web quest by: jennifer lutzke. students will investigate a given wisconsin animal using technology...
TRANSCRIPT
GOALS
Students will investigate a given Wisconsin animal using technology with provided web sites
Students will learn how to create a verity project using the computer
Students will work in a small group to discuss similarities and differences of two Wisconsin animals
EXPECTATIONS
You will select one native Wisconsin Animal You will research the animal though the given web
sites You will create either a brochure, news letter, or
PowerPoint about your animal You will get together with a partner to discuss your
animals You and your partner will make a Venn diagram for
your two animals You will present both parts of the project to the
class
PROJECT WILL INCLUDE
Name and picture of animal Habitat that the animal lives in Area of Wisconsin were it can be found 4 Fun facts about the animal Vendiagram of your animal and your partners animal Presentation of your animal and Venn diagram
TIME LINE
Week 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 vendiagram
Week three create a vendiagram with your partner End of week three present your animal projects and Venn
diagrams
Beaver Elk Squirrel
Moose Muskrat Opossum
Porcupine Raccoon Red Fox
Timber Wolf White-Tailed DearCanada Lynx
Badger Cotton Tail Rabbit
Bat Pine Martin
Mink
Bob Cat
Striped Skunk Snowshoe Hare Black Bear
Chipmunk Coyote
Collaborative Work Skills : Group Work For Wisconsin Animals
Teacher Name: Mrs. Lutzke
Student Name: ________________________________________
CATEGORY 4 3 2 1
Time-Management Routinely 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 others Almost 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.
Attitude Never 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).
Contributions Routinely 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.
Pride Work 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)
Research Report : Wisconsin Animals
Teacher Name: Mrs. Lutzke
Student Name: ________________________________________
CATEGORY 4 3 2 1Information All 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.
Internet Successfully 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/spelling No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling, or punctuation errors.
Many grammatical, spelling, or punctuation errors.
Notes Notes 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)
ENGLISH 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 sequences
Use a variety of writing technologies, including pen and paper as well as computers
ENGLISH LANGUAGE ARTS, STANDARD B: WRITINGPERFORMANCE STANDARDS - GRADE 4
B.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 adjectives
Use adverbials effectively, including words and phrases Employ principles of agreement related to number, gender, and case Capitalize proper nouns, titles, and initial words of sentences Use punctuation marks and conjunctions, as appropriate, to separate
sentences and connect independent clauses Use commas correctly to punctuate appositives and lists Spell frequently used words correctly Use word order and punctuation marks to distinguish statements,
questions, exclamations, and commands
ENGLISH LANGUAGE ARTS - STANDARD C: ORAL LANGUAGE PERFORMANCE STANDARDS - GRADE 4
C.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 articulation
Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail
ENGLISH 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 software Use basic word-processing, graphics, and drawing
programs Create, store, and retrieve electronic files Access information using electronic reference resources,
such as library catalog, encyclopedias, almanacs, and indexes
Generate, send, and retrieve electronic messages
SCIENCE CONTENT & PERFORMANCE STANDARDSCONTENT STANDARDPERFORMANCE STANDARD
Science, Standard B: Nature of SciencePerformance Standards - Grade 4
B.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 investigations
THE CHARACTERISTICS OF ORGANISMS F.4.1 Discover* how each organism meets its basic needs
for water, nutrients, protection, and energy* in order to survive
SOCIAL STUDIES, STANDARD A: GEOGRAPHYPERFORMANCE STANDARDS - GRADE 4
A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world
1.CREATIVITY AND INNOVATION
Students 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 expression
2.COMMUNICATION AND COLLABORATION
Students 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.
3.RESEARCH AND INFORMATION FLUENCY
Students 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.
4.CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING
Students 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.
5.DIGITAL CITIZENSHIP
Students 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.
6.TECHNOLOGY OPERATIONS AND CONCEPTS
Students 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.
