Introduction
Attention Attention
To all students,
Our principal has made a MAJOR mistake. In attempting to order books about animals, he made the mistake of actually ordering the animals themselves.We have tried to cancel the order, but the animals are already on their way. We have so many other things to worry about, which is why were asking you for help to solve this problem. Please see the task section to see what exact help we are going to need. If we don’t figure this out in time, animals will be running wild down our hallways.
Sincerely,
The office manager, Ihava lotaisues
Task
Given our dilemma, we will need everyones help to address the issue. We have provided outlets for everyone to follow to help prepare for the animals that are arriving. We have pulled together videos of the animals to view. These will allow you to observe what makes up the animals habitat. We will have also provided articles to read that will shed light on what these animals need to survive. It will be up to you to gather information from these places to put together the final report. This report will go to the principal, so he will know what we have to get for the animals. Each of the four students in the group will have a number 1-4 directing you where to go and what to do. Continue to the process page where your steps will be provided.
Process
Process
Video analysis Directions
Each student will open the video their number is located next to. While watching the video it is important that you write down observations you notice of the environment. Use the piece of paper provided to you to take down your notes. For example, are they near water? Are they surrounded by a Forrest? Do they seem to be in an open field? Write down anything you notice these animals are near or may need in their habitat. Once you have finished your video analysis move onto the readings section.
1.) Your animal is the blue poison frog, click the following link to view the video https://www.youtube.com/watch?v=vGviEuTvm14
Jump start ideas: What does the environment of frog look like in the video? For example, what might be some things we need to get to replicate such an area?
2.) Your animal is the caribbean flamingo, click the following link to view the video https://www.youtube.com/watch?v=Q2lDV0MMrcw
Jump start ideas: What do you notice about the environment these flamingos are in? Why is the baby flamingo on what appears to be a rock?
3.) Your animal is the cape buffalo, click the following link to view the video https://www.youtube.com/watch?v=uEhMtkLQgx0
Jump start ideas: What do you notice about the environment they are in? From the video, can you explain what animals they shouldn't be kept with?
4.) Your animal is the Gharial, click the following link to view the video https://www.youtube.com/watch?v=plucJ4RkK0I
Jump start ideas: What do you notice about the area these gharial are located? What may we need to get to provide such an environment
Once you have finished viewing your video and taking down observations, make sure to draw your animal on a piece of paper including the environment they were in based on your observations. After completing that, move onto the readings section.
Reading analysis directions
Each student will open the link located next to their number. The information provided in these sources will inform you where the animals are located and what they consume for food. Using a piece of paper, students will be required to write down; where in the world they are located, and what types of food they consume for energy.
1.) Ask the teacher for help defining, invertebrates, if you do not know what the word means or cannot figure it out on your own. Click the following link to take you to your reading http://www.kidzone.ws/lw/frogs/facts-poison.htm
2.) Click on the following link to locate your readinghttp://www.theanimalfiles.com/birds/flamingos/caribbean_flamingo.html
3.) Click on the following link to locate your reading http://www.theanimalfiles.com/mammals/hoofed_mammals/buffalo_african.html
4.) Click on the following link to locate your reading http://seaworld.org/animal-info/animal-bytes/reptiles/gharial/
Climate evaluation section
Now that you have finished analyzing your animal, we need to know what type of climate these animals are in? For example, what is the temperatures of these habitats? Next to each number is a link that will bring you to your necessary site. Write a brief description of what the climate is like for that area.
1.)Once you have opened the link, read the sections titled Weather and Tropical rainforests. These areas will provide with the information to take notes on. http://kids.nceas.ucsb.edu/biomes/rainforest.html
2.) Click on the link, this will bring you to the site with the information about climate in the galapagos islands. Use this site to take notes on what the climate is like. http://www.pbs.org/safarchive/5_cool/galapagos/g24_weather.html
3.) Click on the link, this will bring you to the site where you can find information about the climate for this animal. http://www.nationsencyclopedia.com/Africa/Central-African-Republic-CLIMATE.html
4.) Click on the link, this will bring you to the site where you can find information about the climate for this animal. Read the section under best time to visit to find information about the climate. http://www.worldtravelguide.net/nepal/weather-climate-geography
Final Report
You have gathered all the necessary information! You have successfully made observations, analyzed the animals environments, and analyzed the climates these animals are in. Now it is time to put the all this information together into the final report. Using one piece of paper, work as a group to answer the final three questions.
