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Web quest By: Jennifer Lutzke. Animals of Wisconsin. 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
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Web quest By: Jennifer Lutzke Animals of Wisconsin
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 Goals
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 Expectations
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 Project will include
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 Time line
Beaver Elk Squirrel Opossum Moose Muskrat
Porcupine Red Fox Raccoon Canada Lynx Timber Wolf White-Tailed Dear
Cotton Tail Rabbit Badger Mink Pine Martin Bat Bob Cat
Striped Skunk Black Bear Snowshoe Hare Coyote Chipmunk
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 B: WritingPerformance 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 - Standard C: Oral Language Performance Standards - 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 English Language Arts Performance Standards E Media & Technology Grade 4
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 Science Content & Performance StandardsContent StandardPerformance Standard
A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world Social Studies, Standard A: GeographyPerformance Standards - Grade 4
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 1.Creativity and Innovation
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. 2.Communication and Collaboration
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. 3.Research and Information Fluency
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. 4.Critical Thinking, Problem Solving, and Decision Making
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. 5.Digital Citizenship
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. 6.Technology Operations and Concepts
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.htmlhttp://www.dnr.state.mn.us/snapshots/mammals/americanmarten.htmlhttp://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.htmlhttp://wiatri.net/inventory/bats/Wibats/index.cfmhttp://www.batworld.org/batworld_centers/milwaukee.html • http://www.milwaukeezoo.org/conservation/bats/wisconsin.php • http://www.messingerwoods.org/rabbitprofile.htmhttp://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.state.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/mammals/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