RECOURCES
http://kids.yahoo.com/animals/mammals/4092--Striped+Skunk
http://fohn.net/skunk-pictures-facts/ http://
animals.nationalgeographic.com/animals/mammals/snowshoe-hare.html
http://animals.nationalgeographic.com/animals/mammals/snowshoe-hare.html
http://www.museum.state.il.us/exhibits/larson/lepus_americanus.html
http://animals.nationalgeographic.com/animals/mammals/black-bear/ http://www.tah
http://www.wisconsinblackbears.com/about.php oewildbears.org/black_bear_facts.htm
http://animals.nationalgeographic.com/animals/mammals/chipmunk.html
http://www.crittercontrol.com/facts/animals/chipmunks.html
http://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.html
http://animals.nationalgeographic.com/animals/mammals/bobcat.html
http://animals.howstuffworks.com/mammals/bobcat-vs-lynx.htm/printable
http://animals.nationalgeographic.com/animals/mammals/bobcat.html http://wiatri.net/inventory/bats/Wibats/index.cfm http://www.batworld.org/batworld_centers/milwaukee.html
http://www.milwaukeezoo.org/conservation/bats/wisconsin.php
http://www.messingerwoods.org/rabbitprofile.htm http://pubs.cas.psu.edu/freepubs/pdfs/uh095.pdf
http://icwdm.org/handbook/mammals/mam_d75.pdf http://www.encyclopedia.com/topic/mink.aspx http://www.nhptv.org/natureworks/mink. http://www.dnr.s
tate.mn.us/snapshots/mammals/mink.html htm
RESOURCES
http://digital-desert.com/wildlife/badger.html http://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.html
http://www.nhptv.org/NATUREWORKS/whitetaileddeer.htm
http://animals.nationalgeographic.com/animals/mammals/white-tailed-deer.html
http://www.nwf.org/Wildlife/Wildlife-Library/Mammals/Canada-Lynx.aspx
http://www.nhptv.org/NatureWorks/lynx.htm http://
www.fws.gov/mountain-prairie/species/mammals/lynx/ http://www.dnr.state.mn.us/mammals/wolves/index.html http://www.timberwolfinformation.org/ http://www.timberwolfinformation.org/ http://
www.bearcountryusa.com/animals/animal_info.php?id=17
http://www.fcps.edu/islandcreekes/ecology/red_fox.htm http://www.reedsburg.com/blacksquirrel.htm
http://www.nhptv.org/NatureWorks/redfox.htm http://
animals.nationalgeographic.com/animals/mammals/red-fox.html
http://www.pestproducts.com/raccoon-information.htm http://
www.dnr.state.md.us/wildlife/Plants_Wildlife/animalbits/raccoon.html
http://animals.nationalgeographic.com/animals/mammals/raccoon.html
http://www.nhptv.org/NatureWorks/porcupine.htm http://www.nhptv.org/NatureWorks/porcupine.htm http://
animals.nationalgeographic.com/animals/mammals/porcupine.html
http://www.pleasebekind.com/opossum.html http://www.opossum.org/facts.htm http://animals.nationalgeographic.com/animals/mammal
s/opossum/
http://www.holoweb.com/cannon/muskrat.htm http://
www.enature.com/flashcard/show_flash_card.asp?recordnumber=ma0086
RESOURCES
http://animals.nationalgeographic.com/animals/mammals/squirrel.html
http://basineducation.uwex.edu/woodland/OWW/Pubs/UWEX/G3522.pdf
http://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.html
http://animals.nationalgeographic.com/animals/mammals/beaver.html
http://www.timberwolfinformation.org/kidsonly/wolfweb/beaver.htm
http://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.htm http://www.advancedwildlifecontrolllc.com/coyote.html http://www.county.milwaukee.gov/Coyotes9205.htm http://
animals.nationalgeographic.com/animals/mammals/coyote.html
http://www.kaweahoaks.com/html/muskrat.html http://www.mooseworld.com/ http://www.dnr.state.wi.us/org/land/wildlife/Elk/http://
animals.nationalgeographic.com/animals/mammals/moose.html
http://animals.nationalgeographic.com/animals/mammals/skunk.html