ecosystem

4-5th Grade Science WebQuest

Cecilia Barlow

INTRODUCTION

Our world has become overpopulated and many are beginning to starve. You must find a planet that will sustain human life. There are several planets nearby that need to be explored. Your job is to choose a planet and explore its acceptability for colonization. You can use what is known about environments on Earth to help you.

TASK

You will need to choose a planet, and describe what needs are specific to that planet and how these needs can be used by humans. Within your group, you will assume one of the following roles:

Plant Biologist...you will determine which plants are found on your planet and which are best suited for growing in the new environment. You will also determine what role the plants play in the environment? You need to be sure to communicate with the animal biologist to insure that the plants are compatible with the animals. You will be responsible for sharing this information with your group and the class.

Animal Biologist...you will determine which animals are found and are best suited for your environment. What role do they play? Are they compatible with other animals and plants, which we may bring into the environment? Be sure to check with the plant biologist! You will be responsible for sharing information with the class.

Environmental Biologist...;you will determine if a colony will be detrimental to the ecosystem. Are there enough plants and animals to maintain the ecosystem? What types of predators and prey are found and how do they survive on the planet chosen. Be sure to check with the animal and the plant biologist! You will be responsible for sharing information with the class.

Contractor...you will need to find what supplies and equipment will be needed to create a colony. This will include housing, plants, animals, and shelter for all items. Check with the biologists to find out their needs. You will be responsible for sharing information with the class.

Each of you will be responsible for completing information sheets for your specific role. The information sheets will help you to gather the information needed to complete your project. After you have completed your individual sheets, your group will present your planet to the class. The class will evaluate each environment. After all groups have presented, the class will vote on the planet to be colonized! (Click on icon for information sheet.)

PROCESS

The first step in your project is to form your group. You will be working in a group of 4 students. Each student will have specific individual tasks as well as group responsibilities.

As an individual member of your group, you will be the expert in your field. Your group will be counting on you to provide clear, accurate data about your portion of the project.

As a group member, you will conduct research in order to contribute material essential to the group presentation. You will also provide factual input and assist in the composition of the editorial.

Next: Determine which specialist each group member will be. Remember that you are responsible for all the research in your area. You are the expert. The specialist are:

Plant Biologist

Animal Biologist

Environmental Biologist

Contractor

Some forms for charting and presenting your research include:

A visual and a written description of the environment of your planet.

Graphs which represent climatic conditions on the planet.One graph should show the monthly high temperature for twelve monthsOne graph should show the monthly low temperature for twelve months.One graph should show the average monthly precipitation for twelve months.

Some general characteristics that animals must possess in order to survive on the planet.

Photographs of representative plants and animals, which are labeled.

A food web that contains plants and animals which are found on your planet.

A study guide which reinforces the information contained in your presentation

Next research and gather all your information together and choose how you will present the information to your class. There are several ways you may present to the class.

Tri-fold board with oral presentation.

Power Point with oral presentation.

Poster-board for each member with oral presentation.

Skit

Any other form approved by your teacher.

RESOURCES

General Topics

Introduction to the biome concept

Photo gallery of biomes

The importance of biomes

Glossary of biome terms

Terrestrial Ecosystems

Arctic alpine expression

Tropical alpine expression

Boreal forest

Temperate deciduous forest 1

Temperate deciduous forest 2

Aquatic Ecosystems

Other Resources:

Enchanted Learning Habitats

Food Chains in Different Ecosystems

World Biomes

Science Links to Biomes

EVALUATION

0-1 2-3 4-5

Organization of Information

Audience cannot understand presentation because there is no sequence of information

Students present information in a logical sequence which audience can follow

Students present information in a logical, interesting sequence which audience can follow

Teamwork

The final product is not the result of a collaborative effort

The team worked well together but could have utilized each other's skills to a better degree

It is evident that a mutual effort and cohesive unit created the final project

Task

The task is incomplete and/or it is apparent that little effort went into the development of the task

At least one area of the task was not addressed. The plan followed by the team showed a great deal of thought

All areas of the task were addressed and handled with a high degree of sophistication

Grammar, Format, and Spelling

The final body of work had major grammar, spelling, and formatting errors.

The final body of work had few errors related to grammar, spelling, and formatting

The final body of work was free of grammar, spelling, and formatting errors

TOTAL: ____/20

CONCLUSION

Congratulations on a job well done! Now you are more familiar with some of the types of ecosystems that make up our environment, some animals and plants that live in these ecosystems, how they interact with each other, and how non-living objects effect an ecosystem. We are now able to start our move to our new home.

CREDITS

As teachers we are always on the lookout for new and innovative ways to help our students learn. Through working together we can achieve this goal. Pictures and sources borrowed from:

Melinda Johnson

Anna Zuccarini and Peg Vandeleur

Mrs. McKinney

TEACHERS PAGE

Then your team must decide which planet you will be exploring. These planets are:

        Planet Plains/Grassland 202           Planet Desert 201

        Planet Ocean 22                           Planet Swamp 106

        Planet Pond 18                             Planet Forest 184

And also the unknown authors of some great WebQuest.

Environmental Issues

Introduction

Learners:

This lesson is made for 4-5th grade students. It is intended to build a variety of reading, writing and research skills. The reading skills include: skimming, scanning, researching different types of articles to gather pertinent information. The writing skills include: the ability to gather, summarize, and organize information using the computer. Also, at the end of each session, they must use cooperative learining skills and teamwork to determine what information to choose for their presentation. Studnets must be able to use standard English when making their presentations to the class at the end of this project.

Standards:
In PDF format

Evaluation:
Rubric for final project.
Rubric for oral presentation (optional)

in PDF format

FREE ADOBE (PDF) READER DOWNLOAD