Web quest By: Jennifer Lutzke.  Students will investigate a given Wisconsin animal using technology with provided web sites  Students will learn how

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Animals of Wisconsin

Animals of WisconsinWeb quest By: Jennifer Lutzke1Goals Students will investigate a given Wisconsin animal using technology with provided web sitesStudents will learn how to create a verity project using the computerStudents will work in a small group to discuss similarities and differences of two Wisconsin animals

2ExpectationsYou will select one native Wisconsin AnimalYou will research the animal though the given web sitesYou will create either a brochure, news letter, or PowerPoint about your animalYou will get together with a partner to discuss your animalsYou and your partner will make a Venn diagram for your two animals You will present both parts of the project to the class

3Project will includeName and picture of animalHabitat that the animal lives inArea of Wisconsin were it can be found4 Fun facts about the animalVendiagram of your animal and your partners animal Presentation of your animal and Venn diagram

4Time lineWeek one work on your poster, brochure, or power point on your chosen Wisconsin animal.Week two finish up chosen project on Wisconsin animal get partners for vendiagramWeek three create a vendiagram with your partner End of week three present your animal projects and Venn diagrams

5

Beaver

Elk

Squirrel

Moose

Muskrat

Opossum6

Porcupine

Raccoon

Red Fox

Timber Wolf

White-Tailed Dear

Canada Lynx7

Badger

Cotton Tail Rabbit

Bat

Pine Martin

Mink

Bob Cat8

Striped Skunk

Snowshoe Hare

Black Bear

Chipmunk

Coyote9Venn Diagram 10 Collaborative Work Skills : Group Work For Wisconsin AnimalsTeacher Name: Mrs. LutzkeStudent Name: ________________________________________CATEGORY4321Time-ManagementRoutinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.Working with othersAlmost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.AttitudeNever is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).ContributionsRoutinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.PrideWork reflects this student's best efforts.Work reflects a strong effort from this student.Work reflects some effort from this student.Work reflects very little effort on the part of this student.Date Created: Apr 26, 2010 11:05 pm (UTC)11 Research Report : Wisconsin AnimalsTeacher Name: Mrs. LutzkeStudent Name: ________________________________________CATEGORY4321InformationAll topics are addressed and all questions answered with at least 2 sentences about each.All topics are addressed and most questions answered with at least 2 sentences about each.All topics are addressed, and most questions answered with 1 sentence about each.One or more topics were not addressed.InternetSuccessfully uses suggested internet links to find information and navigates within these sites easily without assistance.Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.Grammar/spellingNo grammatical, spelling or punctuation errors.Almost no grammatical, spelling or punctuation errorsA few grammatical spelling, or punctuation errors.Many grammatical, spelling, or punctuation errors.NotesNotes are recorded and organized in an extremely neat and orderly fashion.Notes are recorded legibly and are somewhat organized.Notes are recorded.Notes are recorded only with peer/teacher assistance and reminders.Date Created: Apr 26, 2010 10:55 pm (UTC)12

Common Core State Standards13English Language Arts, Standard B: WritingPerformance Standards - Grade 4

B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequencesUse a variety of writing technologies, including pen and paper as well as computers

14English Language Arts, Standard B: WritingPerformance Standards - Grade 4B.4.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications.Understand and use parts of speech effectively, including nouns, pronouns, and adjectivesUse adverbials effectively, including words and phrasesEmploy principles of agreement related to number, gender, and caseCapitalize proper nouns, titles, and initial words of sentencesUse punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clausesUse commas correctly to punctuate appositives and listsSpell frequently used words correctlyUse word order and punctuation marks to distinguish statements, questions, exclamations, and commands

15English Language Arts - Standard C: Oral Language Performance Standards - Grade 4C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulationSpeaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail

16English Language Arts Performance Standards E Media & Technology Grade 4

E.4.1 Use computers to acquire, organize, analyze, and communicate information.Operate common computer hardware and softwareUse basic word-processing, graphics, and drawing programsCreate, store, and retrieve electronic filesAccess information using electronic reference resources, such as library catalog, encyclopedias, almanacs, and indexesGenerate, send, and retrieve electronic messages17Science Content & Performance StandardsContent StandardPerformance StandardScience, Standard B: Nature of SciencePerformance Standards - Grade 4B.4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigationsTHE CHARACTERISTICS OF ORGANISMSF.4.1 Discover* how each organism meets its basic needs for water, nutrients, protection, and energy* in order to survive

18Social Studies, Standard A: GeographyPerformance Standards - Grade 4A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world19

201.Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:apply existing knowledge to generate new ideas, products, or processes.create original works as a means of personal or group expression212.Communication and CollaborationStudents 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. Students:interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.contribute to project teams to produce original works or solve problems.223.Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:plan strategies to guide inquiry.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.234.Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:identify and define authentic problems and significant questions for investigation.plan and manage activities to develop a solution or complete a project.collect and analyze data to identify solutions and/or make informed decisions.245.Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:advocate and practice safe, legal, and responsible use of information and technology.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.demonstrate personal responsibility for lifelong learning.

