-
- From: WebQuest Builders
- Contributed By: Cass Lowry
Introduction:
Congratulations! You are a wildlife researcher and the mayor has picked your class to aid him in a very important project. He wants to build a zoo for your community but he needs your help. He is asking your Zoo Committee team to choose the animals to add to your zoo, create the animal's habitats, and design the layout of your zoo. There is a lot of work to be done, so let's get started!
The Task:
Each Zoo Committee will be in charge of:
Getting Ready: 1. First you will be assigned into a Zoo Committee of 4 wildlife researchers
2. Each wildlife researcher of the Zoo Committee will choose three animals to research and add to your zoo.
Responsibilities of the Wildlife Researchers:
1. Each researcher should have their three animals chosen
2. Using the websites provided, you will need to investigate the following for each animal:
Websites for research:
worldwildlife enchantedlearning
3. Each member of the committee will choose a role from the following list:
WebQuest Research Handout
Evaluation:
Assessment
You will be graded individually for the research you do on your three animals. The teacher will use the following rubric to assess your research:
Individual Rubric (Possible total: 28 points)
You will be graded as a group for the quality of your presentation. The teacher will use the following rubric to assess the individual elements and presentation of your zoo:
Group Rubric (total possible: 24 points)
The two scores will be added together to give you your final grade.
The total score possible for an exemplary performance is 52 points.
Conclusion:
Credits & References:
Standards:
3.3.4.C. - Biological Sciences: Grade 4 - Each student should
know that characteristics are inherited and, thus, offspring closely resemble their parents: Identify characteristics for animal and plant survival in different climates; identify physical characteristics that appear in both parents and offspring and differ between families, strains or species.
Academic Standards for Environment and Ecology
International Society for Technology in Education: National Education Technology Standards for Students:
Congratulations! You are a wildlife researcher and the mayor has picked your class to aid him in a very important project. He wants to build a zoo for your community but he needs your help. He is asking your Zoo Committee team to choose the animals to add to your zoo, create the animal's habitats, and design the layout of your zoo. There is a lot of work to be done, so let's get started!
The Task:
Each Zoo Committee will be in charge of:
- choosing rare or endangered animals from different continents that will live in their.
- composing an information sheet for each animal.
- designing the habitats that the animals will live in.
- producing a map of their zoo.
Getting Ready: 1. First you will be assigned into a Zoo Committee of 4 wildlife researchers
2. Each wildlife researcher of the Zoo Committee will choose three animals to research and add to your zoo.
Requirements for selecting animals for your zoo:
- each member of the committee must have three animals selected
- the animals selected should be uncommon, rare or endangered animals
- no two members of the group can select the same animal
- there must be animals from every continent (Africa, Antarctica, Asia, Australia, Europe, North American and South America)
- no more than three animals can come from the same continent
Responsibilities of the Wildlife Researchers:
1. Each researcher should have their three animals chosen
2. Using the websites provided, you will need to investigate the following for each animal:
- What continent does it come from?
- What type of habitat does it live in?
- What does it eat?
- What is its natural predators?
