Project Design Template

Project Title: Harrowing Habitats

Project Idea: West Virginia is a state-rich with wildlife and beautiful scenery. Students will explore various global ecosystems to see if animals are safe and protected in their natural habitats. Then they will apply their findings to West Virginia and determine any possible threats to our local wildlife. Students will then develop solutions to possible problems. Through multimedia experiences they will then relate their findings to panel of experts.

Entry Event Number 1: View United Streaming video, Elementary Adventures: Habitats of the World (http://streaming.discoveryeducation.com/index.cfm).An alternative video would be Habitats: Animal Homes (https://wv.pbslearningmedia.org/resource/nat15.sci.lisci.anihome/habitat-animal-homes/#.WVJkcPnyvIU). Discuss with the class the various ecosystems shown in the video including: animals, habitats, vegetation, and location of each ecosystem shown. Entry Event Number 2: A member of the Department of Natural Resources (DNR) will visit the classroom and discuss the various animals that inhabit West Virginia. The DNR representative will discuss the environmental problems facing these animals and pose a challenge to students to develop a plan to save the habitats of endangered or threatened animals.

Content Standards:

Standards Directly Taught or Learned

Through Discovery

Identified Learning Targets

Evidence of Success in Achieving Identified Learning

Target

S.3.GS.8 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Students will keep a journal documenting ideas and adjustments to project. Students will work in cooperative groups to develop a solution to the problem posed by the DNR representative.

Students will successfully document in the Journal. 

S.3.GS.7 Construct an argument with evidence that in a particular habitat some organisms can survive well,

Students will observe and describe relationships of animals and their habitat and predict the possible results of adverse factors.

Students will actively participate in the Food Chain Game and note these relationships and possible adverse factors that exist.

some survive less well, and some cannot survive at all.

Students will use Google Earth to locate and examine features of various ecosystems on the Earth. Students will create a PowerPoint presentation.

See PowerPoint Rubric and Ecosystem Checklist.

TCS.3-5.12 Research information on topics of interest through the use of age-appropriate technology and digital resources.

Students will use multiple sources to research their assigned ecosystem/habitat.

Students will successfully complete Research Note Cards 1 and Research Note Cards 2.

DSS.3-5.7 Develop Learning Skills Work

collaboratively to solve problems, complete tasks, and/or investigate topics of interest.

Explore a variety of learning opportunities within the classroom and home environment.

Maintain concentration over a reasonable amount of time despite distractions and interruptions.

Independently complete routines and learning tasks.

Students will work both individually and cooperatively to create products.

Students will complete Cooperative Group Contract and Cooperative Group Checklist.

Performance Objectives:

KnowInformation about world ecosystemsInformation about endangered and threatened animals and their environmentsHow to use search engines and computer skills including Power Point.How organisms adapt to adverse factors of the environment.

DoUse PowerPoint and word processing skills for a presentation Work as an effective group memberResearch and create a solution to a problemCreate a multimedia presentationKeep a reflection journalSimulate being an animal within a food web as part of an ecosystemUse a rubric to guide both group and independent work

Driving Question: How can we work to protect the animals that inhabit West Virginia?

Assessment Plan:

Major Group ProductsGroup members will collaborate and work to develop a plan to save endangered species found in West Virginia. A multimedia presentation of the project will be presented to a panel of DNR experts.

Major Individual Products Collaboration with group members

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

Collaboration Written CommunicationCritical Thinking & Problem Solving

Content Knowledge

Oral Communication OtherPowerPoint Rubric

X

Other classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsSelf-evaluation Notes

Research Note Cards 1Research Note Cards 2

X

Peer evaluation Checklists/observationsCooperative Group Checklist Ecosystem Checklist

Online tests and exams Concept mapsReflections: Survey Focus Group

Discussion Task Management ChartJournal Writing/Learning LogJournal

X OtherCooperative Group Contract

X

Map the Product:

Product:

Knowledge and Skills Needed Already Have Learned

Taught Before the

Project

Taught During the

Project1. How to use PowerPoint X2. Knowledge of Ecosystems X3. How to work in Cooperative Groups X4. How to use a virtual whiteboard X5. How to do Internet Research X6. Oral presentation skills X

Resources:

School-based Individuals:Media/Technology specialist Science Teacher Title I Teacher Art Teacher

Technology:Computer labPowerPoint softwareSmartBoardProjector

Community:DNR Expert/panelLocal University Personnel

Materials:Flash drives (one per group)JournalPowerPoint RubricResearch Note Card 1Research Note Card 2Ecosystem ChecklistCooperative Group ChecklistCooperative Group ContractDigital Camera

