Pam Stewart & Amber Curry
Educational Technology > General
Educational Technology > Integrating Technology into the Classroom
Science > General
wetlands science fourth grade
Creative Commons Attribution 3.0
This resource has not yet been aligned.
'NR' - This resource has not been rated
'NR' - This resource has not been rated
This resource has not yet been reviewed.
Not Rated Yet.
are a member of a wetland conservation team trying to save the wetlands
around the world. Your mission is to inform people about the importance
of wetlands before they all disappear! Without your hard work and
knowledge, the future of wetlands around the world is unknown.What are
you going to do to help save these areas around the world?
The Task:You will play different roles in order
to do research about wetlands. Using this information, your group of
three students will create a Glog on Glogster.com to inform others
about the importance of wetlands and how we need to protect them.
1. In your assigned groups of three students, you will choose which role you want to play out of the following:
Fauna Explorer - This person will do research to find
out 5 animals that are typically are found in wetlands and describe
what allows them to survive in this ecosystem Flora Expert - This person will research 5 types of
plant life that is found in wetlands and describe what allows them to
survive in this ecosystem Navigator - This person will research the largest
wetland in the world and describe the climate (temperature, weather,
precipitation) of the wetland, as well as problems that are occurring
2. Once you have selected the role you want to play, each person will
need to complete a worksheet provided by the teacher by using the
resources listed. This worksheet will be turned in and graded. Fauna Explorer
Protecting Wetlands 3. After the Fauna Explorer, Flora
Expert, and Navigator finish finding your information, each of you will
be responsible for finding general information about wetlands and how
to protect them. Write this information down on a piece of paper. You
may use these websites to find the information:
Process Part Two4. You will get back into your groups to
create a Glog, which is an interactive poster. This Glog can either
inform people about wetlands, including plants, animals, and the
largest wetland OR you can create a Glog to inform people about what
wetlands are and what people can do to protect them.
Make sure your Glog is creative and is visually pleasing. This is an
informational poster, so make sure you include facts from your research!
5. After Glogs are completed, each group will present their Glog in
front of the class. The Glogs will be printed out and hung up around
the room after all of the presentations are finished. Some of the Glogs
may even get hung up around the school if you do an outstanding job!
of you will receive an individual grade for your worksheets and a group
grade for their Glog. It is important that you can work in a group, so
you will be graded on how well you collaborate and how evenly you
distribute the information you present. You will be graded on the
appearance, creativity, and the information that you have on your Glog.
Excellent (4 pts)
Good (3 pts)
Fair (2 pts)
Poor (1 pt)
(1, 33%)NETS-S-2007.3.b NETS-S-2007.3.c NETS-S-2007.3.d PA.ENV.4.1.4.D.1 PA.ENV.4.1.4.D.2 PA.ENV.4.1.4.D.3
Used time very efficiently. Exceptional amount and quality of information
Made good use of time. Adequate amount of quality information
Did not use time efficiently. Decent quality but not enough information
Used time poorly. Poor quality and lack of information
Well prepared. Well organized. Equal group member participation
Not fully prepared. Not completely organized. Almost equal in group member participation
Somewhat prepared. Somewhat organized. Unequal group member participation
Unprepared. Poorly organized. Not every member participated
completing this activity, you should now know about the plants and
animals that are found in wetlands. You should also know information
about the largest wetland in the world and you should be more aware of
ways to protect wetlands as well as the importance of them. After
learning all of this information, can you imagine what would happen if
wetlands no longer existed?
and Innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using
create original works as a means of personal or group expression.
and Collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
contribute to project teams to produce original works or solve problems.
Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students:
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
process data and report results.
>- Identify different kinds of wetlands.
>- Identify plants and animals found in wetlands.
>--- Explain wetlands as habitats for plants and animals.