Habitat

4279350492_5cdc823146.jpgWhat Makes A9500503_83de095ccf.jpgHABITAT?




Introduction:
Every living creature depends upon other things in nature to survive. The area in which a creature resides is called its "habitat". A human's habitat could be very diverse. Many people on Earth live in very different climates, ecosystems, and even economic areas. Animals and other creatures are similar, however many creatures live only in one very specific type of habitat and can not survive in others. This activity will allow you to explore different animals living on our planet, discover the kinds of habitats they live in, and how their habitat helps them survive. During your exploration, you will be expected to responsibly utilize the world wide web by visiting the websites listed below. Using these resources will help to expand your understanding of habitats, as well as to help you build one of your own!


Task 1.
A. Partner with a classmate and play the "Habitat Game" on switcheroo.com.
B. Next, change the precipitation, conditions, and vegetation, etc., in order to find the ideal habitat that fits with each animal.

TIP Experiment with less than ideal conditions - i.e. a polar bear on the beach - to see how some animals can not survive outside of their natural habitats...or could they?)
C.
Continue until you have successfully matched up all of the available animals with their compatible habitat.

Task 2.
A
. Go to the National Geographic Kids "Amazing Animals" webpage.
B.With your partner, browse through the different animals available on the "Facts & Photos" tab.
C. Choose a creature from the "Facts & Photos" tab that interests both you and your partner, or even one that you may not have heard of before!
D. Watch the video (in the "video & sound" tab) on your selected animal and map its natural location (in the "map" tab).
E. After you have learned about your animal, go to the National Geographic "Habitats" webpage.
F. Based on your earlier research, locate the habitat in which you believe your animal belongs. Click on it.
G. Read over the information presented in your animals habitat.
TIP
Does this habitat fit? Some information may not be the exact conditions your animal lives in. Some animals may live in a combination of habitats, so you may use multiple selections if needed.

Task 3.
A. Using what you have learned in Tasks 1 & 2, create an interactive habitat for your animal using Prezi.
B. You may use Flickr "creative commons" to gather images or video for your project. You may use any images, video, audio, anything else that you can think of to build your animal's habitat.
Do not restrict your yourself to just pictures of your animal, but also think about what kinds of foods they eat in their habitat, pictures of what the weather is like, plants found in the area, etc.
C. Make sure to include all aspects that make your animal's habitat complete.


2852327856_7109139aa6.jpg
Cheetah's are found in Africa and Southeastern Asia
232323232fp6323;_nu=3574__;7_25__WSNRCG=324289_98_34;nu0mrj.jpg
This caterpillar feeds on deciduous trees (trees that are losing their leaves)

4188650592_d245f48434.jpg
Hummingbirds can be found all over the Americas and have many different species

RESOURCES
http://www.switcheroozoo.com/games/habitatgame.htm
http://kids.nationalgeographic.com/Animals/
http://environment.nationalgeographic.com/environment/habitats/
http://prezi.com/
http://www.flickr.com/creativecommons/by-2.0/

Illinois Learning Standards

Standard 11: Know and apply the concepts, principles and processes of tech­nological design.
Goal: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
Benchmark: 11.B.3c: Select the most appropriate design and build a prototype or simulation.
NET STANDARDS1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship

ASSESSMENT: The Habitat Project is graded out of 75 Points.
CATEGORY
15
10
5
0
Images
Images create a distinct habitat that matches different parts of the presentation.
Images create a habitat that matches some parts of the presentation.
An attempt was made to use images to create a habitat, but it needed more work.
Little or no attempt to use images to create an appropriate habitat.
Understanding the Topic
Strong awareness of information in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit their animal and habitat.
Some awareness of information in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit their animal and habitat.
Some awareness of information in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit their animal and habitat.
Limited awareness of the needs and interests of the their animal and habitat.
Effort & Completeness of Habitat
The presentation is made with exactly the right amount of detail throughout.
The presentation composition is typically good, though it seems to lack somewhat OR need slightly more detail in one or two sections.
The presentation seems to need more editing. It is noticeably short in more than one section.
The presentation needs extensive editing. It is too short to be interesting.
Grammar
Grammar and usage were correct and contributed to clarity, style and habitat and animal development.
Grammar and usage were typically correct and errors did not detract from the project.
Grammar and usage were typically correct but errors detracted from project.
Repeated errors in grammar and usage distracted greatly from the project.
Appropriate use of the internet
The internet was used in appropriate fashion, and only the websites listed, as well as sites approved by the teacher, were used.
The internet was used in an appropriate fashion, but some websites were used that were not first approved by the teacher.
The internet was used responsibly, but students went off track at times, viewing websites that did not assist with the project, and were not approved by the teacher
Students used the internet irresponsibly and did not follow the websites listed by the teacher.


Conclusion: After completing this activity students should have a solid understanding of the aspects that make up their particular creature's habitat. They should also be able to identify key features that contribute to creating a habitat for any animal. Following their explorations on the web, students should have a broad appreciation for habitats of all kinds. They should be aware that everywhere they step, they are in some living creatures habitat. They should also have a clear understanding of how animals can adjust to their surrounding, even if they were not naturally placed there. Students should also be aware that some creatures can not survive outside of their natural habitat, and how displacing animals may affect the habitat's of other living things.