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Webquest for endangered species
 

Webquest for endangered species

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a webquest for endangered species!

a webquest for endangered species!

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    Webquest for endangered species Webquest for endangered species Presentation Transcript

    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8 th graders Designed by: Annie Piche' [email_address] Based on a template from The WebQuest Page Animals around the world
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Hello Dr. Student. Your important research today deals with animals around the world. These creatures live in different environments and have many different roles in the world's food chain. Some are predators, some are prey. Each, however, contain a vital role in their particular ecosystem. We need more information about what would happen to an endangered animal's ecosystem and food chain if they went extinct. Would all the plants in that area die out? Would another population they preyed upon become overrun? It is your job to find out why one specific animal is important to its ecosystem. Mission: Save Endangered Species
    • Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Your job is to find one endangered animal that lives in an environment with an easily identifiable ecosystem and food chain. Make sure to note what type of foods they eat, if they live alone or in groups, and how they reproduce. Discover what threats each animal faces, and what preys upon them. Does global warming effect them? What about human interactions, are we destroying their habitat? Discuss the climate that they live in. Are they predators or prey? How are they important to their ecosystem? From this, create a poster about what place in the food chain each animal has. Title The Task
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 1) Pick a species from one of the following continents: North America, South America, Asia and Africa 2)Find out the following about the species: a) exact location (what country) b)what climate c) general environment (desert, forest etc.) d) three characteristics of that environment, and two other species that live there e) what the animal eats and what eats them Then: Create a simplified food chain including your animal that requires your animal as one of the following: predator, prey, or intermediate. Then require two animals above or below or both of your animal. Ie: if your animal is an ant, you have two predators above it. If your predator is a bird, you have one species below it and one species above it. For example: your species is ants, ants are eaten by birds, birds are eaten by larger predators such as coyotes. Discuss: What would happen to the animal if it died out? List three ways the environment would be affected, and three ways the other animals would be affected. How to arrange the information: 1) the poster should be 22x28 inches 2) Everything must be VERY LEDGIBLE 3) A simple diagram of your food chain should be on the poster 4) Have three pictures of your animal 5) List numbers one and two under a section on your poster called general information. List the section under “discuss” as Effects of Extinction. Use the websites: animal.discovery.com , worldwildlife.com, rainforestweb.org The Process
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Evaluation Example: Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance . Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] By educating your peers on the importance on so many species, we can protect them. You can inspire some one to save the lives of million of innocent animals that provide our ecosystem so much. Some things to think about: What if we were the only animal on the planet? What would life be like without birds? How would plants respond to one species feeding on them? All of these questions are important to consider. One day, we might not be so lucky as to have all of the natural beauty around us. Conclusion
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] All of the images hear are found on discovery.com, animalplanet.com or my computer Important links: The WebQuest Page The WebQuest Slideshare Group Credits & References
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8 th grade Life Science Designed by: Annie Piche' [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Enviornmental Conservation (Annie Piche')
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This particular webquest was actually invented by myself for specific purposes. One of Colorado's main standards to be addressed in scientific education is to make sure students know how living things interact with their environment and other living organisms. It is also essential that students understand the relationship between science and technology. Evaluation Teacher Script Conclusion Introduction (Teacher)
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is for eighth grade students during an ecology unit. It also asks them to have a basic understanding of technology. Students must be able to use the Internet effectively. The learners will already have to learn about different types of animals and the difference between mammals, reptiles etc. It's important to give a pre-lesson and discuss a few animals and their ecosystems for examples. The students must also understand the concept of an ecosystem and a food chain, and the importance animals play in each. It is also important to have them make predictions about what will happen to an animal's environment as a consequence of them becoming extinct. Evaluation Teacher Script Conclusion Learners (Teacher)
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Science Standards addressed: 1) Students understand the process of light, how living things interact with each other and the environment 2) Interrelationship between science and technology. The students will also learn and apply several critical thinking techniques including creative production (construction of the poster) observation and categorization ( categorizing what the animal is and what ecosystem/food chain it belongs to.) and Inference-making (what will happen to the animal's environment if it suddenly goes extinct.) Evaluation Teacher Script Conclusion Curriculum Standards (Teacher)
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page “student” process slide This lesson is only directed towards one subject, ecology, and one classroom. It will be a three week project, with every class period on Friday entirely dedicated to research during these three weeks. The students will do there work independently. Its important to have back-up resources for students in case they are confused by the websites. More websites might be needed. You also need to explain directions in multiple ways, and clarify any questions first. There are no special requirements except for a background in biology and endangered animals. Use the process from the student section as a reference (see grey print above.) Evaluation Teacher Script Conclusion The Process (Teacher)
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is fairly easy to do. It can be worked on each Friday during class for three weeks, and can be homework before the due-date. It is only necessary for one teacher, possibly an aide. It might be a good idea to have a guest speaker come in from a wild-life refugee group, like the Rapter Center, so the kids can get a better understanding of endangered animals. The only specific hardware needed is a computer, and the class set of books describing food chains/ecosystems. No other specific software is required, and videos may be brought in about endangered animals. Other than that its pretty simple to follow, and fairly stress free! Evaluation Teacher Script Conclusion Resources (Teacher)
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A student is successful when they have completed all the questions in detail. The student should also have a place for each question on their poster or presentation; and make sure to explain each requirement to the class. The student must also present well, and make sure her/his fellow students are comprehending. They must also follow the rubric, seen here below. Evaluation Teacher Script Conclusion Evaluation Teacher Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance . Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You must deliver the instructions step by step and be there for further questioning. Click on anything that involves endangered animals, and encourage looking on other websites also. It is important to understand also that you have to use endangered animals, and not ones that are not endangered. It will most likely take twenty minuets to explain directions and answer questions per section. It is important to move the student away from the computer once the necessary information has been collected. Also look at the process section below in grey print for reference. Process segment Evaluation Teacher Script Conclusion Teacher Script (Teacher)
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page If we do not understand how animals interact with one another, and what the effects of loosing them will be; we face the risk of putting our world in irreversible danger. There are some things in nature you can't take back and undo; and one of them is an extinct animal and the other creatures it effects. Plus students learn skills not only that help them preserve the earth; but also allow them to find information skilfully using the Internet,working independently and being resourceful. Overall this is a very valuable lesson. Evaluation Teacher Script Conclusion Conclusion (Teacher)
    • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Pictures from animalplanet.com and discovery.com Sun picture from www.leonardo-energy.org The WebQuest Page and The WebQuest Slideshare Group Evaluation Teacher Script Conclusion Credits & References (Teacher)