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
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/exhi
bits/biomes/deserts.php
– http://www.mbgnet.net/sets/desert/
index.htm
– http://www.blueplanetbiomes.org/d
esert.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/tu
ndra.htm
– http://www.ucmp.berkeley.edu/exhi
bits/biomes/tundra.php
• Grasslands/Savannah
– http://mbgnet.mobot.org/sets/gras
slnd/index.htm
– http://www.naturegrid.org.uk/gras
sland/index.html
– http://www.blueplanetbiomes.org/
grasslands.htm
– http://environment.nationalgeogra
phic.com/environment/habitats/gr
assland-profile/
– http://www.ucmp.berkeley.edu/glo
ssary/gloss5/biome/grassland.html
– http://www.worldbiomes.com/bio
mes_grassland.htm
Resources
• Deciduous (Temperate) Forest
– http://mbgnet.mobot.org/sets/temp/index
.htm
– http://www.cnr.vt.edu/dendro/Forsite/tdf
biome.htm
– http://www.runet.edu/~swoodwar/CLASSE
S/GEOG235/biomes/tbdf/tbdf.html
– http://ths.sps.lane.edu/biomes/deciduous
3/deciduous3.html
– http://www.blueplanetbiomes.org/decidu
ous_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/b
uilders/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/in
dex.htm
– http://www.blueplanetbiomes.org/rainf
orest.htm
– http://ths.sps.lane.edu/biomes/rain3/ra
in3.html
• For all Forests
– http://www.ucmp.berkeley.edu/exhibits
/biomes/forests.php
Resources
• Freshwater
– http://www.ucmp.berkeley.edu/exhi
bits/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/ex
hibits/biomes/marine.php
– http://www.mbgnet.net/salt/
– http://www.mos.org/oceans/
– http://ths.sps.lane.edu/biomes/ma
rine3/marine3.html
– http://ths.sps.lane.edu/biomes/ma
rine4/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)
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.
Total
Points
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