-
- From: WebQuest Builders
- Contributed By: Chelsea Chelsea
Introduction:
Zac the Zoologist needs your help! The West Chester Zoo has reached its full capacity and unfortunately only has room for one more animal to join their family! It's up to you and your group to help Zac research the three possible choices and figure out which one will be most suitable to take care of. Will it be Ziggy the Zebra, Petunia the Polar Bear, or Kane the Kangaroo.... you be the one to choose!
The Task:
1. In groups of three choose an animal you each wish to represent. One group member will take on Ziggy, one will pick Petunia, and one will represent Kane. No animal can be assigned to more than one person within the group.
2. Travel virtually across the world using a web video and observe your animal's behaviors in their natural settings!
3. After watching them in their natural setting, each individual researcher needs to delve further into their animal by visiting the websites we provided!
Zebras
http://www.awf.org/content/wildlife/detail/zebrahttp://www.awf.org/content/wildlife/detail/zebra
http://www.bio.davidson.edu/people/vecase/behavior/Spring2004/delk/Habitat.htm
http://www.sciencenews.org/view/generic/id/9150/title/Math_Trek__Social_Networking_for_Zebras
http://www.worldstory.net/en/savana/zebra_baby.html
http://www.youtube.com/watch?v=_txL575S_OA&feature=related
Kangaroos
http://www.kidsplanet.org/factsheets/kangaroo.html
http://www.rfadventures.com/kangaroos.htm
http://christiananswers.net/q-aig/aig-kangaroos.html http://www.sandiegozoo.org/animalbytes/t-kangaroo.html
Polar Bears
http://www.youtube.com/watch?v=3LMmu-DKaQ0
http://www.youtube.com/watch?v=M8ss9lzD1y0&feature=related
http://www.youtube.com/watch?v=EYKuYS6c5lM&feature=PlayList&p=C68ECB4AC8C31E5B&index=3&playnext=2&playnext_from=PL
http://www.seaworld.org/infobooks/PolarBears/home.html
http://www.yesnet.yk.ca/projects/bears/reports/cassandra.html
http://kids.nationalgeographic.com/Animals/CreatureFeature/Polar-bear http://www.polarbearsinternational.org/bear-facts/
http://www.pbs.org/wnet/nature/episodes/great-white-bear/introduction/3348/
4. After gathering all the required information, create a poster that contains all of the information you have found about your animal. Including a sketch of the animal you researched
5. Reunite with your group to compare the characteristics of the animal each of you were assigned to research. 6. Make a pros and cons chart for each animal and compare.
7. Use the information gathered as well as the poster to help persuade the group to choose your animal! 8. After your group decides on the animal you want the zoo to choose for their last spot, present your findings to the class and see how well your animal did within the class. The animal with the most votes will be the newest member in the West Chester Zoo family!
Evaluation:
Conclusion:
By the end of this web quest, students will be more knowledgeable about the zebra, polar bear, and kangaroo and will be able to explain the characteristics of the animals to other students in the class. The posters can be used to decorate the classroom and can also be used as references for future class assignments. You can also use these sites to research other animals you may be particularly interested in. You will work as a group to compromise and pick an animal that would be beneficial for the zoo to add to the family.
