ANIMALS OF WISCONSIN

Web quest By: Jennifer Lutzke

GOALS

Students will investigate a given Wisconsin animal using technology with provided web sites

Students will learn how to create a verity project using the computer

Students will work in a small group to discuss similarities and differences of two Wisconsin animals

EXPECTATIONS

You will select one native Wisconsin Animal You will research the animal though the given web

sites You will create either a brochure, news letter, or

PowerPoint about your animal You will get together with a partner to discuss your

animals You and your partner will make a Venn diagram for

your two animals You will present both parts of the project to the

class

PROJECT WILL INCLUDE

Name and picture of animal Habitat that the animal lives in Area of Wisconsin were it can be found 4 Fun facts about the animal Vendiagram of your animal and your partners animal Presentation of your animal and Venn diagram

TIME LINE

Week one work on your poster, brochure, or power point on your chosen Wisconsin animal.

Week two finish up chosen project on Wisconsin animal get partners for vendiagram

Week three create a vendiagram with your partner End of week three present your animal projects and Venn

diagrams

Beaver Elk Squirrel

Moose Muskrat Opossum

Porcupine Raccoon Red Fox

Timber Wolf White-Tailed DearCanada Lynx

Badger Cotton Tail Rabbit

Bat Pine Martin

Mink

Bob Cat

Striped Skunk Snowshoe Hare Black Bear

Chipmunk Coyote

Venn Diagram

Collaborative Work Skills : Group Work For Wisconsin Animals

Teacher Name: Mrs. Lutzke

Student Name: ________________________________________

CATEGORY 4 3 2 1

Time-Management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Working with others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Pride Work reflects this student's best efforts.

Work reflects a strong effort from this student.

Work reflects some effort from this student.

Work reflects very little effort on the part of this student.

Date Created: Apr 26, 2010 11:05 pm (UTC)

Research Report : Wisconsin Animals

Teacher Name: Mrs. Lutzke

Student Name: ________________________________________

CATEGORY 4 3 2 1Information All topics are addressed and

all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Internet Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Grammar/spelling No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Notes Notes are recorded and organized in an extremely neat and orderly fashion.

Notes are recorded legibly and are somewhat organized.

Notes are recorded. Notes are recorded only with peer/teacher assistance and reminders.

Date Created: Apr 26, 2010 10:55 pm (UTC)

Common Core State Standards

ENGLISH LANGUAGE ARTS, STANDARD B: WRITINGPERFORMANCE STANDARDS - GRADE 4

B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.

Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequences

Use a variety of writing technologies, including pen and paper as well as computers

ENGLISH LANGUAGE ARTS, STANDARD B: WRITINGPERFORMANCE STANDARDS - GRADE 4

B.4.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications.

Understand and use parts of speech effectively, including nouns, pronouns, and adjectives

Use adverbials effectively, including words and phrases Employ principles of agreement related to number, gender, and case Capitalize proper nouns, titles, and initial words of sentences Use punctuation marks and conjunctions, as appropriate, to separate

sentences and connect independent clauses Use commas correctly to punctuate appositives and lists Spell frequently used words correctly Use word order and punctuation marks to distinguish statements,

questions, exclamations, and commands

ENGLISH LANGUAGE ARTS - STANDARD C: ORAL LANGUAGE PERFORMANCE STANDARDS - GRADE 4

C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.

Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation

Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail

ENGLISH LANGUAGE ARTS PERFORMANCE STANDARDS E MEDIA & TECHNOLOGY GRADE 4

E.4.1 Use computers to acquire, organize, analyze, and communicate information.

Operate common computer hardware and software Use basic word-processing, graphics, and drawing

programs Create, store, and retrieve electronic files Access information using electronic reference resources,

such as library catalog, encyclopedias, almanacs, and indexes

Generate, send, and retrieve electronic messages

SCIENCE CONTENT & PERFORMANCE STANDARDSCONTENT STANDARDPERFORMANCE STANDARD

Science, Standard B: Nature of SciencePerformance Standards - Grade 4

B.4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations

THE CHARACTERISTICS OF ORGANISMS F.4.1 Discover* how each organism meets its basic needs

for water, nutrients, protection, and energy* in order to survive

SOCIAL STUDIES, STANDARD A: GEOGRAPHYPERFORMANCE STANDARDS - GRADE 4

A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world

1.CREATIVITY AND INNOVATION

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

apply existing knowledge to generate new ideas, products, or processes.

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:

interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

contribute to project teams to produce original works or solve problems.

3.RESEARCH AND INFORMATION FLUENCY

Students apply digital tools to gather, evaluate, and use information. Students:

plan strategies to guide inquiry. locate, organize, analyze, evaluate, synthesize, and ethically

use information from a variety of sources and media. evaluate and select information sources and digital tools

based on the appropriateness to specific tasks. process data and report results.

4.CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING 

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

identify and define authentic problems and significant questions for investigation.

plan and manage activities to develop a solution or complete a project.

collect and analyze data to identify solutions and/or make informed decisions.

5.DIGITAL CITIZENSHIP

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: 

advocate and practice safe, legal, and responsible use of information and technology.

exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

demonstrate personal responsibility for lifelong learning.

6.TECHNOLOGY OPERATIONS AND CONCEPTS 

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: 

understand and use technology systems

select and use applications effectively and productively

transfer current knowledge to learning of new technologies.

