Webquest: Adaptations
http://www.fgse.nova.edu/~bhartsel/Webquest_process.htm
Webquest: Endangered Wolves
Website all about wolves!
Introduction: Did you hear? Barack Obama, the President of the United States has just given 1 million dollars to Washington Irving! He says the class with the most informative project on an endangered animal will get the money! Since we have been exploring wolves in fiction and in real life we will be researching endangered wolves. With the members of your group you will research and become experts on the endangered wolf species. Together, you will complete an informational poster to inform our President on the wolf of your group’s choice. May the best project win!
Task: Your task or job is to complete and informational poster with all the important facts about your wolf and how you plan to make a difference in the life of this endangered species.
Process: Below are the steps you will take to complete your task. Follow them in order and work together!
Together, like scientist, gather data and come up with your own definition of the word endangered.
1. Common Name of the Wolf Species
What is the Scientific name of the species?
What other animals is this wolf species related to?
2. Habitat
Where can your species be found?
What distinguishing physical features does your species have? Describe your wolf so that the reader will get a mental picture of what it looks like without actually seeing a real photo!
How many babies will a wolf have at once? How many times a year does a female wolf give birth to baby.
5. Why is it endangered?
What has caused this species to become endangered? How have humans affected the species population?
6. What has been done?/What can you do?
Are there any laws to protect this species?
7. Interesting Facts
In this section mention anything interesting you came across while researching your species that you have not yet mentioned in your project. Have fun with this section!
After you collect all of your data look for real photos of your animal. You should have at least 3 photos on your poster. Your photos should include:
The species’ habitat
**Don’t forget to add captions so the reader will know what he/she is looking at!**
Rubric: See attachment below
Resources:
English Resources:
Gray wolves
http://www.biokids.umich.edu/critters/Canis_lupus/
http://www.defenders.org/gray-wolf/basic-facts`
http://ecos.fws.gov/speciesProfile/profile/speciesProfile?spcode=A00D
http://gifts.worldwildlife.org/gift-center/gifts/Species-Adoptions/Gray-Wolf.aspx?sc=AWY1200WCW00
http://www.animalfactguide.com/animal-facts/gray-wolf/
http://www.aquakids.tv/apex-predator/gray-wolf/
Red wolves
http://www.animalcorner.co.uk/wildlife/wolves/wolf_red.html
http://www.konicaminolta.com/kids/endangered_animals/library/field/red-wolf.html
http://www.defenders.org/red-wolf/basic-facts http://www.defenders.org/mexican-gray-wolf/basic-facts
https://www.youtube.com/watch?v=WSsNZu5HXCM
http://www.aquakids.tv/apex-predator/gray-wolf/
http://a-z-animals.com/animals/red-wolf/
Mexican wolves
https://www.aza.org/Education/KidsAndFamilies/detail.aspx?id=14437
http://www.mexicanwolves.org/index.php/fun-n-facts
http://www.defenders.org/mexican-gray-wolf/basic-facts
http://www.animalcorner.co.uk/wildlife/wolves/wolf_grey.html
http://www.animalcorner.co.uk/wildlife/wolves/wolf_mexican.html
http://advocacy.britannica.com/blog/advocacy/2014/09/saving-the-endangered-mexican-gray-wolf/
http://www.fws.gov/southwest/es/mexicanwolf/kids_WF.cfm
Articles and Videos for ALL groups:
http://www.wolf.org/learn/wild-kids/wolf-families/
http://www.dnr.state.mn.us/rsg/profile.html?action=elementDetail&selectedElement=AMAJA01030
http://www.sciencekids.co.nz/sciencefacts/animals/wolf.html
http://a-z-animals.com/animals/wolf/
http://www.animalfactguide.com/2014/02/video-wolves-change-rivers/
Conclusion: Wow, can you believe the experts you have become on wolves. ¡Besa a su cerebro! Now that your projects are done and beautifully decorating the inside and outside of our classroom we are confident all of your projects are a million dollars worthy.
Mil besitos,
Srta. Nuñez, Mrs. Rose, and Srta. Rivera
http://www.fgse.nova.edu/~bhartsel/Webquest_process.htm
Webquest: Endangered Wolves
Website all about wolves!
Introduction: Did you hear? Barack Obama, the President of the United States has just given 1 million dollars to Washington Irving! He says the class with the most informative project on an endangered animal will get the money! Since we have been exploring wolves in fiction and in real life we will be researching endangered wolves. With the members of your group you will research and become experts on the endangered wolf species. Together, you will complete an informational poster to inform our President on the wolf of your group’s choice. May the best project win!
Task: Your task or job is to complete and informational poster with all the important facts about your wolf and how you plan to make a difference in the life of this endangered species.
Process: Below are the steps you will take to complete your task. Follow them in order and work together!
Together, like scientist, gather data and come up with your own definition of the word endangered.
1. Common Name of the Wolf Species
What is the Scientific name of the species?
What other animals is this wolf species related to?
2. Habitat
Where can your species be found?
- What are the characteristics of this habitat?
- Why does this species live there?
- Which animals does this species hunt?
- Which animals hunt this species?
What distinguishing physical features does your species have? Describe your wolf so that the reader will get a mental picture of what it looks like without actually seeing a real photo!
How many babies will a wolf have at once? How many times a year does a female wolf give birth to baby.
