Saving Endangered Species: Penguins

Welcome Saving Endangered Species: Penguins WebQuest

During this activity, your will work as marine ecologists to educate yourselves about endangered species. Your primary focus will be on penguins.  You will learn about where the penguins live, what type of food they eat, how big they are, interesting facts about your penguin, and their predators. You will not only learn basic facts about penguins but the dangers that penguins face which are causing their drastic decline in population. Finally, as marine ecologist you will use the research data you have collected to solve the problem of how to prevent the penguins from becoming extinct. In essence you must answer the question: How to save the penguins from becoming extinct?  

You will work in pairs to complete this WebQuest. You two are marine ecologist.  As marine ecologists, you will research facts about penguins and the endangered species list for penguins.   Your group will use the Internet to research all about penguins. Next, each of you will select one species of penguins from the provided list and writer a five paragraph essay about the type of species, habitat, what they eat, where they live, offspring, predators, and what is causing a decline in their population. Also, you will include any information that organizations are doing to protect them. Once you have completed your essay, you will collaborate with your partner to create a presentation about the species of penguins you and your partner selected which you will present to the class. In your presentation, you will provide information about the species you selected and how you can save the penguins. Please follow the detailed steps below:

  1. Use the websites provided to obtain information about the penguins.
  2. Take notes on the provided note sheet.
  3. Write 5- paragraph essay about the type of species (use writing rubric). Please note the differentiation:  For ELL and special needs students will create a brochure in place of an essay.
  4. Create a presentation using your data you collected about your species of penguins as a group. If you selected two different species, you include both to complete the assignment.
  5. You and your partner will present your findings to the class. (use the presentation rubric).

A.  You and your research partner will be assigned an endanger species to complete a research essay and give a presentation to the class.  Differentiation:  For individual essay, ELL and special needs students will use storybook maker to tell about your penguin or create a brochure instead of writing an essay.

B. You will need to research different aspects of your chosen endangered penguin species, where it lives, what it needs to survive, why it's endangered, and what can be done to save this species from extinction.  While completing your research you will log the information you find into your notebooks. This will be done so you can refer back to your notes while completing the rest of your research.

C. Once you have gathered the necessary information, you will write an individual research essay.  Next, your group will need to create a presentation to present to the class.  You can use any presentation medium. 

D. Once your presentation is complete, your group will need to rehearse the presentation prior to presenting it.  Please remember both students have to participate in the presentation so you will have to share the speaking and reading parts in front of the class. You will share the knowledge about the penguins you selected and researched. You will focus on the habitat of the penguins, what, they eat, where they live, their predators and prey, what is the cause of the decline in population, what are organizations doing to prevent the decline, and what can you do to save the penguins?  

E. Please follow the detailed steps below:

  1. Use the websites provided to obtain information about the penguins.

Conservation & Research                                                                                        https://seaworld.org/animal-info/animal-infobooks/penguin/conservation-and-research

Penguin Planet

      http://kevinschafer.com/penguinplanet/aboutp.html -

Penguin Pages

     http://www.siec.k12.in.us/~west/proj/penguins/index.html 

Penguin Fun Facts

     http://www.kidzone.ws/animals/penguins/facts.htm 

Penguin Slide Show

     http://www.siec.k12.in.us/~west/proj/penguins/slide3.html 

Penguin  Sounds

      http://meltingpot.fortunecity.com/thurlow/318/Penguins/sounds.htm 

Penguins In Antarctica

      http://www.youtube.com/watch?v=mj0_p7UldVs&feature=youtu.be 

     

Where do Penguins Live? - Penguin Facts and Information

www.penguins-world.com/where-do-penguins-live

 

Types of Species of Penguins

http://birdsflight.com/types-penguins-penguin-species/

 

How long do penguins live?

http://birdsflight.com/how-long-penguins-live-penguins-lifespan/

 

Do penguins mate for life?

http://birdsflight.com/penguins-mate-life/

 