- What environmental aspects does the animal need for survival? (Ex: Water for swimming, rocks for climbing, trees for shade)
- Any interesting facts
Websites for research:
worldwildlife enchantedlearning
animal profiles
animal geography
http://library.thinkquest.org/11353/e-animals.htm#NAmerica
earth's endangered creatures
animal geography
http://library.thinkquest.org/11353/e-animals.htm#NAmerica
earth's endangered creatures
Time for the Presentation:
1. After collecting all of the above research, come back together with the other members on your Zoo Committee
2. Your Zoo Committee will discuss and choose how you would like to make your presentation to your City Council:
1. After collecting all of the above research, come back together with the other members on your Zoo Committee
2. Your Zoo Committee will discuss and choose how you would like to make your presentation to your City Council:
- PowerPoint
- Poster board/Tri-fold
- Diorama
- If you have any other ideas, see the teacher for approval
3. Each member of the committee will choose a role from the following list:
- One Map Designer (clearly construct and label the design of the zoo)
- One Information Sign Creator (creates signs about each animal that will be displayed within their habitats)
- Two Habitat Writers (write detailed description of habitats)
Map Designer Checklist:
1. The map should large enough for everyone to read (one PowerPoint slide or at least half a poster board)
2. Each habitat should be clearly labeled
3. Each animal should be shown in their proper habitat
4. The map should be colorful and legible
Information Sign Creator Checklist:
1. Every animal should be given their own information sign
2. Each information sign should be their own slide or about the size of computer paper
3. A clear picture of the animal needs to be displayed on the information sign
1. The map should large enough for everyone to read (one PowerPoint slide or at least half a poster board)
2. Each habitat should be clearly labeled
3. Each animal should be shown in their proper habitat
4. The map should be colorful and legible
Information Sign Creator Checklist:
1. Every animal should be given their own information sign
2. Each information sign should be their own slide or about the size of computer paper
3. A clear picture of the animal needs to be displayed on the information sign
4. Include the name of the animal on the sign and at least
four facts about the animal including where it comes from, what it
eats, and an adaptation that enables them to live in its habitat
Habitat Writer Checklist:
1. Every habitat should get its own description
2. List which animals live within this habitat
3. Describe what the landscape is like within the habitat
4. Discuss the native plants to the habitat
5. Write about what other animals need to be inside of this habitat for your chosen animals to prey upon
4. When you have completed your role for the presentation, come back together in you Zoo Committee
5. Combine all of the information you have gathered together to create your presentation
6. Explain in your presentation your reasoning for the physical layout of your zoo.
7. Make sure you practice your presentation at least once before you present to your City Council
6. Explain in your presentation your reasoning for the physical layout of your zoo.
7. Make sure you practice your presentation at least once before you present to your City Council
WebQuest Research Handout
Evaluation:
Assessment
You will be graded individually for the research you do on your three animals. The teacher will use the following rubric to assess your research:
Individual Rubric (Possible total: 28 points)
| Requirements | Beginning: 1 |
Developing: 2 |
Accomplished: 3 |
Exemplary: 4 |
Score |
| Selection of animals | N/A | One rare/endangered animals are researched | Two rare/endangered animals are researched | Three rare/endangered animals are researched | |
| Pictures of animals | Does not include well-taken pictures of any animals | Include well-taken pictures of one animal | Include well-taken pictures of two animals | Include well-taken pictures of all three animals | |
| Information of 1st animal's name, predators, food source, and location | Included one requirement for the first animal | Included two requirements for the first animal | Included three requirements for the first animal | Included all four requirements for the first animal | |
| Information of 2nd animal's name, predators, food source, and location | Included one requirement for the second animal | Included two requirements for the second animal | Included three requirements for the second animal | Included all four requirements for the second animal | |
| Information of 3rd animal's name, predators, food source, and location | Included one requirement for the third animal | Included two requirements for the third animal | Included three requirements for the third animal | Included all four requirements for the third animal | |
| Description of animals' habitat | Does not clearly describes the necessary elements of any animal's habitat | Clearly describes the necessary elements of one animal's habitat | Clearly describes the necessary elements of two animals' habitats | Clearly describes the necessary elements of all three animals' habitats | |
| Description of animals' adaptations | Does not clearly describe survival adaptations of any animal | Clearly describes survival adaptations of one animals | Clearly describes survival adaptations of two animals | Clearly describes survival adaptations of all three animals |
You will be graded as a group for the quality of your presentation. The teacher will use the following rubric to assess the individual elements and presentation of your zoo:
Group Rubric (total possible: 24 points)
| Beginning: 1 |
Developing: 2 |
Accomplished: 3 |
Exemplary: 4 |
Score | |
| Diagram of zoo | Diagram of zoo is legible | Diagram of zoo is clear | Diagram of zoo is clear, and well planned out | Diagram of zoo is clear, well planned out and exhibits great amounts of creativity | |
