• Collaborate effectively within a research team
• List the planets in order and create a mnemonic device
• Observe and compare different planetary terrain
• Compose text from research
• Present/publish project (e-mail, group presentation) as an expert astronaut
• Synthesis and navigation of the Web

Planet Web Quest fits well into Piaget's Theory of Cognitive Development. Third Grade students are in Piaget's "Concrete Operational" stage of development that stresses growth in language and basic skills acquisition, among other things. Research has shown that some development can be accelerated when there are 4 major components within the teacher's pedagogy:

1. Understanding of Cognitive Development
2. Keeping students active and interested
3. Creating incongruity (allowing students to learn things not within their current schema)
4. Providing social interactions that will help students become less egocentric

Planet Web Quest provides a place for all 4 components to reach maturation. The Quest requires them to learn both independently and as a team member. It facilitates learning from a variety of sources and it definitely keeps them interested and active.

Planet Web Quest is an appropriate tool for instruction at the 3rd through 5th Grades. These are children who are able to rapidly achieve growth in vocabulary, apply knowledge to a new situation, collaborate at most levels, and organize information. Developmentally, the tasks are within the zone of proximal development (ZPD) for students in this age group. The tasks, as they are presented to the students, offer guidance and examples, but it is up to the individual and their peers to draw from their social experiences and given information to develop internal understanding.

The NET Standards that are most prevalently seen in this project would be:

• Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively.
• Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.
• Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
• Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.
• Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
• Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.
• Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.