April Landreth ArntsNational University

MAT 675Assignment 2.2b

Endangered Species: An Ecology Webquest

Based on California Standard 6. “Stability in an ecosystem is a balance between competing effects,” (California Department of Education, 2000).

Introduction

Introduction

When population size of a species decreases, dramatic changes can occur within an ecosystem. You have learned what it means for an organism to be considered endangered. Now you will learn about a specific endangered species and the ecosystem in which it lives.

Task

Task

You will work in groups of 3 or 4 to research a biome and an endangered species that lives within the biome. Your research should include conservation efforts to maintain the population of the species. Using your research, you will write and design a children’s book about the endangered species and how we can protect it.

Process

Process• Step 1: Research a biome and make a concept map (Beans, n.d.).

• Your choices are: Rainforest, Tundra, Grasslands, Deciduous Forest, Coniferous Forest, Desert, Freshwater, Marine, or Savannah.

• Find out where the biome is located, plant life, precipitation, climate.• Draw a concept map of your biome.

• Step 2: Pick and research an endangered species in the biome (Nuthall, 1999).• Find out what factors are putting the species at risk (Ex. deforestation, an

introduced species, human population growth). • Is there anything about the species itself that is putting it at risk. (Ex. Does it

reproduce slowly, or is picky about finding a mate?)

• Step 3: Write the story for your book.• Remember your audience! This is for elementary-aged children.• Keep the vocabulary simple, but incorporate and explain terms about the species

and the biome.

Process• Step 4: Design your book.

• Make sure it is colorful with lots of pictures.• You can draw the pictures yourself , use clipart, or find pictures and

drawings on the internet.• Your group can choose to use a website like blurb.com or

booksurge.com to put your book together electronically, or use the raw materials in the classroom to assemble your book.

• Step 5: Read your book to an elementary school class.• Once your book is finished, we will spend three days in different

elementary classrooms where you will have a chance to read your book.

• Choose one person to read the book from your group, and at least two people to record how the children respond. Take notes during the reading and also ask the children what they think about your book.

Resources

Resources• Desert

– http://www.ucmp.berkeley.edu/exhibits/biomes/deserts.php

– http://www.mbgnet.net/sets/desert/index.htm

– http://www.blueplanetbiomes.org/desert.htm

• Tundra– http://mbgnet.mobot.org/sets/tundr

a/index.htm– http://ths.sps.lane.edu/biomes/tundr

a5/tundra5.html– http://

www.blueplanetbiomes.org/tundra.htm

– http://www.ucmp.berkeley.edu/exhibits/biomes/tundra.php

• Grasslands/Savannah– http://

mbgnet.mobot.org/sets/grasslnd/index.htm

– http://www.naturegrid.org.uk/grassland/index.html

– http://www.blueplanetbiomes.org/grasslands.htm

– http://environment.nationalgeographic.com/environment/habitats/grassland-profile/

– http://www.ucmp.berkeley.edu/glossary/gloss5/biome/grassland.html

– http://www.worldbiomes.com/biomes_grassland.htm

Resources• Deciduous (Temperate) Forest

– http://mbgnet.mobot.org/sets/temp/index.htm – http

://www.cnr.vt.edu/dendro/Forsite/tdfbiome.htm

– http://www.runet.edu/~swoodwar/CLASSES/GEOG235/biomes/tbdf/tbdf.html

– http://ths.sps.lane.edu/biomes/deciduous3/deciduous3.html

– http://www.blueplanetbiomes.org/deciduous_forest.htm

• Coniferous Forest (Taiga)– http://mbgnet.mobot.org/sets/taiga/index.htm – http://

www.cotf.edu/ete/modules/msese/earthsysflr/taiga.html

– http://curriculum.calstatela.edu/courses/builders/lessons/less/biomes/conifers/tiaga.html

– http://www.blueplanetbiomes.org/taiga.htm

• Rainforest– http://www.zoomdinosaurs.com/subjec

ts/rainforest/

– http://www.mbgnet.net/sets/rforest/index.htm

– http://www.blueplanetbiomes.org/rainforest.htm

– http://ths.sps.lane.edu/biomes/rain3/rain3.html

• For all Forests– http://

www.ucmp.berkeley.edu/exhibits/biomes/forests.php

Resources• Freshwater

– http://www.ucmp.berkeley.edu/exhibits/biomes/freshwater.php

– http://www.mbgnet.net/fresh/– http://www.idiotica.com/cranium/en

cyclopedia/content/Freshwater.htm– http://www.bioexpedition.com/fresh

water-biome.html

• Marine– http://

www.ucmp.berkeley.edu/exhibits/biomes/marine.php

– http://www.mbgnet.net/salt/– http://www.mos.org/oceans/– http://

ths.sps.lane.edu/biomes/marine3/marine3.html

– http://ths.sps.lane.edu/biomes/marine4/marine4.html

Resources• Endangered Species

– http://www.endangeredspecie.com/– http://www.earthsendangered.com/– http://www.fws.gov/endangered/– http://www.worldwildlife.org/species/

Evaluation

Evaluation

• Each group’s work will be graded using a rubric worth up to 120 points (See rubric on next slide).

• In addition, everyone will do peer evaluations of their group members.• You can earn up to 10 points based on my

observations and your peer evaluations. • That means your total score for the project will be

out of 130 points.

Needs Improvement (0-5)

Satisfactory (6-10)

Good(11-15)

Excellent(15-20)

Total Points

Accuracy There are several factual errors in the story.

Most facts presented in the story are accurate (at least 70%).

Almost all facts presented in the story are accurate.

All facts presented in the story are accurate.

Content No attempt has been made to relate the story to the assigned topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Illustrations Illustrations are not present OR they do not relate to the text on the page.

Illustrations relate to the text on the page.

Illustrations are somewhat detailed, attractive, and relate to the text on the page.

Illustrations are detailed, attractive, creative and relate to the text on the page.

Spelling & Punctuation

The final draft has more than 3 spelling and punctuation errors

There are 2-3 spelling and punctuation errors in the final draft.

There is one spelling or punctuation error in the final draft.

There are no spelling or punctuation errors in the final draft.

Neatness The final draft is not neat or attractive.

The final draft of the story is readable and some of the pages are attractive..

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting.

The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words.

Requirements Many requirements were not met.

Most (about 75%) of the written requirements were met, but several were not.

Almost all (about 90%) the written requirements were met.

All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.

Conclusion

Conclusion Questions• Write a reflection on creating and sharing your

children’s book. Be prepared to discuss what you write with the class. Include in your response:• Did you find your biome and species interesting?• What was the writing process like in your group?• How well did you group work together?• What did you like best? What did you like least?• How did the children respond to your book?• Would you change anything after reading your book to

children?• **Why is it important to learn about different biomes and

the endangered species within them?**

References• Beans, M. (n.d.). Ecology Webquest. Retrieved from

http://michaelbeans.tripod.com/id15.html

• California Department of Education. (2000). Science content standards for California public schools, Kindergarten through grade twelve. Retrieved from http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf

• Gokturk. (2003). Children’s Book Rubric. Retrieved from http://www.surfturk.com/techwriting/childrensbookrubric.html

• LaCombe-Burby. (2011). Ecology Webquest. Retrieved from http://teacherweb.com/ME/JALeonardMiddleSchoolOldTown/Ecologywebquest/index.html

• Nuthall, K. (1999). Conflict: Yellowstone wolves. Retrieved from http://www.powayusd.com/projects/MT&R/conflictyellowstonewolf.htm