256.Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Students:

understand and use technology systems

select and use applications effectively and productively

transfer current knowledge to learning of new technologies.26Recourceshttp://kids.yahoo.com/animals/mammals/4092--Striped+Skunkhttp://fohn.net/skunk-pictures-facts/http://animals.nationalgeographic.com/animals/mammals/snowshoe-hare.html http://animals.nationalgeographic.com/animals/mammals/snowshoe-hare.htmlhttp://www.museum.state.il.us/exhibits/larson/lepus_americanus.htmlhttp://animals.nationalgeographic.com/animals/mammals/black-bear/ http://www.tah http://www.wisconsinblackbears.com/about.php oewildbears.org/black_bear_facts.htmhttp://animals.nationalgeographic.com/animals/mammals/chipmunk.html http://www.crittercontrol.com/facts/animals/chipmunks.htmlhttp://www.chipmunkfacts.net/

http://www.ehow.com/about_6162539_pine-marten-habitat.html http://www.dnr.state.mn.us/snapshots/mammals/americanmarten.html http://www.ehow.com/about_6162539_pine-marten-habitat.htmlhttp://animals.nationalgeographic.com/animals/mammals/bobcat.htmlhttp://animals.howstuffworks.com/mammals/bobcat-vs-lynx.htm/printablehttp://animals.nationalgeographic.com/animals/mammals/bobcat.html http://wiatri.net/inventory/bats/Wibats/index.cfm http://www.batworld.org/batworld_centers/milwaukee.htmlhttp://www.milwaukeezoo.org/conservation/bats/wisconsin.phphttp://www.messingerwoods.org/rabbitprofile.htm http://pubs.cas.psu.edu/freepubs/pdfs/uh095.pdfhttp://icwdm.org/handbook/mammals/mam_d75.pdfhttp://www.encyclopedia.com/topic/mink.aspxhttp://www.nhptv.org/natureworks/mink. http://www.dnr.state.mn.us/snapshots/mammals/mink.html htm

27Resourceshttp://digital-desert.com/wildlife/badger.htmlhttp://animal.discovery.com/mammals/badger/ http://a-z-animals.com/animals/badger/ http://www.switcheroozoo.com/profiles/badger.htm http://www.statesymbolsusa.org/Wisconsin/Animal_wildlifeDEER.htmlhttp://www.nhptv.org/NATUREWORKS/whitetaileddeer.htmhttp://animals.nationalgeographic.com/animals/mammals/white-tailed-deer.htmlhttp://www.nwf.org/Wildlife/Wildlife-Library/Mammals/Canada-Lynx.aspxhttp://www.nhptv.org/NatureWorks/lynx.htmhttp://www.fws.gov/mountain-prairie/species/mammals/lynx/http://www.dnr.state.mn.us/mammals/wolves/index.htmlhttp://www.timberwolfinformation.org/http://www.timberwolfinformation.org/http://www.bearcountryusa.com/animals/animal_info.php?id=17http://www.fcps.edu/islandcreekes/ecology/red_fox.htmhttp://www.reedsburg.com/blacksquirrel.htm

http://www.nhptv.org/NatureWorks/redfox.htmhttp://animals.nationalgeographic.com/animals/mammals/red-fox.htmlhttp://www.pestproducts.com/raccoon-information.htmhttp://www.dnr.state.md.us/wildlife/Plants_Wildlife/animalbits/raccoon.htmlhttp://animals.nationalgeographic.com/animals/mammals/raccoon.htmlhttp://www.nhptv.org/NatureWorks/porcupine.htmhttp://www.nhptv.org/NatureWorks/porcupine.htmhttp://animals.nationalgeographic.com/animals/mammals/porcupine.htmlhttp://www.pleasebekind.com/opossum.htmlhttp://www.opossum.org/facts.htmhttp://animals.nationalgeographic.com/animals/mammals/opossum/http://www.holoweb.com/cannon/muskrat.htmhttp://www.enature.com/flashcard/show_flash_card.asp?recordnumber=ma0086

28Resourceshttp://animals.nationalgeographic.com/animals/mammals/squirrel.htmlhttp://basineducation.uwex.edu/woodland/OWW/Pubs/UWEX/G3522.pdfhttp://www.google.com/images?rlz=1C1GPCK_enUS376US376&q=wisconsinelk&um=1&ie=UTF-8&source=univ&ei=dZDkS7O4J4P78Abi6vSmDQ&sa=X&oi=image_http://animals.nationalgeographic.com/animals/mammals/elk.htmlhttp://animals.nationalgeographic.com/animals/mammals/beaver.htmlhttp://www.timberwolfinformation.org/kidsonly/wolfweb/beaver.htmhttp://homeschooling.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=homeschooling&cdn=education&tm=4&gps=438_162_896_536&f=00&su=p897.6.336.ip_&tt=11&bt=0&bts=1&zu=http://www.dnr.state.wi.us/org/caer/ce/eek/critter/mammal/beaver.htm

http://www.nhptv.org/natureworks/mink.htmhttp://www.advancedwildlifecontrolllc.com/coyote.html http://www.county.milwaukee.gov/Coyotes9205.htmhttp://animals.nationalgeographic.com/animals/mammals/coyote.htmlhttp://www.kaweahoaks.com/html/muskrat.htmlhttp://www.mooseworld.com/http://www.dnr.state.wi.us/org/land/wildlife/Elk/http://animals.nationalgeographic.com/animals/...

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