| Animal Information Sheets | Presentation displays 4-5 animal sheets | Presentation displays 6-8 animal sheets | Presentation displays 9-11 animal sheets | Presentation displays all 12 animal sheets | |
| Animal Information Sheets (Content) | 4-5 animal sheets contain picture of the animals and all necessary content | 6-8 animal sheets contain picture of the animals and all necessary content | 9-11 animal sheets contain picture of the animals and all necessary content | All 12 animal sheets contain picture of the animals and all necessary content | |
| Habitat Descriptions | List one necessary element for the description of each habitat | List two necessary elements for the description of each habitat | List three necessary elements for the description of each habitat | List all four necessary elements for the description of each habitat | |
| Presentation | Explains the layout of the zoo, without reasons. | Explains the layout of the zoo with very little justification | Explains some reasons as to why you chose the physical layout of the zoo | Clearly explain why you chose the physical layout of the zoo | |
| Presentation | Does not describe the adaptations of animals that enable them to live in their given habitats in the zoo | Explains very few adaptations of animals that enable them to live in their given habitats in the zoo | Describe the adaptations of animals that enable them to live in their given habitats in the zoo | Explicitly describe the adaptations of animals that enable them to live in their given habitats in the zoo |
Conclusion:
Important Message from the Mayor:
Great work Wildlife Researchers! You have completed learning about your animals from all around the world, mapped out your zoo, and designed your habitats, and have successfully made an informative presentation to the city council. Your presentation was well researched, and the city council has accepted. Thanks to you, construction will begin soon so that we can go add a zoo to our community!
Great work Wildlife Researchers! You have completed learning about your animals from all around the world, mapped out your zoo, and designed your habitats, and have successfully made an informative presentation to the city council. Your presentation was well researched, and the city council has accepted. Thanks to you, construction will begin soon so that we can go add a zoo to our community!
Credits & References:
Image Sources:
- Image in Introduction from http://www.welcome2thezoo.com
- Image in Task from http://karoleegoins.blogspot.com/
- Image in Process section from www.fotosearch.com
Standards:
Pennsylvania Department of Education:
Academic Standards for Science and Technology
know the similarities and differences of living things: Identify life processes of living things (e.g., growth, digestion, react to environment); Know that some organisms have similar external characteristics (e.g., anatomical characteristics; appendages, type of covering, body segments) and that similarities and differences are related to environmental habitat; Describe basic needs of plants and animals.
- 3.3.4.A. - Biological Sciences: Grade 4 - Each student should
Academic Standards for Environment and Ecology
- 4.7.4.B. - Threatened, Endangered and Extinct Species: Grade 4 - Each student should know that adaptations are important for survival: Explain how specific adaptations can help a living organism to survive; Explain what happens to a living thing when its food, water, shelter or space is changed.
International Society for Technology in Education: National Education Technology Standards for Students:
- 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students:
- plan strategies to guide inquiry
Introduction
This lesson was developed by students at West Chester University in
introduction to educational technology. The goal of this WebQuest is
for students to learn about rare and endangered animals found on
different continents of the world. The students will work individually
as wildlife researchers to research rare animals, and then come
together as a small group, or a zoo committee, to share what they have
learned. When information has been shared amongst the groups and their
zoos have been designed, their work will be presented in front of the
class. Students are encouraged to be creative as they design their
zoos and learn about animals from around the world.
Through the lesson, the students will have many different tasks that must be completed. They will spend time researching the animals and things such as what habitats the animals live in, what they eat, and what their natural predators are. The students will then design their own zoos and arrange them according to what habitats the animals live in and what they need to survive. Each student will have different responsibilities and will have their own animals to research. After research has been completed, the groups will come together to arrange their zoos according to the animals and their habitats. Information sheets for each animal including descriptions and facts must be created. The presentation of the groups will include a map of their zoo and details of each habitat and what the animals need to survive. The final products will be presented to the class by each group.
There are a few multiple intelligences addressed in this WebQuest. First, there is naturalistic intelligence, or nature smart. People with this intelligence like the world of plants and animals and enjoy learning about them. Because this WebQuest is aimed toward learning about animals as well as having fun, this is the first intelligence that is addressed. The second intelligence that is addressed is linguistic intelligence. In order for the students to complete this WebQuest, they must research and present their finished projects. Linguistic intelligence is reading, writing, and talking. This project includes all three of the components of linguistic intelligence.