Credits & References:
http://www.awf.org/content/wildlife/detail/zebrahttp://www.awf.org/content/wildlife/detail/zebra
http://www.bio.davidson.edu/people/vecase/behavior/Spring2004/delk/Habitat.htm
http://www.sciencenews.org/view/generic/id/9150/title/Math_Trek__Social_Networking_for_Zebras
http://www.ms-starship.com/journal/jan01/images/zebras-md34P59506.jpg
http://www.worldstory.net/en/savana/zebra_baby.html
http://www.youtube.com/watch?v=_txL575S_OA&feature=related
http://www.kidsplanet.org/factsheets/kangaroo.html
http://www.rfadventures.com/kangaroos.htm
http://christiananswers.net/q-aig/aig-kangaroos.html http://www.sandiegozoo.org/animalbytes/t-kangaroo.html http://www.seaworld.org/infobooks/PolarBears/home.html
http://www.yesnet.yk.ca/projects/bears/reports/cassandra.html
http://kids.nationalgeographic.com/Animals/CreatureFeature/Polar-bear
http://www.polarbearsinternational.org/bear-facts/
http://www.pbs.org/wnet/nature/episodes/great-white-bear/introduction/3348/ http://www.seaworld.org/infobooks/PolarBears/pbreproduction.html http://www.seaworld.org/infobooks/PolarBears/pbdiet.html
http://www.seaworld.org/infobooks/PolarBears/pbhabitat.html
Standards:
NETS-S.1STANDARD: Basic operations and conceptsNETS-S.1.A> Students demonstrate a sound understanding of the nature and operation of technology systems. NETS-S.1.B> Students are proficient in the use of technology. NETS-S.3STANDARD: Technology productivity toolsNETS-S.3.A> Students use technology tools to enhance learning, increase productivity, and promote creativity. NETS-S.3.B> Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. NETS-S.5.A> Students use technology to locate, evaluate, and collect information from a variety of sources. NETS-S.5.B> Students use technology tools to process data and report results. PA.SCI.3.3STANDARD: Biological SciencesPA.SCI.3.3.4.AKnow 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.CKnow 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.SCI.3.3.7.ADescribe the similarities and differences that characterize diverse living things.PA.SCI.3.3.7.A.1>--- Describe how the structures of living things help them function in unique ways
Zac the Zoologist needs your help! The West Chester Zoo has reached its full capacity and unfortunately only has room for one more animal to join their family! It's up to you and your group to help Zac research the three possible choices and figure out which one will be most suitable to take care of. Will it be Ziggy the Zebra, Petunia the Polar Bear, or Kane the Kangaroo.... you be the one to choose!
The Task:
- Persuade your group to choose the animal you are assigned to represent.
- Exhaustively research characteristics about the zebra, polar bear, and the kangaroo.
- Research online resources to discover how your animals act in their natural habitats.
- When the research is completed, create a visual aid to present to the other classmates.
- Choose one animal to become a part of the West Chester Zoo.
1. In groups of three choose an animal you each wish to represent. One group member will take on Ziggy, one will pick Petunia, and one will represent Kane. No animal can be assigned to more than one person within the group.
2. Travel virtually across the world using a web video and observe your animal's behaviors in their natural settings!
3. After watching them in their natural setting, each individual researcher needs to delve further into their animal by visiting the websites we provided!
- Look for the specific foods they eat and their favorite treats.
- Look at their sleeping patterns
- Look and research the type of habitat they reside in
- Look at how they interact and behave towards animals of a different species
- Look at how they raise and care for their young and at what age the young are left on their own.
Zebras
http://www.awf.org/content/wildlife/detail/zebrahttp://www.awf.org/content/wildlife/detail/zebra
http://www.bio.davidson.edu/people/vecase/behavior/Spring2004/delk/Habitat.htm
http://www.sciencenews.org/view/generic/id/9150/title/Math_Trek__Social_Networking_for_Zebras
http://www.worldstory.net/en/savana/zebra_baby.html
http://www.youtube.com/watch?v=_txL575S_OA&feature=related
Kangaroos
http://www.kidsplanet.org/factsheets/kangaroo.html
http://www.rfadventures.com/kangaroos.htm
http://christiananswers.net/q-aig/aig-kangaroos.html http://www.sandiegozoo.org/animalbytes/t-kangaroo.html
Polar Bears
http://www.youtube.com/watch?v=3LMmu-DKaQ0
http://www.youtube.com/watch?v=M8ss9lzD1y0&feature=related
http://www.youtube.com/watch?v=EYKuYS6c5lM&feature=PlayList&p=C68ECB4AC8C31E5B&index=3&playnext=2&playnext_from=PL
http://www.seaworld.org/infobooks/PolarBears/home.html
http://www.yesnet.yk.ca/projects/bears/reports/cassandra.html
http://kids.nationalgeographic.com/Animals/CreatureFeature/Polar-bear http://www.polarbearsinternational.org/bear-facts/
http://www.pbs.org/wnet/nature/episodes/great-white-bear/introduction/3348/
4. After gathering all the required information, create a poster that contains all of the information you have found about your animal. Including a sketch of the animal you researched
5. Reunite with your group to compare the characteristics of the animal each of you were assigned to research. 6. Make a pros and cons chart for each animal and compare.
