Penguins, Penguins, Everywhere Introduction Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page The Lopatcong Township Zoo needs your help! They have a new penguin exhibit but nobody knows about it. They have hired our class to create brochures telling people about the different types of penguins in their exhibit. Can you help? Keep reading to see what we can do to help.

Penguins, Penguins, Everywhere Task Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page You will be given one type of penguin to research. After gathering information on your penguin you will create a brochure to share with the class about your penguin. Finally, as a class we will create giant brochures about each type of penguin to display in the school.

Penguins, Penguins, Everywhere Process Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page Step One: On the next page, click on your type of penguin to find links that lead to information on that penguin. Penguin Page

Penguins, Penguins, Everywhere Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page Click on your type of penguin and follow the links to gather information: Adelie African Chinstrap EmperorGalapagos Gentoo Humboldt King Macaroni RockhopperYellow-eyed Fiordland Royal Magellanic Snares Island Little Blue (or Fairy))

Penguins, Penguins, Everywhere Process Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page Step Two: Fill in the information sheet on your penguin using the information you found during your research. Step OneStep Three Information Sheet

Penguins, Penguins, Everywhere Process Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page Step Three: In the computer lab, add your information into the brochure template to create a brochure on your type of penguin. Step FourStep Two Brochure Template

Penguins, Penguins, Everywhere Process Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page Step Four: As a class we will split into groups to create giant versions of our brochure to display in the school. Have fun and be creative!! Step Three

Penguins, Penguins, Everywhere Evaluation Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page Brochure Rubric

Penguins, Penguins, Everywhere Conclusion Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page Great job class! Now everyone will know about the penguins at Lopatcong Township Zoo! Make sure to tell all your friends to look at the giant brochures in the library.

Penguins, Penguins, Everywhere Fun Links Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page ddition.htm ddition.htm

Penguins, Penguins, Everywhere Credits Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page I found information from the following sources: cook.k12.il.us/kennedy/asmith/pengu ins/penguins.html cook.k12.il.us/kennedy/asmith/pengu ins/penguins.html

Penguins, Penguins, Everywhere Teacher Page Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page Learners Justification NJ State Standards Overview Evaluation

Penguins, Penguins, Everywhere Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page

Penguins, Penguins, Everywhere Introduction Task Process Evaluation Conclusion Fun Links Credits Teacher Page

Adelie Penguins penguin penguin e_penguin.htm e_penguin.htm Return to WebQuest

African Penguin ex.php ex.php html html Return to WebQuest

Chinstrap Penguin bytes/animalia/eumetazoa/coelomates/deuterostomes/chordata/craniata/aves/spheni sciformes/chinstrap-penguin.htm bytes/animalia/eumetazoa/coelomates/deuterostomes/chordata/craniata/aves/spheni sciformes/chinstrap-penguin.htm bytes/animalia/eumetazoa/coelomates/deuterostomes/chordata/craniata/aves/spheni sciformes/penguins.htm bytes/animalia/eumetazoa/coelomates/deuterostomes/chordata/craniata/aves/spheni sciformes/penguins.htm Return to WebQuest

Emperor Penguin yalty_King_and_Emperor_penguins.htm yalty_King_and_Emperor_penguins.htm Return to WebQuest

Gentoo Penguin bytes/animalia/eumetazoa/coelomates/deuterostomes/chordata/craniata/aves/spheni sciformes/gentoo-penguin.htm bytes/animalia/eumetazoa/coelomates/deuterostomes/chordata/craniata/aves/spheni sciformes/gentoo-penguin.htm Return to WebQuest

Fiordland Penguin tedPenguinPhotos.html tedPenguinPhotos.html cook.k12.il.us/kennedy/asmith/penguins/fiordland.html cook.k12.il.us/kennedy/asmith/penguins/fiordland.html Return to WebQuest

Galapagos Penguin html html Return to WebQuest

Humboldt Penguin n.htm n.htm Return to WebQuest

King Penguin enguins.htm enguins.htm Return to WebQuest

Little Blue Penguin Return to WebQuest

Macaroni Penguin bytes/animalia/eumetazoa/coelomates/deuterostomes/chordata/craniata/ave s/sphenisciformes/macaroni-penguin.htm bytes/animalia/eumetazoa/coelomates/deuterostomes/chordata/craniata/ave s/sphenisciformes/macaroni-penguin.htm Return to WebQuest

Magellanic Penguin Return to WebQuest

Rockhopper Penguin chrysocome.html chrysocome.html cook.k12.il.us/kennedy/asmith/penguins/rockhopper.html cook.k12.il.us/kennedy/asmith/penguins/rockhopper.html Return to WebQuest

Royal Penguin Return to WebQuest

Snares Island Penguin bytes/animalia/eumetazoa/coelomates/deuterostomes/chordata/craniata/aves/spheni sciformes/snares-island-penguin.htm bytes/animalia/eumetazoa/coelomates/deuterostomes/chordata/craniata/aves/spheni sciformes/snares-island-penguin.htm penguins/ penguins/ Return to WebQuest

Yellow-Eyed Penguin eyed.shtml eyed.shtml eyed.html eyed.html Return to WebQuest

Evaluation The rubric for this project is posted on the WebQuest. A copy of this rubric will also be distributed to each student prior to beginning the task. Teacher Page

Justification A stated above, I try to use different modalities to address the various learning styles of students. Therefore the opportunity to add technology into the learning experience is the perfect way to enhance a lesson. It creates an interdisciplinary experience, covering science and technology state standards. This WebQuest allows students to research with a degree of autonomy, visually experience the information and then create something from what they learned. Although it does not cover every learning style, this activity offers more than one example of the different styles of learning. Teacher Page

Learner This WebQuest is designed for second grade students. The learning ability of these students is relatively the same. Due to the younger grade level, this WebQuest was designed in a way that will be age appropriate for the class. It is based on the idea of Gardner’s Multiple Intelligences as well as theories based on the idea of different learning styles. Since children learn in different ways, I chose to create a WebQuest that allows them a degree of autonomy in the learning process. A common misconception is that all students learn the same way. Knowing that this is not true, I try to create lessons using different modalities in order to address the learning style of every student. Teacher Page

Overview This activity will span in time between one and four weeks, depending on the needs of the students. This lesson will be introduced by showing the movie “March of the Penguins” in class. The students will then be taken to the computer lab where they will have access to the WebQuest. Students will be expected to follow the directions given on the WebQuest step by step. These directions include following links to gather information on a specific type of penguin and filling in the information on designated forms. The student will create a brochure describing their type of penguin to share with the class. Then students will be grouped together by their type of penguin to make giant brochures that will be displayed in the school library. The teacher will be available to assist any student who needs additional help as well as answer any questions. Teacher Page

NJ State Standards STANDARD 1.2: READING CRITICALLY IN ALL CONTENT AREAS – B. Identify and use a variety of media to gain information (e.g. computer, tape recorder, television and recorded media) STANDARD 1.4: TYPES OF WRITING – Informational Develop and demonstrate the writing of informational pieces that provides information related real-world tasks STANDARD 1.8: RESEARCH – A. Use a systematic process for the collection, processing and presentation of information Teacher Page