Each of the six cognitive levels are met in this WebQuest. The first level, knowledge, is met while the students must recall and state the continents of which the animals they will research live on. They will then reach the comprehension level where they must find more information about the animals of their choice and summarize in their own words different information and facts about each animal. After comprehension comes the application level. This is when the students will relate and classify the animals that they have been researching to others in the group, making it easier for them to choose which habitats to place the animals in. The next cognitive level met is analysis level, or the level where analyzing and organizing occurs. This level applies to the part of the WebQuest where the students work together in their groups to plot out their zoos in the best manner according to the information they have gathered. Next is the synthesis level. This is closely related to the analysis level in that after the groups have plotted their zoos, they take that idea and design and make their final product. The final cognitive level is the evaluation level. This is where the groups will present their final projects and will then receive a grade from the teacher.
Through the lesson, the students will have many different tasks that must be completed. They will spend time researching the animals and things such as what habitats the animals live in, what they eat, and what their natural predators are. The students will then design their own zoos and arrange them according to what habitats the animals live in and what they need to survive. Each student will have different responsibilities and will have their own animals to research. After research has been completed, the groups will come together to arrange their zoos according to the animals and their habitats. Information sheets for each animal including descriptions and facts must be created. The presentation of the groups will include a map of their zoo and details of each habitat and what the animals need to survive. The final products will be presented to the class by each group.
There are a few multiple intelligences addressed in this WebQuest. First, there is naturalistic intelligence, or nature smart. People with this intelligence like the world of plants and animals and enjoy learning about them. Because this WebQuest is aimed toward learning about animals as well as having fun, this is the first intelligence that is addressed. The second intelligence that is addressed is linguistic intelligence. In order for the students to complete this WebQuest, they must research and present their finished projects. Linguistic intelligence is reading, writing, and talking. This project includes all three of the components of linguistic intelligence.
Each of the six cognitive levels are met in this WebQuest. The first level, knowledge, is met while the students must recall and state the continents of which the animals they will research live on. They will then reach the comprehension level where they must find more information about the animals of their choice and summarize in their own words different information and facts about each animal. After comprehension comes the application level. This is when the students will relate and classify the animals that they have been researching to others in the group, making it easier for them to choose which habitats to place the animals in. The next cognitive level met is analysis level, or the level where analyzing and organizing occurs. This level applies to the part of the WebQuest where the students work together in their groups to plot out their zoos in the best manner according to the information they have gathered. Next is the synthesis level. This is closely related to the analysis level in that after the groups have plotted their zoos, they take that idea and design and make their final product. The final cognitive level is the evaluation level. This is where the groups will present their final projects and will then receive a grade from the teacher.
Learner
This
webquest is intended for students at the fourth grade level, and has
been designed to fulfill certain fourth grade standards from the PA
Department of Education. The task is primarily grounded in science, and
involves some aspects of visual design (art). This webquest could be
easily simplified for a younger grade. To accomodate younger students,
a teacher could: lessen the amount of animals that need to be
researched or provide links to a specific list of animals for the
students to choose from; instead of designing the habitats of the zoo,
the students can present pictures of and information about the animals
they would want to include in the zoo. To make this webquest more
challenging for older students, it can be reframed as a task in which
the students are zoologists who are trying to save the endangered
species of the world. For this end, they are gathering endangered
animals to keep them in a zoo. The assignment can focus more on why
these animals are becoming, or are endangered, what specific
adaptations they have that evolved to help them survive in their
original environments, and how the zoo must be designed to ensure the
health of these very different creatures.
Background skills necessary:
Prior to working on this webquest, students must be able to:
Resources necessary:
* poster board (if group chooses to make a poster or trifold)
*computers for each student to do research on their animals
*printers for pictures of each animal
*paper and pencils for note-taking
Only one teacher is necessary to supervise the students as they are researching, guide them as they work in groups, and assess them as they present. A teacher aid or paraprofessional could be helpful in addressing any problems/questions the students have as they are researching.