7. Use the information gathered as well as the poster to help persuade the group to choose your animal! 8. After your group decides on the animal you want the zoo to choose for their last spot, present your findings to the class and see how well your animal did within the class. The animal with the most votes will be the newest member in the West Chester Zoo family!
Evaluation:
| Beginning | Developing | Accomplished | Exemplary | |
|---|---|---|---|---|
| Content Knowledge | Student does not have a grasp on the information and is unable to answer questions. | Student does not exhibit full understanding of the content knowledge and is inadequately answers posed questions. | Student shows understanding of the given animal but fails to fully elaborate on the content. | Student demonstrates full understanding of the animal with evidence of proper research. |
| Organization | Student lacks any sequence and the audience can not follow the presentation. | Student presents information out of sequence and is difficult for the audience to follow. | Student presents information in an appropriate sequence which the audience can follow. | Student presents information in an interesting sequence that is easy for the audience to follow. |
| Visuals | Student did not provide visual. | Student provided visual but was not closely related to the discussion. | Students visual relates to the presentation but was not discussed in full context. | Students visual was vibrant and greatly reinforced the information presented. |
| Delivery | Student mumbles while speaking too quietly and solely depends on note cards. | Student does not speak loudly and relies too heavily on note cards. | Student speaks clearly but makes minimal eye contact with the rest of the class. | Student showed great knowledge about content area and were confident when speaking about the information. |
Conclusion:
By the end of this web quest, students will be more knowledgeable about the zebra, polar bear, and kangaroo and will be able to explain the characteristics of the animals to other students in the class. The posters can be used to decorate the classroom and can also be used as references for future class assignments. You can also use these sites to research other animals you may be particularly interested in. You will work as a group to compromise and pick an animal that would be beneficial for the zoo to add to the family.
Credits & References:
http://www.awf.org/content/wildlife/detail/zebrahttp://www.awf.org/content/wildlife/detail/zebra
http://www.bio.davidson.edu/people/vecase/behavior/Spring2004/delk/Habitat.htm
http://www.sciencenews.org/view/generic/id/9150/title/Math_Trek__Social_Networking_for_Zebras
http://www.ms-starship.com/journal/jan01/images/zebras-md34P59506.jpg
http://www.worldstory.net/en/savana/zebra_baby.html
http://www.rfadventures.com/kangaroos.htm
http://christiananswers.net/q-aig/aig-kangaroos.html http://www.sandiegozoo.org/animalbytes/t-kangaroo.html http://www.seaworld.org/infobooks/PolarBears/home.html
http://www.yesnet.yk.ca/projects/bears/reports/cassandra.html
http://kids.nationalgeographic.com/Animals/CreatureFeature/Polar-bear
http://www.polarbearsinternational.org/bear-facts/
http://www.pbs.org/wnet/nature/episodes/great-white-bear/introduction/3348/ http://www.seaworld.org/infobooks/PolarBears/pbreproduction.html http://www.seaworld.org/infobooks/PolarBears/pbdiet.html
http://www.seaworld.org/infobooks/PolarBears/pbhabitat.html
Standards:
NETS-S.1STANDARD: Basic operations and conceptsNETS-S.1.A> Students demonstrate a sound understanding of the nature and operation of technology systems. NETS-S.1.B> Students are proficient in the use of technology. NETS-S.3STANDARD: Technology productivity toolsNETS-S.3.A> Students use technology tools to enhance learning, increase productivity, and promote creativity. NETS-S.3.B> Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. NETS-S.5.A> Students use technology to locate, evaluate, and collect information from a variety of sources. NETS-S.5.B> Students use technology tools to process data and report results. PA.SCI.3.3STANDARD: Biological SciencesPA.SCI.3.3.4.AKnow 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.CKnow 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.SCI.3.3.7.ADescribe the similarities and differences that characterize diverse living things.PA.SCI.3.3.7.A.1>--- Describe how the structures of living things help them function in unique ways
