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Road to Mt.

Charleston Introduction




As third graders, you have the

opportunity to spend two days exploring Conclusion
Mt. Charleston. The more we
understand before heading to the
mountain, the better. Let’s get ready!

Task Introduction

To prepare for your mountain adventure, you will Task

work in assigned teams of three and each have an
important task to complete. All three parts must be
completed by each team.
3. Plant Biologist: Be able to list and describe the features
of the different pine trees found on Mt. Charleston.

5. Animal Biologist: Identify animals that live on Mt. Evaluation

Charleston and explain in detail the characteristics of
one of these animals.
3. Health and Safety Officer: Understand basic survival
skills and come up with a list of 5 safety rules when
hiking in the mountains.

Process Introduction
1. Plant Biologist :Create a poster listing at least 3 different pine trees found on Mt.
Charleston. Be sure to include illustrations and information that will help us tell one from
another. Explain why these trees are important in this biome. To find your information
visit the following sites: Task
• Animal Biologist: Create a poster showing at least 5 animals that live on Mt.
Charleston. Choose one of these animals and describe its habitat, diet, and life cycle.
What can we do to help this animal survive? Check out these sites:
• Evaluation

3. Health and Safety Officer: Being away from home can be fun, but also a little scary. It is
important to know how to stay safe. Explore these sites and come up with 5 good rules Conclusion
to help keep us all be safe on our trip. Make a poster to remind your classmates to be
safe and help them know what to do, if something does go wrong. Credits

1 2 3 4 Introduction

Use of Class Did not use class Used some of the Used time well Used time well during
Time time to focus on time well during during each of each class period and
the project and/or each class period the class periods went out of their way to Task
often distracted and occasionally and did not help others in their group
others. distracted others. disturb others. succeed.

Teamwork Did not work with Accepted help from Accepted help Team player who
others. others, but did not and gave help. showed responsibility in
help them. Worked well. helping the group work Process
well together.
Posters Several required Information was All required All required information
elements were incomplete. information was was included along with
missing. included. other applicable and Evaluation
interesting facts. It was
easy to follow and neatly

Oral Disorganized, no Somewhat difficult to Organized, Great eye contact, Conclusion

Presentations eye contact, not follow, minimal correct audience engaged,
engaging. audience information, correct information.
involvement. passive
Content Several facts 1-2 inaccuracies All information Added information added
Accuracy were incorrect. correct. further clarity and proof
of understanding.

Conclusion Introduction

Congratulations! You have completed your Task

three tasks. As a group, practice presenting
your information to each other and be prepared
to share with the whole class.


Now pack your bags and head for the
mountains! Credits

Credits Introduction




Road to Mt. Charleston Webquest

designed and created by Margaret Conclusion

Ball for Lamping Elementary 3rd

graders 2009. Credits

Teacher Page Introduction
CEF:Science 3.4.2,3.4.3, 3.4.6, 3.4.7; Health 3.5.7; Research and Study Skills 3.11.2, 3.11.5
UNIT OBJECTIVE: The trip to Mt. Charleston should be the culmination activity to many areas
of study. Having researched and studied animal adaptations and the desert biome, students
should be prepared to synthesize their information through the 3 hands on classes in which they Task
will participate.
WEBQUEST GOAL: Students will be able to work cooperatively in groups. Using the internet,
they will be able to research different questions and be able to identify animals that live in the
Mt. Charleston area and describe their needs and adaptations. They will also be able to identify
the 3 main types of pines found in the area. Students will also be able to state basic rules of Process
safety and know what to do in case of an emergency.
PROCEDURE: After completing the science units on animal and plant adaptations, students will
be placed in heterogeneous groups of 3 and be allowed to choose which of the three jobs they
would like to accomplish. Using the posters provided, each student will be responsible for a
written and verbal presentation of their required information. See the following templates:
Plant Biologist Template
Animal Biologist Template
Health and Safety Officer Template
EVALUATION: Each student will be assessed individually with a score /20, according to the
given rubric. Conclusion