Websites:http://This link offers an overview of the Food Chain Game, including easily accessible materials, detailed directions, and rationale for this active outdoor simulation.http://www.readwritethink.orgThis site provides role sheets for teachers who would like more structure in assigning roles/jobs to students.http://www.wvdnr.gov/   Contact a representative from the West Virginia Department of Natural Resourceshttp://www.google.com/  Google to research ecosystemshttp://earth.google.com/    Google earth to investigate and describe features of assigned ecosystemshttp://www.kidsgeo.com/geography-for-kids/0164-ecosystems.php   For research of ecosystemshttp://www.fs.fed.us/r6/centraloregon/education/kids/eco-systems.shtml   For research of ecosystemshttp://www.geography4kids.com/files/land_ecosystem.html   For research of ecosystems

Manage the Process:

Phase 1 - Planning and Preparation for Harrowing HabitatsContact a representative from the West Virginia Department of Natural Resources (http://www.wvdnr.gov ) to schedule a visit to your classroom. The teacher may also consider personnel from their local university's Department of Forestry as another possible source for the entry event.

Allow enough time for research. You may find it necessary to schedule extra library or computer lab time.

Phase 2 – Cause-and-Effect Ecosystem SimulationEntry Event Number 1- View United Streaming video, Elementary Adventures: Habitats of the World (http://streaming.discoveryeducation.com/index.cfm). .

An alternative video: Habitats: Animal Homes from PBS Learning Media: https://wv.pbslearningmedia.org/resource/nat15.sci.lisci.anihome/habitat-animal-homes/#.WVJkcPnyvIU

Discuss with the class the various ecosystems that are shown in the video including: animals, habitats, vegetation, and location of each ecosystem shown. Discuss how animals are adapted to the various environments

Pass out Ecosystem Checklist to class. Students will use it to navigate Google Earth (http://earth.google.com) to investigate and describe features of assigned ecosystems.

Review expectations with students before playing the Food Chain Game. See http://www.outdoorbiology.com/files/resources/activities/FoodChainGame.pdf

Next, assign each child an ecosystem to research.

The students will use Research Note Cards 1 to organize the information they collect.

Finally, the students will present their research findings to their classmates.

Phase 3 – PowerPoint Project

Entry Event Number 2- West Virginia Department of Natural Resource Challenge to class.

After the challenge has been issued pass out the PowerPoint Rubric, Cooperative Group Contract, and Cooperative Group Checklist. Discuss expectations and assessment.

Place students into cooperative groups of 3-4 students each. The teacher needs to consider the ability levels and work habits of their students when placing students into groups. Read, Write, Think (http://www.readwritethink.org/search/partner.html?learning_objective=35&sort_order=relevance&q=cooperative+group+role+cards&old_q=cooperative+grouping&srchwhere=with-filter&srchgo.x=14&srchgo.y=10) provides role sheets for teachers who would like more structure in assigning roles/jobs to students.

The West Virginia Department of Natural Resource website (http://www.wvdnr.gov) provides a list of endangered/threatened animals in West Virginia. The number of groups will determine how many animals need to be chosen for this project.

Students will explore the DNR website and choose an animal that is threatened/endangered.

Students will work cooperatively and investigate websites and various other sources of information to find what is causing the threats to their animals. They will use Research Note Cards 2 to help organize this information.

After students have researched their animals and habitats they need to create a possible solution to the threats facing the animals and their habitats and create a PowerPoint presentation that will be presented to their classmates, principal, and DNR representative.

The PowerPoint presentations should contain at least five slides. Slides should name the animal, its habitat, threats facing the animal, and solutions/aid students design for the animal/habitat. Students must include how these animals have adapted to these threats in order to survive.

If possible provide one flash drive per group. Students will need to save work daily.

Each day students work on the project they will use a Journal to monitor changes and progress to their PowerPoint slides/research to help manage the time and progress completed.

Allot enough computer lab time/library access for students to complete research and PowerPoint slides.

The students’ PowerPoint presentations will be evaluated using the PowerPoint Rubric.

Students will complete the Self Reflection form that will allow the teacher to make adjustments for the next term.

Classroom Management. Prepare an area in the classroom that will contain all student materials necessary for project.

Encourage students to work and problem solve as independently as possible. I encourage the “Ask three before me” rule for independent work.Monitor students frequently to ensure that they are on task and using resources correctly.

Differentiated Instruction. The teacher needs to consider each student and their varying abilities.

Place students in heterogeneous groups. In addition to ability levels, also consider work habits and personality traits of students when placing them into groups.

