A W EBQUEST FOR THIRD GRADE H OW DO WE EFFECT OUR ENVIRONMENT / HOW DOES OUR ENVIRONMENT EFFECT US ? Designed by Krystal Holmstead

EXTRA! EXTRA! READ all about it! HELP WANTED: Urgent and Immediate openings! The school has just been notified that it must develop a School Newspaper to report on the recent ladybug sightings in our area! A newspaper team must be hired immediately!

Your assignment, as class reporter, is to find and record facts about ladybugs and their environment, then to write one article per reporter. Then, as a team of 4 students you will work together to create a 1-2 page school newspaper. Each reporter will also work on one extra feature.

Each reporter will complete the following activities to help prepare you for your final project. After completing the activities you will receive further directions on how to complete your group newspaper.

Activity 1 As the Reporter, it is your job to gather information to write your newspaper article. Click on the following links to see some examples of what a newspaper looks like :Quigley's "Just for Kids" contributionsQuigley's "Just for Kids" contributions The Viking Messenger By Kids, For Kids Writing a Newspaper Report

Activity 2 Who – What – When – Where – Why – How. Almost all newspaper stories start off by answering most of these questions. Read the following online articles about ladybugs. Pick one of the articles and complete this visual organizer..\WebQuest\Visual Organizer.docx

Activity 3 Click on the following link to see a diagram of a ladybug, then fill in the definitions on the following slide. choolyardscience.htm

Elytra- Pronotum - Antennae- Ladybug Anatomy

Activity 4 Click on the link below to see pictures of ladybugs. Draw a picture of 3 of them with the appropriate number of spots. ry/lady/

Activity 5 Listed below is a website that has all kinds of information about ladybugs. Click on the links on the left side of the page to allow you to answer more of your “W” questions for your newspaper article. adybugfacts.htm

Activity 6 LADYBUGS IN SPACE For years scientists have known that ladybugs will climb a stalk to capture aphids and aphids will escape by falling off the stalk with the help of gravity. The burning question that still remained was how would the aphid's defense mechanisms work in the absence of gravity? In other words, what would the aphid do to escape the ladybug in space? Read through this article to see how a ladybug is effected by changing it’s environment to space! inspecta.com/beetles/ladybug/

Activity 7 Now that you have learned about creating a newspaper, writing an article and have done some research on ladybugs, it is now time to begin your own newspaper article. Complete the same Visual Organizer that you did before, except now it will be about your own story...\WebQuest\Visual Organizer.docx Continued on next slide….

Activity 7 Your story should be about an encounter you have had with a ladybug and the environment that you found it in. If you have never had an encounter with a ladybug, than make up a story based on what you think it would be like. Use your visual organizer to type or write your story.

Click on the link below to know what your expectation are for this assignment/project. Science Lab Report Rubric Link to Rubric on UEN

In your group of 4 students you will now take your 4 articles and compile them into a 1-2 page newspaper Each reporter will also work on one extra feature of your choosing. Pick one of the following: 1. Photograph/Drawings/Clipart 2. Layout 3. Newspaper Name and Heading 4. Ad,Comic Strip or other Special Feature

You may cut and paste to create a paper form of your newspaper, or create it using a MS Word document. Be sure to include each of the team reporters on your newspaper. Newspapers will be printed and shared for the class to read and review.

TEACHERS PAGE Utah State Core Curriculum that is tied to this WebQuest Standard 2 – Science 3 rd Grade Students will understand that organisms depend on living and nonliving things within their environment. Objective 1: Classify living and nonliving things in an environment. Identify characteristics of living things (i.e., growth, movement, reproduction). Identify characteristics of nonliving things. Classify living and nonliving things in an environment. Objective 2 :Describe the interactions between living and nonliving things in a small environment. Identify living and nonliving things in a small environment (e.g., terrarium, aquarium, flowerbed) composed of living and nonliving things. Predict the effects of changes in the environment (e.g., temperature, light, moisture) on a living organism. Observe and record the effect of changes (e.g., temperature, amount of water, light) upon the living organisms and nonliving things in a small– scale environment. Compare a small–scale environment to a larger environment (e.g., aquarium to a pond, terrarium to a forest). Pose a question about the interaction between living and nonliving things in the environment that could be investigated by observation. Science language students should use: environment, interaction, living, nonliving, organism, survive, observe, terrarium, aquarium, temperature, moisture, small–scale

Ladybug Classification:  Kingdom: Animalia  Phylum: Arthropoda  Class: Insecta  Order: Coleoptera  Family: Coccinellidae  Genus: Hippodamia