Virtual Pond Dip - A Webquest on Microscopic Protists and Animals (Google Doc)

Virtual Pond Dip - A Webquest on Microscopic Protists and Animals (Google Doc)
Virtual Pond Dip - A Webquest on Microscopic Protists and Animals (Google Doc)
Virtual Pond Dip - A Webquest on Microscopic Protists and Animals (Google Doc)
Virtual Pond Dip - A Webquest on Microscopic Protists and Animals (Google Doc)
Virtual Pond Dip - A Webquest on Microscopic Protists and Animals (Google Doc)
Virtual Pond Dip - A Webquest on Microscopic Protists and Animals (Google Doc)
Virtual Pond Dip - A Webquest on Microscopic Protists and Animals (Google Doc)
Virtual Pond Dip - A Webquest on Microscopic Protists and Animals (Google Doc)
File Type

PDF

(404 KB|8 pages)
Product Rating
3.9
(35 Ratings)
Standards
NGSSMS-LS1-3
NGSSMS-LS2-3
NGSSMS-LS2-2
NGSSMS-LS1-2
  • Product Description
  • StandardsNEW

** Updated with New Links.** Use Print Version or Google Doc Version

Students can access all of the links for each section on my blog at this link.

This activity uses several reputable websites, including a fun virtual pond dip, to send students on a journey into the microscopic world. Students learn by using clues in the worksheet to find the different virtual microbes.

I created this webquest to prepare my students for a lab on microscopic pond organisms. Also, I’ve designed it to reinforce their knowledge of classification and, specifically, the Protista kingdom.

While this is great preparation for a pond microorganism lab it can just as well be a stand-alone assignment.

Through this activity students will:

• Learn about animal-like protozoans, plant-like algae and protists with both. characteristics.

• Learn about common microscopic animals found in pond water.

• Build digital literacy skills.

This product includes:

• Interactive Student Worksheet

• Formative Assessment

• Complete Answer Key

For free resources please visit my Better Science Teaching Blog.

Log in to see state-specific standards (only available in the US).
NGSSMS-LS1-3
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.
NGSSMS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. Assessment does not include the use of chemical reactions to describe the processes.
NGSSMS-LS2-2
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.
NGSSMS-LS1-2
Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
Total Pages
8 pages
Answer Key
Included
Teaching Duration
N/A
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