Penguin Type and Characteristics

http://birdsflight.com/types-penguins-penguin-types-characteristics/

 

Where Do Penguins Live? - Different Countries and Islands

http://birdsflight.com/where-penguins-live-different-countries-islands/

 

Where Do Penguins Live? | Reference.com

https://www.reference.com/pets-animals/penguins-live-68579b765a711f14

 

KidZone Penguin Facts

www.kidzone.ws/animals/penguins/facts10.ht

 

Where Do Penguins Live? - WorldAtlas.com

www.worldatlas.com/.../where-do-penguins-live.htm

 

IUCN Threatened Species

https://www.iucn.org/theme/species/our-work/iucn-red-list-threatened-species

 

Yellow-Eyed Penguins

https://www.theguardian.com/world/2017/nov/27/population-worlds-rarest-penguins-plummets-yellow-eyed-new-zealand

 

Galapagos Penguins

http://www.penguins.cl/galapagos-penguins.htm

 

  1. Take notes on the using your notebook.   
  2. Write 5- paragraph essay about the type of species (use writing rubric). Please note the differentiation:  For ELL and special needs students will create a story using storyboard app or a brochure in place of an essay.
  3. Create a presentation using your data you collected about your species of penguins as a group. If you selected two different species, you include both to complete the assignment.
  4. You and your partner will present your findings to the class. (use the presentation rubric).

This how you will be evaluated for research essay or brochure and presentation

 

 

4-Point Research  Writing Essay Rubric  

 

Score

Organization

Amount of Information

Quality of Information

Sources

Mechanics

4

Information is very organized with well- constructed paragraphs.

  (4 points)

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

(4 points)

Information clearly relates to the main topic.  It includes several supporting details and/or examples.

(4 points)

All sources (information and graphics) are accurately documented in the desired format.

(4 points)

No grammatical, spelling, or punctuation errors.

(4 points)

3

Information is organized with well-constructed paragraphs.

 (3 points)

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

 (3 points)

Information clearly relates to the main topic.  It provides 1-2 supporting details and/or examples.

(3 points)

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

 (3 points)

Almost no grammatical, spelling, or punctuation errors.

(3 points)

2

Information is organized, but paragraphs are not well-constructed.

(2 points)

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

(2 points)

Information clearly relates to the main topic.  No details and/or examples are given.

(2 points)

All sources (information and graphics) are accurately documented, but many are not in the desired format.

(2 points)

A few grammatical, spelling, or punctuation errors.

(2 points)

1

The information appears to be disorganized.

(1 point)

One or more topics were not addressed.

(1 point)

Information has little or nothing to do with the main topic.

(1 point)

Some sources are not accurately documented.

(1 point)

Many grammatical, spelling, or punctuation errors.

(1 point)

0

The response shows no evidence of the ability to construct a coherent opinion essay using information from sources.

 

Student Name _______________________________Total Score= _______/20 points=_______%

 

 

 

 

Presentation/Brochure Rubric

 

 

Beginning
1

Developing
2

Qualified
3

Exemplary
4

Score/Feedbak

Demonstrates understanding of coral reef extinction and causes

Demonstrates no understanding 

Demonstrates minimal understanding with little to no effort.

Displayed basic understanding with fair desire to learn more

Displayed a thorough and complete understanding with desire to learn more

 

Fulfilled the duties of your specific role

Did not do any of the duties for assigned role.

Provided minimal information. 

Fair amount of effort but gaps in the information provided leaving us confused.

Fulfilled all duties and provided specific information.

 

Participated as an effective member of the group

Did not participate  or contribute to the group in any way.

Contributed very little knowledge from research.

Contributed significant amount of knowledge from research.

Actively contributed full knowledge gained from research.

 

Actively listened to teammates 

Never allowed anyone to contribute. Always talking.

Usually does most of the talking-rarely allows anyone to speak.

Listens, but sometimes talks too much.

Equally listens and speaks.

 

Presentation medium elicited specific emotions from the audience

Absolutely no emotion-just another presentation.

Little to no emotion.