5. Why is it endangered?
What has caused this species to become endangered? How have humans affected the species population?
6. What has been done?/What can you do?
Are there any laws to protect this species?
7. Interesting Facts
In this section mention anything interesting you came across while researching your species that you have not yet mentioned in your project. Have fun with this section!
After you collect all of your data look for real photos of your animal. You should have at least 3 photos on your poster. Your photos should include:
The species’ habitat
- The species young
**Don’t forget to add captions so the reader will know what he/she is looking at!**
- Resources: list all of the resources you used to complete this project! Make sure they are in alphabetical order.
- Rubric: We know that you will work so hard so you may be asking yourself, “how will we be graded?” Take a look at the rubric to help guide you while completing your project so you can make sure you include ALL the needed parts! Remember each of you will also complete a rubric as a personal reflection to hand into Srta. Nuñez, Mrs. Rose, and Srta. Rivera which will outline your participation in the project and the participation of your groupmates.
Rubric: See attachment below
Resources:
English Resources:
Gray wolves
http://www.biokids.umich.edu/critters/Canis_lupus/
http://www.defenders.org/gray-wolf/basic-facts`
http://ecos.fws.gov/speciesProfile/profile/speciesProfile?spcode=A00D
http://gifts.worldwildlife.org/gift-center/gifts/Species-Adoptions/Gray-Wolf.aspx?sc=AWY1200WCW00
http://www.animalfactguide.com/animal-facts/gray-wolf/
http://www.aquakids.tv/apex-predator/gray-wolf/
Red wolves
http://www.animalcorner.co.uk/wildlife/wolves/wolf_red.html
http://www.konicaminolta.com/kids/endangered_animals/library/field/red-wolf.html
http://www.defenders.org/red-wolf/basic-facts http://www.defenders.org/mexican-gray-wolf/basic-facts
https://www.youtube.com/watch?v=WSsNZu5HXCM
http://www.aquakids.tv/apex-predator/gray-wolf/
http://a-z-animals.com/animals/red-wolf/
Mexican wolves
https://www.aza.org/Education/KidsAndFamilies/detail.aspx?id=14437
http://www.mexicanwolves.org/index.php/fun-n-facts
http://www.defenders.org/mexican-gray-wolf/basic-facts
http://www.animalcorner.co.uk/wildlife/wolves/wolf_grey.html
http://www.animalcorner.co.uk/wildlife/wolves/wolf_mexican.html
http://advocacy.britannica.com/blog/advocacy/2014/09/saving-the-endangered-mexican-gray-wolf/
http://www.fws.gov/southwest/es/mexicanwolf/kids_WF.cfm
Articles and Videos for ALL groups:
http://www.wolf.org/learn/wild-kids/wolf-families/
http://www.dnr.state.mn.us/rsg/profile.html?action=elementDetail&selectedElement=AMAJA01030
http://www.sciencekids.co.nz/sciencefacts/animals/wolf.html
http://a-z-animals.com/animals/wolf/
http://www.animalfactguide.com/2014/02/video-wolves-change-rivers/
Conclusion: Wow, can you believe the experts you have become on wolves. ¡Besa a su cerebro! Now that your projects are done and beautifully decorating the inside and outside of our classroom we are confident all of your projects are a million dollars worthy.
Mil besitos,
Srta. Nuñez, Mrs. Rose, and Srta. Rivera
Click on the links to access the graphic organizer and rubric you will need to complete this project.
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Science Standards
STANDARD 2—Information Systems
Students will access, generate, process, and transfer information using appropriate technologies
Key Idea 1:
Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
• use computer technology, traditional paper-based resources, and interpersonal discussions to learn, do, and share science in the classroom
• select appropriate hardware and software that aids in word processing, creating databases, telecommunications, graphing, data display, and other tasks
• use information technology to link the classroom to world events
STANDARD 7—Interdisciplinary Problem Solving
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Connections
Key Idea 1:
The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
• analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action
• make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit trade-offs to arrive at an optimal choice
• design solutions to problems involving a familiar and real context, investigate related science concepts to determine the solution, and use mathematics to model, quantify, measure, and compute
• observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions
English Language Arts Standards:
Reading Informational Texts
Craft and Structure:
CCSS.ELA-LITERACY.RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
Speaking and Listening
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.3.5
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
CCSS.ELA-LITERACY.SL.3.6
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
STANDARD 2—Information Systems
Students will access, generate, process, and transfer information using appropriate technologies
Key Idea 1:
Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
• use computer technology, traditional paper-based resources, and interpersonal discussions to learn, do, and share science in the classroom
• select appropriate hardware and software that aids in word processing, creating databases, telecommunications, graphing, data display, and other tasks
• use information technology to link the classroom to world events
STANDARD 7—Interdisciplinary Problem Solving
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Connections
Key Idea 1:
The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
• analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action
• make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit trade-offs to arrive at an optimal choice
• design solutions to problems involving a familiar and real context, investigate related science concepts to determine the solution, and use mathematics to model, quantify, measure, and compute
• observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions
English Language Arts Standards:
Reading Informational Texts
Craft and Structure:
CCSS.ELA-LITERACY.RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
Speaking and Listening
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.3.5
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
CCSS.ELA-LITERACY.SL.3.6
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)