Objective:     The students will:
                       1.  Recognize the need for information.
                       2.  Create questions based on the needed information.
                       3.  Use successful strategies for locating information.

Grade level:  2
Time:             Two 30-minute class periods.
Standards:    American Association of School Librarians Information Standards
                       for Student Learning:
                       Standard 1: The student who is information literate accesses
                                           information efficiently and effectively.
                            Indicator 1- Recognizes the need for information.
                            Indicator 3- Formulates questions based on information needs.
                            Indicator 5- Develops and uses successful strategies for locat-
                                                ing information.

Process:          Begin by reading the letter from the PTA president on the Intro-
                        duction page. Ask the students if they have heard of any of the
                        animals listed (hopefully they won't). Next ask the students which
                        animal they should choose as a class pet. Their reaction should
                        be "What are these animals?" Explain that they need to find out
                        information about the animals first.

                        Divide the students into 4 groups. Each group will take a different
                        animal. Ask the students to make up 5 questions that would tell
                        them enough information about the animal to decide whether it
                        would make a good class pet. Such questions should be: What
                        does it eat? How big is it? Where does it live? Is it nocturnal? A
                        nocturnal animal would not make a good pet since its activity
                        occurs when the students would not be present.
                       
                        Check over the questions to see that they are will find the infor-
                        mation needed. Explain what a WebQuest is. Have the students
                        go to the computers. Read the Introduction, Task, Resources, and
                        Process pages aloud. Explain that there are 2 sites for each animal
                        (Mink has 3). These are the only sites the students will need to
                        answer the questions.

                       When the students has found the information they need, they will
                        sit with their groups and decide if the animal is suitable for a
                       class pet. None of the animals are. The students will then give an
                       oral presentation to the class about their animal. They will decide
                       amongst themselves how the group will do this. Since all the
                       websites have a picture of the animal, the should have printed out
                       at least one picture to show to the class.
                     
                       After the oral presentations, ask the class which animal they
                       would choose. Discuss the characteristics of each animal and
                       help them decide if the animals are really appropriate for a
                       class.

Closure:        Read the conclusion together.
                      Explain why it is important to ask questions before doing research.
                      Explain why having a good strategy for doing research is a good
                      time saver.