Some feelings throughout the presentation.

I have a specific feeling regarding this topic.

 

Specific Call to Action

No call to action is made at any point during the presentation medium.

A call to action was attempted but not specific enough.

Call to action is included but not backed by compelling facts.

Specific call to action is included with compelling facts to back it up.

 

Answered questions from specific role 

Poor display of communication skills--did not pass information learned--did not make eye contact with audience

Fair display of communication skills--passed information learned--little eye contact with audience

Good display of communication skills--communicated most information learned--made eye contact with half of the audience

Excellent display of communication skills-communicated all information clearly-made eye contact throughout.

 

 Brochure and or Presentation medium( only use for students using this option)

Brochure lacking key elements, difficult to follow,  

Brochure uses a limited amount of space unorganized  

    Brochure includes essential information, uses space appropriately organized

 

  Brochure represents a high understanding of subject

 

 

  Cites sources 

Did not cite sources.

B References sources in report sporadically.    

References sources in report most of the time.    

   References sources. 

 

 

 

Student Name _______________________________Total Score= _______/36 points=_______%

 

 

 

 

 

Congratulations on making an impact on saving penguins!  You have developed steps to ensure the continue increase in the endangered penguin population. This is a real world problem, since some penguins are endangered species.  Although this was a classroom assignment, your research report, presentations and videos will be view by globally and will education people about some penguins being on the endangered species list and how we can help save them. It is important that as teachers and students that we stay abreast on how to maintain a balance in the ecosystems to sustain life for all species on the planet. We must continue to education all generations on how to take care of the planet.

Scholars you have done an awesome job!

After Completing WebQuest:

 

1. Your task was to learn information about penguins and find ways to save the endangered species, which required you to research and collaboration like marine ecologist. Did you working like as a fine machine or as a nonfunctioning machine?   What would you change about this WebQuest to make it better?

2. Read fun articles about penguins. Write a summary about each article. Click the links below to read the articles.  

Antarctic Penguins Find Research Camera, Proceed to Take Most Adorable Selfies:  https://www.livescience.com/61981-penguin-selfie-captured-antarctica.html

Poop Stains Lead Researchers to Hidden 'Supercolony' of 1.5 Million Penguins:  https://www.livescience.com/61908-hidden-penguin-supercolony.html

Giant Penguin: This Ancient Bird Was As Tall As a Refrigerator:  https://www.livescience.com/61178-giant-penguin-fossils.html

Waddle for Science! Penguins Join Protest March:  https://www.livescience.com/58813-african-penguins-march-for-science.html

Oddly, Penguins Keep Coming Back to Erupting Volcano: https://www.livescience.com/58642-volcano-nearly-wiped-out-antarctic-penguins.html

 

Scholars, thank you for participating in this WebQuest.  Saving endangered species is something that important to me and should be to everyone; because once a species becomes extinct, it will affect us all. So, I really value your support and ideas on how to make sure everyone is aware of endangered species and how we can do more about this globally issue. 

References:

http://www.birdlife.org/

https://www.birdlife.org/worldwide/news/tangled-and-drowned-new-study-links-penguin-declines-fishing-activity

https://peerj.com/articles/3272/

NATIONAL CLIMATE DATABASE https://cliflo.niwa.co.nz/

University of Otago. (2017, May 16). New Zealand's mainland yellow-eyed penguins face extinction unless urgent action taken: Iconic yellow-eyed penguins could disappear from New Zealand's Otago Peninsula by 2060. ScienceDaily. Retrieved July 21, 2018 from www.sciencedaily.com/releases/2017/05/170516090847.htm

https://www.theguardian.com/world/2017/nov/27/population-worlds-rarest-penguins-plummets-yellow-eyed-new-zealand

https://www.birdlife.org/worldwide/news/tangled-and-drowned-new-study-links-penguin-declines-fishing-activity

http://datazone.birdlife.org/species/factsheet/magellanic-penguin-sphen…

 Morales, Kasie. 2018.  Save Our Coral Reefs, Texas A&M University San Antonio: Retrieved from http://questgarden.com/199/93/0/180731152541/    

