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A WebQuest designed for 8th Grade Science. Topic: Endangered Species in Colorado.

A WebQuest designed for 8th Grade Science. Topic: Endangered Species in Colorado.

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  • 1. An Investigation into the Endangered Species of Colorado Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8th Grade Science Designed by: Ms. Burke Ms. Burke [email_address] Based on a template from The WebQuest Page
  • 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are an investigative reporter with Channel 9 news out of Denver. The topic you are currently set to report on is the abundance of endangered species within the state of Colorado. You know this report must be top notch because your boss has been riding you for months to really report something exceptional. Thankfully this topic interests you and you are prepared for a promotion rather than demotion!!! You and your team of reporters will have to select three animals from the endangered species list, please list them in the order of interest. Is there a particular animal that is of importance to you? Perhaps one that helps you in your daily life?
  • 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • Your team will be investigating endangered species endemic to the state of Colorado.
    • Research the different animals on the endangered species list in Colorado.
    • Select an animal that your investigative team wants to research.
    • Discuss with your group the animal that will be most detrimental for Colorado to lose.
    • Create a Powerpoint slideshow and presentation for your team to present.
    • During this project you may use any resources that you think will contribute to an outstanding presentation. Resource include, but are not limited to; internet, encyclopedia’s, books, artwork, and personal interviews.
    Title
  • 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • The first thing you will need to do is to research the animals listed below.
    • You should be given adequate time to research this animal throughout class, but you also choose to select research that can be done at home or at your local library for the different members of your group.
    • Search the following links to help you select an animal for your research
    • The Northern Leopard Frog Wood Frog
    • Whooping Crane Bald Eagle
    Continue with Process
  • 5. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Burrowing Owl Greater Sandhill Crane Ferruginous Hawk American Peregrine Falcon Continue with Process
  • 6. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Cutthroat Trout Gray Wolf Black-Footed Ferret Grizzly Bear Continue with Process
  • 7. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Lynx Wolverine River Otter Swift Fox ☼ If you do not want to choose from any of these animals you may select from any on this list.
  • 8. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • 4. After you have had an opportunity to research the animals select three from the list, please list in order of interest. I will be assigning you an animal and will try to select an animal that is of interest to your group.
    • Now that an animal has been selected for your group you can continue your research. Please answer the following questions in your “investigative” report.
      • A description of your animal (you must have a minimum of five facts).
      • The habitat or environment the animal lives in.
      • The life cycle of the animal.
      • Distribution map of your animal .
      • Problems the animal faces and possible solutions.
    6. You may use the websites provided or these additional resources to research your animal. http:// www.animalinfo.org / http:// www.arkive.org / http:// eelink.net/EndSpp / http:// www.sierraclub.org /wildlife/species/ http:// www.fws.gov /endangered/kids/ http:// www.endangeredspecies.org / http://www.panda.org/about_wwf/what_we_do/species/our_solutions/endangered_species/index.cfm http://library.thinkquest.org/25014/ http:// www.kidsplanet.org / http:// www.worldwildlife.org/how/fun/index.html http:// kids.discovery.com / Any website on this list
  • 9. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 7. After all of your information has been gathered your team can start working on their PowerPoint Presentation. The slideshow should not be a stand alone slideshow. Your group should be prepared to present the slideshow to the class and answer questions in regards to your animal. 8. Include all pertinent information in regards to the animal within your presentation, including a distribution map. 9. When students are finished with projects we will present to the class. 10. HAVE FUN!!!!!!!!!!!!!!!!!!!
  • 10. Evaluation Example: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
  • 11. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations!! You have finished the task at hand. Hopefully you had fun with this assignment and learned in depth about a troubled Colorado species! Additionally, I hope you learned from your fellow students and will be on the lookout for threatened and/or endangered species in our state.