Project Reflection and Evaluation: Students will complete the Self Reflection form at the end of the project.

Harrowing HabitatsDaily Journal Log

Name __________________________

Date Reflection

PowerPoint Rubric

Name: _____________________________________________________________________________________________ Date:__________________________

Category 4 3 2 1 CommentsOrganization of PowerPoint 

PowerPoint contains 5 slides and all content throughout the presentation is accurate. There are no factual errors. Information is presented in a logical manner.Relationships of animals and habitat explained and predictions made.

PowerPoint contains three-four slides and most of the content is accurate but there is one piece of information that might be inaccurate. Information can be followed easily. Relationships of animals and habitat explained but predictions are not solid.

PowerPoint contains one-two slides and the content is generally accurate, but one piece of information is clearly flawed or inaccurate. Information is difficult to follow. Relationships of animals and habitat not explained and no predictions are present.

PowerPoint contains one slide and content is confusing and difficult to follow or contains more than one factual error. Not relationships of animals to habitat.

Spelling and Grammar  Presentation has no misspellings or grammatical errors. 

Presentation has one spelling or grammatical error. 

Presentation has two spelling or grammatical errors. 

Project has three or more spelling or grammatical errors. 

Graphics  Slides contain clip art or pictures that enhance the content of the slide.  

Slides contain clip art or pictures that are appropriate and support the content of the slide.

Slides contain little clip art or pictures.  Clip art/pictures do not correspond to information on slide.

Slides contain no clip art or pictures.

Class Presentation  Student speaks clearly and distinctly all the time. Engages audience at all time.  Uses visual in presentation. 

Student speaks clearly and distinctly most of the time. Engages the audience most of the time. Uses visual in presentation. 

Student speaks clearly and distinctly some of the time. Engages audience some of the time. Uses visual in presentation. 

Student is not clear or speaks too softly to be heard/understand.   Does not engage audience.  Does not use visual. 

Font and Formatting Font formats (color, bold, italic, etc.)  enhance attractiveness and content of slides. 

Font formats enhance content of slides. 

Font format complements the content. It may be a little hard to read. 

Font format makes it very difficult to read the material. 

Ecosystem Checklist Name ____________________________

Directions: At the Google Earth website (http://earth.google.com), find the search bar, and then Fly to. Type in each ecosystem listed below. When you find the ecosystem, place a checkmark under the Check column then describe what each place looks like. You may zoom in closer and explore any links that may pop up while at the site.

Ecosystem Check Describe what you see

Sahara Desert, Africa

Great Barrier Reef, Australia

Temperate Forests, Adirondacks, New York

Amazon Tropical Rainforest, Brazil

Research Note Cards 1Ecosystem:

Location:

Animals:

Plants/Vegetation:

Climate:

Source(s):

Research Note Cards 1Ecosystem:

Location:

Animals:

Plants/Vegetation:

Climate:

Source(s):

Research Note Cards 2Animal:

Where animal is found in WV:

Threat to animal or its habitat:

Possible Solutions and animal adaptations:

Source(s):

Research Note Cards 2Animal:

Where animal is found in WV:

Threat to animal or its habitat:

Possible solutions and animal adaptations:

Source(s):

Cooperative Group Contract Harrowing Habitat Research Project

We, Group Number _____________, agree to work cooperatively to complete this project. We have agreed to the following terms:

A) If a group member is unable to come to class,

______________________________________________________________________

______________________________________________________________________

B) If a group member is sick on the day that the project or presentation is due, then

______________________________________________________________________

______________________________________________________________________

C) If a group member does not fulfill their roles and responsibilities, the group may

______________________________________________________________________

______________________________________________________________________

D) If a group member does not understand their responsibilities or information, then they are to contact

______________________________________________________________________

Group Members1.

2.

3.

4.

Cooperative Group Checklist

Group Members1.

2.

3.

4.

o I worked well with my group members.o I helped my group memberso I shared information and ideas with my group members.o I didn’t waste time.o I tried hard to finish my assigned task.o I did not get bossy.o If I feel there is a problem, I will go to my teacher and discuss 

problem.

Name: _____________________________________ Date: ______________

SELF-REFLECTION ON LEARNINGSpend a few minutes to analyze your performance on group and individual tasks.

Name:Project Name:Describe the project in a sentence or two:

What is the most important thing you learned during this project:What do you wish you had spent more time on:What big idea(s) did this project help you understand?What do you wish you had done differently:What part of the project did you do your best work on:What was the most enjoyable part of this project:What was the least enjoyable part of this project:How could your teacher(s) change this project to make it better next time: