Teacher Page

Overview

The educational resources found in this WebQuest were created by The Educational Information and Resource Center (EIRC) located in Sewell, New Jersey.  The objective of these materials is to provide information about leatherback turtles in a format that is student-centered and teacher facilitated.  The WebQuest teacher page is intended to provide educators with suggestions for ways students can participate in the Great Turtle Race. As an educator, you know your students and the community needs. You will be the facilitator for the race enabling and guiding students along the way.  The activities found in this WebQuest are intended for the teacher to guide from the side and not direct every movement and action of the student. It is hoped a more open-ended approach is conducted in class. Of course you will have to determine the level of freedom you give your students. Many of the activities are designed to promote inquiry based, student centered and teacher-facilitated methods in order for students to develop problem solving skills and take ownership of their work. Each teacher will have to decide how this fits into their class and will align to relevant content currently being covered in class. You will become the architect who determines how the specific details will fit together. You may also inform students to double click on any word to see the definition from Answers.com

Teachers can select how they want to participate in the race-one day or the entire 14 days. When the race is over, teachers are encouraged to continue with activities related to conservation found within these plans. You can do as many activities as time permits or choose just a few so students gain a basic understanding of leatherback sea turtles. The activities found on the 6 through 12 student activity page are suggestions.  Teachers are encouraged to choose and/or modify those that are age appropriate and relevant, to fit individual classroom needs and school wide initiatives. For the K-5 activity page, it is suggested that you guide your younger students through the activities, allowing for flexibility and creativity as the opportunity arises. Teachers can find additional K-6 resources at:

Bridge-Ocean Sciences Education Teachers Resource Center.

Sea Turtle Restoration Project

In addition, we hope that teaches will post their success stories and great lesson plans on the Green Apple Program that will be coming soon.

Getting Started

• Determine Level of Autonomy for Students.
• When you are planning for this project, consider how much flexibility you want your students to have while carrying out the activities from this WebQuest or activities you add.
• Do you want to define the day-to-day activities or allow the students to determine a level of ownership and direction for the project?

Introducing the race to students

Step 1.

Determine your own goals and big ideas. What essential skills do you want your students to know at the end of the race?

Example:

Critical Thinking skills, analyzing, evaluating, making predictions, problem solving skills, team building and working in groups, communication skills, public speaking, persuasive writing, technical writing, letter writing , demonstrating visually and integrating technology.

View the Instructional Design to determine if this is the appropriate planning tool for you.  (optional)

Create an assessment rubric to embed specific skills you would like students to know. Determine other methods for evaluation. These activities are predominantly performance based through:

Journals
Essays
Artwork
Models
I-Searches using the Internet and other available resources
Writing letters
Race Portfolio
Demonstrating of the use of technology
Class participation and presentation
Peer Evaluations
End of race interviews
Design a Rubric at (Rubistar) http://rubistar.4teachers.org/index.php

Try Worksheet Wizard at 4Teachers.org to create lessons and worksheets.

Background and Relevance

• Begin with a conversation with students talking about the purpose of the race and how they will be participating.
• There are additional student and teacher documents provided for your use on this website to help plan and document the process
• Students want to know why this is important to them and how is it relevant to their lives. Make connections between human impacts and our technological advancements. Go to Technological Outcomes for a warm up activity.
• Ask students to observe local environmental issues or changes. 
• Allow students time to view other websites related to this race which will provide general information about leatherback turtles and help students to become familiar with the organizations involved. 

Ask questions

Example: 

• How long have leatherback turtles been on Earth, and why in recent times are they in danger of disappearing?
• Why is it important to tag and track leatherback turtles?
• What impacts do people living on land have on leatherback turtles? 
• Why should we care about any endangered species?

Provide an opportunity for students to create their own essential questions.

Provide students with the time and the environment to:

• List what they know about leatherback turtles.
• List and determine what they don’t know about leatherback turtles.
• Research what they need to find out about leatherback turtles.

Step 2.

Direct students to the Introduction Page and allow time for students to read about the situation and proceed to the Task Page. As a class, review all relevant WebQuest pages to become familiar with the site.
 
At this point:

• The purpose of race and your class' involvement should be clear.
• Students should be familiar with the contents of the website and where to find additional resources.
• Students should have some background information including any related history that is important for them to know.
• Students should have completed the Technological Outcomes activity.

Step 3.

Direct students to the Student Activity page. Discuss with students how the Jigsaw method will work. If you are not familiar with the Jigsaw method, do a search on the internet for tips and class setup. Explain to students which tasks are to be completed. Encourage the idea that each group will become the content expert and present to the entire class at a date determined by the teacher.

Step 4.

With this WebQuest you have the choice to do some or all of the activities. Whatever method you select, consider conducting a culminating activity that will afford your students the opportunity to share what they have learned about the Great Turtle Race and conservation issues.