The Terrarium Webquest asks students to use knowledge previously gained through creating and observing a terrarium in a Terrarium Unit (I usually do this unit in the spring). To find out more about this unit, visit the following websites:

www.lhsgems.org/GEM360.html
www.thomasmoresch.org/Underwood/science/terrariums1.htm


Students should also have previous experience with using Power Point. Students are developing the skills of working in a group, developing reading comprehension of factual text, becoming familiar with researching on the web, forming their own opinions based on research, and creating quality products and presentations using their research.

The object of this webquest is to help students synthesize the knowledge they gained from studying their terrariums and to evaluate the effect of each component on the environment. Students should also gain a view of the earth as a system in which each part is important and necessary. This will help students realize the importance of conservation and taking care of our planet.

Fife, Dale H. The Empty Lot. Sierra Club Books: Boston, 1991.

Glaser, Linda. Wonderful Worms. The Millbrooke Press: Brookfield, CT, 1992.

Hosoume, Kimi. Terrarium Habitats: A Teacher’s Guide. University of California: Berkeley, CA, 1994

Rockwell, Thomas. How to Eat Fried Worms. Yearling Books: NY, 1953.

Romanova, Natalie. Once There Was a Tree. Dial Books, Penguin: NY, 1983.

Ryder, Joanne. The Snail’s Spell. Puffin Books: NY, 1988.

1. Teach the Terrarium Unit or read one of the books as an anticipatory set.
2. Present the WebQuest to the students as a large group and emphasize that research information can be found using the Internet, classroom books, library books or books students may have at home.
3. Assign groups or let students choose who they work with. Assign a component of the terrarium to each group, or let them choose.
4. As students research, circulate to help them navigate the internet, answer questions, explain unfamiliar terms, and ensure that students know how to print.
5. Print the evaluations before the presentations and have them on hand. Hold a question and answer session after each presentation to encourage further discussion.
6. After the presentations, you may want to have students investigate the links in the conclusion for further exploration of conservation and the environment.