1 / 29

Animals of Wisconsin

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

elliot
Download Presentation

Animals of Wisconsin

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Web quest By: Jennifer Lutzke Animals of Wisconsin

  2. 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

  3. 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

  4. 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

  5. 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

  6. Beaver Elk Squirrel Opossum Moose Muskrat

  7. Porcupine Red Fox Raccoon Canada Lynx Timber Wolf White-Tailed Dear

  8. Cotton Tail Rabbit Badger Mink Pine Martin Bat Bob Cat

  9. Striped Skunk Black Bear Snowshoe Hare Coyote Chipmunk

  10. Venn Diagram

  11. Common Core State Standards

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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

  21. 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

  22. 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

  23. 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

  24. 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

  25. 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

  26. 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

More Related