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Endangered Species: An Ecology Webquest

April Landreth Arnts National University MAT 675 Assignment 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.

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Endangered Species: An Ecology Webquest

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  1. April Landreth Arnts National University MAT 675 Assignment 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).

  2. Introduction

  3. 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.

  4. Task

  5. 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.

  6. Process

  7. 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.

  8. 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.

  9. Resources

  10. 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/tundra/index.htm • http://ths.sps.lane.edu/biomes/tundra5/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

  11. 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/subjects/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

  12. Resources • Freshwater • http://www.ucmp.berkeley.edu/exhibits/biomes/freshwater.php • http://www.mbgnet.net/fresh/ • http://www.idiotica.com/cranium/encyclopedia/content/Freshwater.htm • http://www.bioexpedition.com/freshwater-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

  13. Resources • Endangered Species • http://www.endangeredspecie.com/ • http://www.earthsendangered.com/ • http://www.fws.gov/endangered/ • http://www.worldwildlife.org/species/

  14. Evaluation

  15. 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.

  16. Conclusion

  17. 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?**

  18. 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

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