CONTACT: Mike Troiano
How Did the Dinosaurs Disappear?
1- In this webquest, the students (working in cooperative small groups of 3-4 students each) will use text books and internet research to find out what may have caused the dinosaurs to disappear.
2- This unit has been developed for my 2nd grade class in the Sacramento City Unified School District, located in Sacramento California.
3- Required Items: internet access, printer, crayons, pens, writing paper, basic arts/crafts supplies, posterboard sheets or display boards.
Cohen, Daniel. What Really Happened to the Dinosaurs. Dutton, 1977.
Fenton, Carroll Lane. Tales Told by Fossils. Doubleday, 1966.
Philip Whitfield. Why Did the Dinosaurs Disappear?. Viking Juvenile, 1991.
Any dinosaur books you currently have, can get from your school, university or pubic library or pardon my expression but any dinosaur book you can uncover or dig up!!!
CALIFORNIA STANDARDS THIS WEBQUEST WILL COVER:
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade two, students continue to make progress toward this
Features of Informational Materials
2.1 Use titles, tables of contents, and chapter headings to locate information in expository text.
2.5 Restate facts and
details in the text to clarify and organize ideas.
2.6 Recognize cause-and-effect relationships in a text.
2.7 Interpret information from diagrams, charts, and graphs.
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Organization and Focus
1.1 Group related ideas and maintain a consistent focus.
1.2 Create readable documents with legible handwriting.
1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas).
Evaluation and Revision
1.4 Revise original drafts to improve sequence and provide more descriptive detail.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
1.1 Distinguish between complete and incomplete sentences.
1.2 Recognize and use the correct word order in written sentences.
1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.
1.5 Use quotation marks correctly.
1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people.
1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).
1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.
2. Plants and animals have predictable life cycles. As a basis for understanding this concept:
a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b. Students know the sequential
stages of life cycles are different for different animals, such as butterflies,
frogs, and mice.
c. Students know many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment.
d. Students know there is variation among individuals of one kind within a population.
e. Students know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants.
3. Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept:
a. Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.
b. Students know smaller rocks come from the breakage and weathering of larger rocks.
d. Students know that fossils provide evidence about the plants and animals that lived long ago and that scientists learn about the past history of Earth by studying fossils.
e. Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use.
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