of questions by locating the answers from the Internet sources listed on the page. After doing individual work, the students will then collaborate on a group project for presentation to the class. Depending upon access to computers and the number of class groups needed, the lesson should require at a minimum one week's class time: two days for research and note taking, one day for presentation preparation, and two days for class presentations.

Students should read the evaluation rubric (evaluation page) prior to submitting their assignments.

Students will be working on the tasks both individually and in groups. Three to four students per group are recommended.

If student access to computers is limited, emphasis must be placed on pre-planning. Pre-planning may involve printing a paper copy of the task and process to give to each student prior to computer time.

Teachers play the role of facilitator in the lesson. Students should be able to work both independently and with their group members to complete this lesson.

Resources Needed

Students will need the following materials to complete this lesson:

• Class science book for additional reference source (optional)
• Internet Explorer or Netscape browser
• PowerPoint software if the student is preparing a demonstration
• Microsoft Word or a version of word processing software
• Computers for each group or one for each student if numbers permit
• Video plug-ins already installed on computers for viewing movies.
• Computer with audio if the student wishes to listen to movies

One teacher should be able to facilitate this lesson. Although a field trip is not part of this lesson, if resources are available such as the Charleston Aquarium, a teacher may want to incorporate a trip into the lesson plan.

Evaluation