The actual WebQuest is found here
Introduction
There is a typhoon heading towards Hong Kong. The news is reporting that the Hong Observatory is going to hoist the No. 1 signal in the next two hours. What effect could the typhoon have on Hong Kong? What should you and others do to stay safe?
Task
With your group of four, you will learn all you can about typhoons and their effect on living and non-living things in Hong Kong. Your new knowledge should provide you with enough information to prepare a presentation, advising a Hong Kong organization of your choice, about how to prepare for and stay safe during a typhoon.
Process
Work together in your group of four, to complete the following activities. If you have any questions, ask your teacher. A group project page has been prepared for you to record your work.
You will need to put in your username and password to access this space.
Phase 1: The Effects of a Typhoon on Living and Non-Living Things
Step 1:
Visit this page and explore the effect of past typhoons on Hong Kong
Step 2:
As a group, decide which one had the biggest effect. You will need to give your reason for choosing this. Also consider whether there are other effects not listed in this document. Can you think of any? Can you find other information about this typhoon?
Step 3:
Go to your group’s workspace and write a minimum of one paragraph stating which typhoon had the greatest effect on Hong Kong. You should include the name and date of the typhoon as well as any main details. Remember to give your reasons for choosing this typhoon? How did you decide?
Step 4:
Go back to the wall chart in the classroom and add any new information you have found about the effects of a typhoon on living or non-living things. If there is information that you disagree with, use a different colour pen to write a note and make sure you initial it with your group number.
Phase 2: Gathering Information
Step 1:
Use the websites provided and any others that you find helpful to gather information. Record your information in your group project pages. Here are some helpful questions to guide your research. Your teacher will meet with you regularly to support you and guide, help you think about what you are learning, and answer questions.
Questions:
What is a typhoon?
What is another name for a typhoon? When is the storm called a typhoon?
How are the typhoons named?
Do typhoons occur everywhere in the world?
How does a typhoon form?
When do typhoons usually occur and why at that time?
What are the conditions needed for a typhoon to form?
What kind of weather does a typhoon have?
What are some of the parts of a typhoon?
What kind of warnings does the Royal Observatory issue? What do they mean?
What kind of destruction can a typhoon cause?
How do you prepare for a typhoon?
Why is it important to prepare for a typhoon?
What are some recommendations you would give to your family to prepare for a typhoon?
Is there any other useful information you might like to add?
Resources
Nature and structure of a tropical cyclone
Hong Kong Observatory: Tropical Cyclone
Tropical Cyclone Tracking Information
Weather Information for Schools
Hong Kong Tropical Cyclone Warning Signals
Code of Practice in Times of Typhoons and Rainstorms
What to do in a Hong Kong Typhoon
Typhoons in the News
Video and pictures of Typhoon Vincente
Phase 3: Checking Your Information
Step 1: Decide
As a group it is now time to decide which organization or group you would like to advise. To get you started, here are some ideas, but you may choose another one of your own.
- A specific building
- The airport
- Ocean Park
- Disneyland
- Botanical Gardens
- A School
- Star Ferry
- MTR
- Homeless people
- Senior Citizens
- Fisherman
- A shipping Company
Step 2: Review
Review your information. Do you have enough information to create a presentation to your chosen group? You do not need to have all your resources collected yet. If you do not have all your information, go back to the Phase 2 resources and do some more research. When you think you are finished, make an appointment with your teacher to discuss the next step. Be prepared to show him/her your project pages and to explain what you know about typhoons.
Step 3: Final Reflection
Think back to what you knew on the first day of the lesson about the effect of a typhoon on living and non-living things. What do you know now? How have your grown in your understanding? What did you find difficult about learning through a computer activity? What did you like about it? What was your experience working in a group on this activity? Go to your Kidblog account and write about your learning experience. When you are done, respond to at least one other classmate.
Conclusion
Think back to the first day of the WebQuest. How much did you know about typhoons and their effect on living and non-living things? What do you know now? That’s right, you have learned so much. Well done! You are going to take the information you have learned and show what you know through a final project. You have already chosen the organization or group that you want to advise. Now its time to plan your presentation, start gathering resources, and work on your presentation. We will be discussing the criteria in class.
Evaluation
Your goal for this lesson is to gain knowledge about typhoons and how they effect living and non-living things in your community. You will be assessed in the following ways:
1) A Rubric that covers your participation in the activities
2) A self-reflection on your group effort
3) Conversations with the teacher about your knowledge of typhoons
4) A final blog reflection on this activity
Teacher Page
Advice:
This WebQuest is part of a larger grade 4 weather unit intended for students who live in a area that experiences typhoons. The WebQuest is designed with constructivist principles and scaffolds students as they gather knowledge needed to complete a project. The essential question is, “How do typhoons effect living and non-living things.” Followed by, “How can we prepare for a typhoon?” Students will then use their information to develop a presentation to a real-life organization or group, advising them how to prepare for a typhoon.
Timing
The WebQuest portion of the activity will start with an initial one hour session that combines face-to-face introductory (see attached lesson below), and online activities. Because this is technology based, students may be able to work from home on the group project or time can be given in class. Based on 45 minute to one hour sessions, this lesson will take at least two weeks, with longer for the final project. (The final project is not part of this lesson as each teacher will have their own criteria and project).
Adaptations
With a little work, this Webquest could be adapted to fit any weather that effects a location. References to typhoons and resources would need to be changed.
Student group collaboration space is provided through the project pages of Wikispaces, (a free educational Web 2.0 tool)
Standards
This lesson addresses the following standards from the British Columbia, Canada Grade Four Curriculum
Science
- acquiring knowledge and understanding of concepts in life science, physical science, and Earth and space science
- analyse impacts of weather on living and non-living things
Language Arts
- use speaking and listening to interact with others for the purposes of contributing to a class goal, sharing ideas and opinions, making connections, solving problems, completing tasks
Credits
Webquest.org
BC Education K-7 Curriculum
Images (Creative Commons)
1. Photo by Mr. Wabu http://www.flickr.com/photos/oxborrow/36991064/sizes/o/in/photostream/
2. Ding Yuin Shan (Hong Kong) http://www.flickr.com/photos/90461913@N00/6195393165/sizes/m/in/photostream/
3. Jasvipul http://www.flickr.com/photos/jasvipul/1132968970/sizes/m/in/photostream/
4. Checklist- Public Domain http://pixabay.com/en/icon-free-check-list-moving-41335/
5. Teacher- Public Domain http://pixabay.com/static/uploads/photo/2012/04/01/12/51/teacher-23304_150.png