Background skills necessary:
Prior to working on this webquest, students must be able to:
- navigate and gather information from the Internet
- identify and describe basic characteristics of habitats present in the seven continents (Ex: desert, forest, mountains, ocean)
Resources necessary:
* poster board (if group chooses to make a poster or trifold)
*computers for each student to do research on their animals
*printers for pictures of each animal
*paper and pencils for note-taking
Only one teacher is necessary to supervise the students as they are researching, guide them as they work in groups, and assess them as they present. A teacher aid or paraprofessional could be helpful in addressing any problems/questions the students have as they are researching.
Standards
- NETS-S-2007.3
- Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students:
- NETS-S-2007.3.a
- plan strategies to guide inquiry.
- NETS-S-2007.3.b
- locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
- NETS-S-2007.3.c
- evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
- NETS-S-2007.3.d
- process data and report results.
- PA.SCI.3.3
- STANDARD: Biological Sciences
- PA.SCI.3.3.4.A
- Know the similarities and differences of living things.
- PA.SCI.3.3.4.A.1
- >--- Identify life processes of living things (e.g., growth, digestion, react to environment). Know that some organisms have similar external characteristics (e.g., anatomical characteristics; appendages, type of covering, body segments) and that similarities and differences are related to environmental habitat.
- PA.SCI.3.3.4.A.2
- >--- Describe basic needs of plants and animals.
- PA.SCI.3.3.4.C
- Know that characteristics are inherited and, thus, offspring closely resemble their parents.
- PA.SCI.3.3.4.C.1
- >--- Identify characteristics for animal and plant survival in different climates.
- PA.SCI.3.3.4.C.2
- >--- identify physical characteristics that appear in both parents and offspring and differ between families, strains or species.
- PA.ENV.4.7
- STANDARD: Threatened, Endangered and Extinct Species
- PA.ENV.4.7.4.B
- Know that adaptations are important for survival.
- PA.ENV.4.7.4.B.1
- >--- Explain how specific adaptations can help a living organism to survive.
- PA.ENV.4.7.4.B.2
- >--- Explain what happens to a living thing when its food, water, shelter or space is changed.
Reflection on Standards
The
main tasks of this webquest require students to research different rare
and endangered animals, gather information on their adaptations and
characteristics, design habitats in a zoo that the animals can
co-inhabit, and present their design of the zoo to the class. The
research gathering and information synthesis that the students will be
completing reflect the Research and Information Fluency Standards from
the International Society for Technology in Education (ISTE). The
animal information sheets and habitat designs that the students will
create address the knowledge identified in the PA Dept. of Ed's Science
and Technology and Environment and Ecology Standards.
By completing this webquest, students will have fulfilled the following objectives. Students will be able to:
- use various websites to locate and gather similar, useful information (NETS 3.a-d)
Resources
Resources necessary:
* poster board (if group chooses to make a poster or trifold)
*computers for each student to do research on their animals
*printers for pictures of each animal
*paper and pencils for note-taking
Only one teacher is necessary to supervise the students as they are researching, guide them as they work in groups, and assess them as they present. A teacher aid or paraprofessional could be helpful in addressing any problems/questions the students have as they are researching.
* poster board (if group chooses to make a poster or trifold)
*computers for each student to do research on their animals
*printers for pictures of each animal
*paper and pencils for note-taking
Only one teacher is necessary to supervise the students as they are researching, guide them as they work in groups, and assess them as they present. A teacher aid or paraprofessional could be helpful in addressing any problems/questions the students have as they are researching.
Evaluation
See the Evaluation section in the description of the Webquest for the individual and group rubrics used in assessment.The three skills that a teacher should be focusing on directly in his/her assessment of the students is their ability to use the internet to gather information needed for their report, their knowledge of the diverse characteristics of varying habitats/environments, and the adaptations that animals have that enable them to survive in and co-inhabit specific environments.