Penguins 1980 before and after Penguins 2017 picture: Retrieved from
https://www.express.co.uk/news/nature/613593/sunscreen-coral-reefs-envi…  

www.worldwildlife.org/species

https://www.factretriever.com/penguin-facts

Coral reef restoration and importance:  Retrieved from
http://web.unep.org/coastal-eba/content/coral-reef-conservation-and-res… 
 
Chasing coral site: 
https://www.chasingcoral.com/the-team/ 

Ways to help save endangered speiceshttps://www.huffingtonpost.com/entry/12-things-we-should-all-do-to-prot…

Antarctic Penguins Find Research Camera, Proceed to Take Most Adorable Selfies:  https://www.livescience.com/61981-penguin-selfie-captured-antarctica.html

Poop Stains Lead Researchers to Hidden 'Supercolony' of 1.5 Million Penguins:  https://www.livescience.com/61908-hidden-penguin-supercolony.html

Giant Penguin: This Ancient Bird Was As Tall As a Refrigerator:  https://www.livescience.com/61178-giant-penguin-fossils.html

Waddle for Science! Penguins Join Protest March:  https://www.livescience.com/58813-african-penguins-march-for-science.html

Oddly, Penguins Keep Coming Back to Erupting Volcano: https://www.livescience.com/58642-volcano-nearly-wiped-out-antarctic-penguins.html

Introduction

This WebQuest was created for middle grade students in grades 6-8.  The students will research and write an informative essay about their species of penguin they selected. Also, they will present their data to the class using a presentation medium they select such as Prezi/ PowerPoint (please note that the group may use any form of a presentation medium). 

 

 

Learners

This WebQuest is designed for students in grades 6-8 for middle school science. Students will work individually and in pairs. The first goal is to make students aware that some species are on their way to becoming extinct.  The second goal is to make students aware of the fact that they can do something to prevent species from becoming extinct. The third goal is to get students accustoms to working in groups like scientists to solve problems (how they can save the penguins in this WebQuest). Finally, the fourth goal is to get students accustoms to researching and writing research reports.   

TIme Frame for Lesson:  6 lesson at 55 minutes each

 

Materials: 
Computers/laptops with internet access, presentation software, and science notebook

Standards:

Technology Standards:

2) Publish digital products that communicate curriculum concepts.

Examples: Web pages, videos, podcasts, multimedia presentations

5) Use basic features of word processing, spreadsheets, databases, and presentation software.

Science Standards for Grades 6-8:

S7L4. Students will examine the dependence of organisms on one another and their environments.

S7L1. Students will investigate the diversity of living organisms and how they can be compared scientifically.

S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing different theories. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.

b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.

c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant.

d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions.

e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other scientists and society.

f. Scientists use technology and mathematics to enhance the process of scientific inquiry.

g. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research. Scientists must adhere to the appropriate rules and guidelines when conducting research.

S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

S8CS6. Students will communicate scientific ideas and activities clearly.

a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure.

b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols.

c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal.

S8CS7. Students will question scientific claims and arguments effectively.

a. Question claims based on vague attributions (such as “Leading doctors say...”) or on statements made by people outside the area of their particular expertise.

b. Identify the flaws of reasoning in arguments that are based on poorly designed research (e.g., facts intermingled with opinion, conclusions based on insufficient evidence).

Writing and Reading Standards for Literacy in Science for Grades 6-8:

W6-8HST7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W6-8HST2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
S8CS6.b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols.
S8CS6.c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal.

S8CS9. The Nature of Science: Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

S8CS9.a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing different theories.

 

Georgia Common Core Standards for Technical Subjects for Grades 6-8:

L6-8RST4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
L6-8RST7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
W6-8HST4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W6-8HST7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W6-8HST2.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W6-8HST2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

pictures).
g. May include a draft developed from pre-writing.
h. May publish a final copy.