  • 12. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Continue with Credits Flickr: Eric Bégin Flickr: Transguyjay Flickr: Minette Layne Flickr: mafleen Flickr: Travis S.   Flickr: DJS Photo Flickr: d igitalART(artct45) Flickr: nebarnix
  • 13. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Flickr: Andrew_N Flickr: Len Blumin Flickr: hobbes8calvin Flickr: Picture Taker 2 Flickr: MatchTheHatch Flickr: BrianScott Flickr: Reeding Flickr: M Kuhn Continue with Credits
  • 14. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Flickr: picture by guppiecat Flickr: bcoppa   Flickr: Kilarin
  • 15. Endangered Species of Colorado (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8th Grade Science Designed by Ms. Burke [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  • 16. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed to help students better understand the Life Sciences portion of the 8 th grade science curriculum for the state of Colorado. This lesson will help students to better understand characteristics and structure of living things, the processes of life and how living things interact with each other and their environment. Evaluation Teacher Script Conclusion
  • 17. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest takes place in the 8 th grade classroom and is to be implemented at the end of the first semester (December). I believe this to be a great project for the children and enjoyable especially at the end of the semester. It will fall between the units of physical science3 and earth and space science. The learners will have to have a basic knowledge of life sciences and endangered species. They may need a brief lecture on what characterizes as important characteristics of a species and the classification system (Kingdom, Phylum, Class, Order, Family, Genus, Species). Evaluation Teacher Script Conclusion
  • 18. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • The following Colorado State Standards will be addressed during this WebQuest
    • Standard 3
    • Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology)
    • Rationale of this standard:
    • As a result of their study of a variety of organisms and where they live, students gain a better understanding of their world. Students have a natural curiosity about life and the great diversity of organisms. Their curiosity leads to the study of organisms and how the organisms interact with the world. Through the study of similarities and differences of organisms, students learn the importance of structure and function in the growth and development of organisms.  In their future as citizens, students will need to think about and make decisions about the diversity and extinction of organisms in their communities and the world.
    • Benchmarks:
    • 1.0 classification schemes can be used to understand the structure of organisms
    • 10.0 changes in environmental conditions can affect the survival of individual organisms, populations, and entire species
    • 16.0 an organism’s adaptations (for example, structure, behavior) determine its niche (role) in the environment
    • Additional learning lessons:
    • Students will be encouraged to work as a team and communicate.
    • Students will learn the basis or categorization in science
      • .
    Evaluation Teacher Script Conclusion
  • 19. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson will take at least a week and a half, based on the students not being on block schedules. The first class the students will be asked to research their species and at the end of class the students will be asked to turn in their species choices. At the beginning of the next session students will be assigned their species and will begin research. Students will be divided into groups of 3 or 4. I will allow students to choose their own groups with the hopes that perhaps they will choose friends that live close to them or that the can communicate with on a regular basis in regards to the assignment. The teacher will next basic internet an disciplinary skills. They will have to have to ability to keep students focused and be able to redirect students that deviate away from the task at hand during their class period. Evaluation Teacher Script Conclusion
  • 20. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Materials needed for this lesson:
    • Internet access
    • One computer per group (3-4 per group if computer supply is efficient)
    • Printer, for printing necessary information for students
    • Presentation Board
    • Microsoft Powerpoint on all computers
    • Specific websites available to students:
    • http:// www.animalinfo.org /
    • http:// www.arkive.org /
    • http:// eelink.net/EndSpp /
    • http:// www.sierraclub.org /wildlife/species/
    • http:// www.fws.gov /endangered/kids/
    • http:// www.endangeredspecies.org /
    • http://www.panda.org/about_wwf/what_we_do/species/our_solutions/endangered_species/index.cfm
    • http://library.thinkquest.org/25014/
    • http:// www.kidsplanet.org /
    • http:// www.worldwildlife.org/how/fun/index.html
    • http:// kids.discovery.com /
    • *Only one teacher should be needed for this project as long as that teacher is proficient in computer skills and classroom management.
    Evaluation Teacher Script Conclusion
  • 21. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
  • 22. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • The teacher wil first give the students a basic introduction to the material and resources
    • The students will then have time the rest of this period to research topic and should be prepared to give the teacher a final list of the animals of interest by the end of class.
    • The teacher will review list and attempt to give students their top picks, but if not an animal within their list is sufficient; assigned animals will be given at the start of the next period.
    • The remaining portion of this WebQuest should be self-explanitory. However, the teacher should remain on hand to answer questions and help students research efficiently.
    • After the groups have had sufficient time to research (2 or 3 class periods), the teacher should present a small introduction to Microsoft Powerpoint.
    • The students will then continue with their projects and complete their presentation within two additional class periods.
    Evaluation Teacher Script Conclusion
  • 23. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson should help students to learn more about the life sciences through the study of a particular animal. They should be able to provide basic information about the species, including, but not limited to; reproduction, mating, nesting, distribution, eating habits and problems this animal faces as an endangered species. This lesson should also help students become more comfortable with the internet and Microsoft Powerpoint. Evaluation Teacher Script Conclusion
  • 24. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Flickr: smiteme Colorado Department of Education . 2008. 1 June 2008 http://www.cde.state.co.us/cdeassess/documents/OSA/Updated_Science_Standards_2007.html