Exploring Animal Habitats by Becoming a Zoologist

Author

Caitlin Jeffas, 11/20/16

Essential Question

How are animals’ habitats important for their survival?

Abstract

During this web quest, students will work in groups of three to explore different animals and their habitats. Students will be assigned a group to work with, and they will be given an animal and habitat to research. Each student will be assigned a role, researching facts about their animal, learning about that animal’s habitat, and examining different types of zoo exhibits for that animal. Each role will be given graphic organizer fact sheets to fill out with information, and websites to view and learn about their role. When students are finished completing their graphic organizer fact sheets, they will meet and share their information with each other. Students will then work as a team and create a new exhibit at the zoo for their animal using all of the information they researched. Students may create a poster, a 3-D model, or a PowerPoint Presentation showing and explaining their animal’s exhibit in the zoo. The students will present their new exhibits to the class and explain the type of habitat they have created.

Performance  Objectives

Students will be able to:

• Understand the different characteristics of animals.
• Explore and learn about different animal habitats.
• Create a zoo exhibit that includes animal specific features.
• Determine how an animal’s habitat is important for its survival.

Scaffolding Knowledge

Level	Activities
Remember	Recalling information previously learned about animals and habitats. Identify facts about animals, and their habitats and zoo exhibits.
Understand	Discuss your research/finding with your group. Become the teacher and explain the information that you learned throughout your role.
Apply	Select which facts are the most important in creating a new exhibit for the zoo.
Analyze	Organize information into a presentation that will be viewed by the class.
Evaluate	Assess your team’s work by reviewing the Zoologist Webquest Rubric.
Create	Create a poster, 3-D model, or PowerPoint presentation about a new animal exhibit in the zoo.

SAMR

SAMR is the framework used to assess the use of technology in a classroom. It is made up of four levels; Substitution, Augmentation, Modification, and Redefinition. Throughout this webquest, the substitution, augmentation, and modification levels are addressed.

Substitution– Instead of using library book, magazines, or articles, students can use computers and the internet to find information on their animals and habitats.

Augmentation– While using computers and the internet, students can print out information and pictures to help them create their project and presentation.

Modification– Students can use the PowerPoint application or other project presenting applications to create and present their zoo exhibit. They can also use other applications to create a poster or 3-D model.

TPACK

Technological Knowledge is addressed through the use of the computers to conduct the research on animals, habitats, and zoo exhibits. Computers are also utilized when creating a poster, 3-D model, or PowerPoint presentation.

Pedagogical Knowledge is addressed by knowing the abilities of your students. I used vocabulary and prior knowledge to help them understand the concept of animal habitats. I also would pair students together based on their learning abilities to make sure that everyone will learn from each other. I am also giving them the ability to choose their own project for their presentation. Students can choose if they want to make a poster, 3-D model, or PowerPoint presentation.

Content Knowledge is addressed because of the research the teacher does prior to the lesson. Prior to this lesson, I know how animals depend on their habitats for survival. I had to research and understand the way that zoo exhibits are created. I also researched and found many websites that are useful for my students when conducting their research.

Standards Addressed

2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.

Teacher Preparation

• Animal Expert Fact Sheet
• Animal Habitat Fact Sheet
• Zoo Exhibit Fact Sheet
• Evaluation Rubric

Alternate Outline – Accommodations

• Students who are below/above grade level would be best suited for the Animal Expert role.
• If the teacher does not have computers in the classroom, they can print out all of the resources for their students. They can also check out books from the library to allow students to do their own research.
• English Language Learners should be paired with other students as well as given vocabulary cards and translating dictionaries.
• G&T students can be given additional websites to research.

Suggested Follow-Up

If students need more practice on skills, visit:

http://www3.canisius.edu/~grandem/animalshabitats/SOFTCHALKGOOD_print.html

http://www.nature.org/newsfeatures/specialfeatures/animals/

http://wwf.panda.org/about_our_earth/teacher_resources/webfieldtrips/hab_adaptation/

http://a-z-animals.com/reference/habitats/