1.) What are some of the differences between the environments of the animals?
2.) What may we have to do to for the animals during our colder seasons? Would the animals be able to survive during the winter?
3.)What are some of the major differences and similarities of the animals habitats?
Evaluation
Lab Report : The animals are here
- Teacher Name:
Mr. Fox
- Student Name: ________________________________________
| CATEGORY | 3 | 2 | 1 | |
| video analysis | Students use three or more descriptors to explain the animals environment. They also produce a drawing including such descriptions. | Students use less than three descriptors to explain the environment. They also provide a drawing including such descriptions. | Students don't make any observations or provide a drawing. | |
| reading analysis | Students describe the different areas these animals are located along with the food they consume. | Students describe only one area the animals are found or the food they consume. | Students don't describe where the animals are located or the food they consume. | |
| climate evaluation | Students describe the weather that makes up the habitat the animals are from. This includes a numerical temperature value. | Students describe the temperature as being cold or warm, no numerical temperature value included. | Students don't describe the temperature. | |
| final report | Students describe the differences and similarities between the habitats. They also articulate what may have to be done to accommodate the animals during our colder seasons. | Students describe either the similarities or differences. They also articulate what may be done to accommodate the animals during our colder seasons. | Students don't describe the similarities of differences. They also do not explain what might have to be done to accommodate the animals during our colder seasons. | |
| Teamwork | All students kept to their work. Stayed on task with no distractions. Engaged in communication with partners in a polite fashion. | Students stayed on task for the most part. Teacher may had to intervene to get group back on task. | Students did not stay on task. Teacher had to constantly intervene to get group back on task and working together in a polite fashion. |
Conclusion
To the Students,
Thank you for your efforts. After reviewing your teams final report, we now feel as though we will successfully be able to create an environment for these animals. Without your help, we dont know what we would have been able to do for the animals. Thanks to your observing and analzying skills we now know what considerations to take into account.
Thank you so much,
Ihava lotaisues
Credits
Works Cited
-Encyclopedia of the Nations. (2011). Central Africa Republic - Climate. Encyclopedia of the Nations. Retrieved from http://www.nationsencyclopedia.com/Africa/Central-African-Republic-CLIMATE.html
-FlameWall44. (2012, Oct 24). Poisonous Frogs at the National Zoo in Washington, D.C. Video File. Retrieved from https://www.youtube.com/watch?v=vGviEuTvm14
-Kidzone, (2015). Poison Dart Frog. Kidzone. Retrieved from http://www.kidzone.ws/lw/frogs/facts-poison.htm
-PBS. (n.d). Weather and the Galapagos Islands. PBS. Retrieved from http://www.pbs.org/safarchive/5_cool/galapagos/g24_weather.html
-rubrnekvideo. (2009, Feb 13). Indian Gharial Giant Crocodile. Video File. Retrieved from https://www.youtube.com/watch?v=plucJ4RkK0I
-SeaWorld Parks & Entertainment. (2015). Gharial Reptiles. Sea World Parks & Entertainment. Retrieved from http://seaworld.org/animal-info/animal-bytes/reptiles/gharial/
-The Animal Files. (2014). Caribbean Flamingo. The animal files. Retrieved from http://www.theanimalfiles.com
-Tomb0171. (2010, Feb 23). Cape Buffalo. Video File. Retrieved from https://www.youtube.com/watch?v=SCn240P2-pk
-Wild Life Conservation Society, (2012. Aug 15). A Bronx Zoo Caribbean Flamingo Chick Takes its First Steps. Video File. Retrieved from https://www.youtube.com/watch?v=Q2lDV0MMrcw
-World Biomes. (2004). Rainforrest. Kids Do Ecology. Retrieved from http://kids.nceas.ucsb.edu/biomes/rainforest.html
-World Travel Guide. (2015). Nepal Weather, climate and geography. World Travel Guide. Retrieved from http://www.worldtravelguide.net/nepal/weather-climate-geography
Teacher Page
Below are the following standards pertaining to this webquest.
NGSS
2LS4 Biological Evolution: Unity and Diversity
Make observations of plants and animals to compare the diversity of life in different habitats
Common Core
W 2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).