Let's Dive in to Help Save the Animals!A webquest designed for the 2nd Grade
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Introduction

There has recently been large amounts of pollution in the ocean. As a marine biologist you are worried about how the pollution is affecting the sea life. We need to learn as much as we can about animal and plant life beneath the surface of the water. Each of you must choose an animal to investigate and report back to your fellow biologists. With our gained knowledge, we will be able to save the animals and their homes.


Dolphins by jeffk42.
Dolphins by jeffk42.

Tasks

Grab your scuba gear and head underwater to follow an animal of your choice and to learn more about it. Transform yourself into this animal and learn how to adapt to your environment and complete necessary daily activities. Document your findings with 20-30 pictures that you will be able to share with your collegues through Photostory. It is important to identify the "sound" of the ocean so you can match a song or sound effects that is appropriate for the presentation. Now that you have informed your fellow scientists about the importance of your animal, it is important to inform the public! Through Microsoft Publisher you will create a pamphlet using your pictures from your exploration and any data you have collected. This will be distributed to promote awareness within the community for a supported effort in sea life survival.

Great Barrier Reef, Cairns, Australia by The Lightworks.
Great Barrier Reef, Cairns, Australia by The Lightworks.
Process

Task 1

Step 1: Choose a marine animal that you wish to save.

Animals: Dolphin, sea turtle, walrus, jellyfish, shark, seal lion, whale, seahorses, or stingray.
Plants: Coral reef, sea cucumber, seaweed, kelp or red algae.


Step 2: Dive into the ocean with your animal and learn as much as you can about them.
Collect the following information: species name, specific habitat, diet, activities (hunter/gather), likeliness of extinction, predator/prey relationships, life span. Use the "Resources" section below for your sources of information.


Step 3: Grab a towel and find a computer to create your Photostory project.

Upload your photos and create your presentation to give to the other researchers.

Task 2
Step 1: Create an easy-to-read, enjoyable pamphlet that will inform people about your animal and the importance of its survival.
Complete the pamphlet using Microsoft Publisher. Be sure to include a minimum of 5 pictures and the information collected in Task 1, Step 2.

Step 2: Get active and get the word out!
Develop a method to distribute your newly made pamphlets. Talk to store managers, restaurants, park districts or travel agencies that will promote your message.



Great Barrier Reef, Cairns, Australia by The Lightworks.
Great Barrier Reef, Cairns, Australia by The Lightworks.

Resources

Stop Extinction


Whales


Plants and Animals on the Great Barrier Reef

Ocean Plants


Find Information on Your Animal


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Illinois Learning Standards
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
A.
Know and apply the concepts, principles and processes of scien­tific inquiry.
11.A.2e Report and display the results of individual and group investigations.

STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.

B. Know and apply concepts that describe how living things interact with each other and with their environ­ment.
12. B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs).




​NETS-S
1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

b. create original works as a means of personal or group expression.


2. Communication and Collaboration

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:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.

Assessment
Below is the rubric that you will be evaluated with. Be sure to look at it to ensure that you are doing everything correctly.


4
3
2
1
Selection of Animal
Enthusiasm present and importance is detailed
Importance of the animal is explained
Type of animal selected is stated
Animal of choice
is unclear

Information and Photos Collected
Detailed information with all components listed in assignment and an array of pictures are present
An area of information is missing or pictures are incomplete
Three+ areas of information are missing, only a few pictures
Information
collected is
minimal, little to
no pictures

Photostory Presentation
Presentation is moving and provides good amounts of information with good utilization of pictures
Presentation showed knowledge of animal with fair amount of pictures
Project was lacking in photos, information was missing leaving holes in the story
Not enough photos
in the presentation,
not enough
infomation was
communicated

Pamphlet
Colorful and user friendly, allows for presentation of knowledge and importance of awareness
Areas unclear, information left out, colorful, provides information but does not advocate well
No color, unclear sequence of information, does not advocate
Messy and
unpresentable,
not easy to follow,
no awareness

Community Awareness
Unique and original idea to distribute and “get the word out” for the survival of the animal
Efficient idea to spread the word to the supporting community
Unclear and/or inefficient mode of distribution
No community
involvement present

Overall Growth
Shows clear understanding and application of the importance and function of the animal researched
Growth is present but is unable to apply the knowledge base clearly
Some understanding throughout presentation
Minimum of
understanding met,
no benefit was made
from the project


Conclusion

After the completion of this assignment you have not only helped yourself learn about the creatures in the ocean, but you have also provided awareness for the community around you! Life on all areas of the world is important and helping to provide facts and reasons to protect these animals are very important. You have done your part to help the animals and the world so keep up the good work and never forget how great the animals in every environment really are!