RECOURCES

http://kids.yahoo.com/animals/mammals/4092--Striped+Skunk

http://fohn.net/skunk-pictures-facts/ http://

animals.nationalgeographic.com/animals/mammals/snowshoe-hare.html

http://animals.nationalgeographic.com/animals/mammals/snowshoe-hare.html

http://www.museum.state.il.us/exhibits/larson/lepus_americanus.html

http://animals.nationalgeographic.com/animals/mammals/black-bear/ http://www.tah

http://www.wisconsinblackbears.com/about.php oewildbears.org/black_bear_facts.htm

http://animals.nationalgeographic.com/animals/mammals/chipmunk.html

http://www.crittercontrol.com/facts/animals/chipmunks.html

http://www.chipmunkfacts.net/

http://www.ehow.com/about_6162539_pine-marten-habitat.html http://www.dnr.state.mn.us/snapshots/mammals/americanmarten.html http://www.ehow.com/about_6162539_pine-marten-habitat.html

http://animals.nationalgeographic.com/animals/mammals/bobcat.html

http://animals.howstuffworks.com/mammals/bobcat-vs-lynx.htm/printable

http://animals.nationalgeographic.com/animals/mammals/bobcat.html http://wiatri.net/inventory/bats/Wibats/index.cfm http://www.batworld.org/batworld_centers/milwaukee.html

http://www.milwaukeezoo.org/conservation/bats/wisconsin.php

http://www.messingerwoods.org/rabbitprofile.htm http://pubs.cas.psu.edu/freepubs/pdfs/uh095.pdf

http://icwdm.org/handbook/mammals/mam_d75.pdf http://www.encyclopedia.com/topic/mink.aspx http://www.nhptv.org/natureworks/mink. http://www.dnr.s

tate.mn.us/snapshots/mammals/mink.html htm

RESOURCES

http://digital-desert.com/wildlife/badger.html http://animal.discovery.com/mammals/badger/ http://a-z-animals.com/animals/badger/ http://www.switcheroozoo.com/profiles/badger.htm http://

www.statesymbolsusa.org/Wisconsin/Animal_wildlifeDEER.html

http://www.nhptv.org/NATUREWORKS/whitetaileddeer.htm

http://animals.nationalgeographic.com/animals/mammals/white-tailed-deer.html

http://www.nwf.org/Wildlife/Wildlife-Library/Mammals/Canada-Lynx.aspx

http://www.nhptv.org/NatureWorks/lynx.htm http://

www.fws.gov/mountain-prairie/species/mammals/lynx/ http://www.dnr.state.mn.us/mammals/wolves/index.html http://www.timberwolfinformation.org/ http://www.timberwolfinformation.org/ http://

www.bearcountryusa.com/animals/animal_info.php?id=17

http://www.fcps.edu/islandcreekes/ecology/red_fox.htm http://www.reedsburg.com/blacksquirrel.htm

http://www.nhptv.org/NatureWorks/redfox.htm http://

animals.nationalgeographic.com/animals/mammals/red-fox.html

http://www.pestproducts.com/raccoon-information.htm http://

www.dnr.state.md.us/wildlife/Plants_Wildlife/animalbits/raccoon.html

http://animals.nationalgeographic.com/animals/mammals/raccoon.html

http://www.nhptv.org/NatureWorks/porcupine.htm http://www.nhptv.org/NatureWorks/porcupine.htm http://

animals.nationalgeographic.com/animals/mammals/porcupine.html

http://www.pleasebekind.com/opossum.html http://www.opossum.org/facts.htm http://animals.nationalgeographic.com/animals/mammal

s/opossum/

http://www.holoweb.com/cannon/muskrat.htm http://

www.enature.com/flashcard/show_flash_card.asp?recordnumber=ma0086

RESOURCES

http://animals.nationalgeographic.com/animals/mammals/squirrel.html

http://basineducation.uwex.edu/woodland/OWW/Pubs/UWEX/G3522.pdf

http://www.google.com/images?rlz=1C1GPCK_enUS376US376&q=wisconsinelk&um=1&ie=UTF-8&source=univ&ei=dZDkS7O4J4P78Abi6vSmDQ&sa=X&oi=image_

http://animals.nationalgeographic.com/animals/mammals/elk.html

http://animals.nationalgeographic.com/animals/mammals/beaver.html

http://www.timberwolfinformation.org/kidsonly/wolfweb/beaver.htm

http://homeschooling.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=homeschooling&cdn=education&tm=4&gps=438_162_896_536&f=00&su=p897.6.336.ip_&tt=11&bt=0&bts=1&zu=http://www.dnr.state.wi.us/org/caer/ce/eek/critter/mammal/beaver.htm

http://www.nhptv.org/natureworks/mink.htm http://www.advancedwildlifecontrolllc.com/coyote.html http://www.county.milwaukee.gov/Coyotes9205.htm http://

animals.nationalgeographic.com/animals/mammals/coyote.html

http://www.kaweahoaks.com/html/muskrat.html http://www.mooseworld.com/ http://www.dnr.state.wi.us/org/land/wildlife/Elk/http://

animals.nationalgeographic.com/animals/mammals/moose.html

http://animals.nationalgeographic.com/animals/mammals/skunk.html