Ms. Zucchiatti Class 301 PS/MS 123
The earth is now facing the greatest mass extinction since the disappearance of the dinosaurs, half the world’s 6,000 amphibian species are in danger of extinction. Amphibians consist of frogs, toads, newts, and salamanders. All of these animals are becoming endangered species. The scientists across the planet are asking your help in saving the amphibians, especially the frogs of the world. Are you ready to take on this challenge?
Frogs all over the world are waiting for your help. Your group will research the extinction of frogs and produce a written report and an informational poster on this global problem. The report will follow all the steps of the Public Policy Analyst. Each group will also need to prepare an oral presentation explaining the group’s research findings.
By the end of your research you will:
· Understand the meaning of extinction.
· Research species of frogs that have become extinct.
· Learn various reasons that extinction occurs.
· Analyze steps you can take or the global community can take to prevent the extinction of frogs
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Step 1: In order to embark upon our Web Quest, the class will be organized into groups of three or four students. Each group member will be part of an exclusive research team.
Step 2: Each member of the group will perform a special role.
The jobs and responsibilities of each member are as follows:
v Recorder/Writer – The person who is the recorder will takes notes during group sessions highlighting important information gathered by group members. These notes can be used by group member to help them write their own informational reports. Each member is responsible for contributing to the information at each session.
v Researcher – The person who is researcher searches the internet gathering important information on the topic. Keep in mind each member of the team is responsible for doing research. The information should include reasons why the frogs are disappearing, as well as, solutions to save the frogs from extinction.
v Time Keeper – The person who is timekeeper will keep the group on track. He or she will lead and coordinate group meetings making sure everyone has a chance to speak during discussions. The time keeper must also keep group members aware or all deadlines.
v Presenter - The person who is the presenter is responsible for conveying the group findings to the entire class. He or she will be the main speaker in the oral presentation and will responsible for assigning each member a special part in the presentation.
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Step 3: Each group will actively research the global extinction of frogs. The research will begin by finding out information which helps to define the term “extinction”. Since frogs are classified as “amphibians”, it would also be very important to include the meaning of this term. What makes an animal an amphibian?
Step 4: As groups continue to meet, the research they collect should follow the six steps of the Public Policy Analyst. The majority of the research will be conducted on the internet, using the suggested sites listed under internet resources. The six worksheets linked below, will help your group gather information for your written and oral reports:
Complete the Six Steps of the Public Policy Analyst worksheets:
What is the problem your research team is planning on addressing?
How do we know that is a problem?
What causes the problem your research team is working on?
What policies already exist that are trying to help solve the problem?
What new public policy do you want to create?
Decide with your group the best policy to use for the problem.
Step 5: After completing the extensive research and all the worksheets, each group member will contribute to the final versions of the written report and oral presentation. Each group will also be responsible for creating a poster that displays vital information on the extinction of frogs and what we can do as a global community to save the frogs.
Ø http://animal.discovery.com/endangered-species/frog-extinction.htm
Ø http://www.savethefrogs.com/threats/index.html
Ø http://www.animalplanet.com/endangered-species/frog-extinction.htm
Ø http://www.nzfrogs.org/Amphibian+Extinction+Crisis.html
Ø http://www.savethefrogs.com/
Ø http://frogsaregreen.org/tag/learning-about-endangered-frogs/
The following rubric will be used to assess tasks and activities incorporated into this research project:
Congratulations! You have written a research paper and created an informational poster about a frog species that is in danger of becoming extinct. Through this research process, you should now have an understanding about how our actions can have harmful effects on the survival of these beautiful creatures. Frogs are not the only species on Earth that have become extinct. Many other species around the world suffer the same terrible fate. Do you think you can make a difference in preventing a species from becoming extinct?
Third Grade Reading Standards for Informational Texts:
RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea
RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Third Grade Writing Standards for Informational Texts:
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly
A. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
B. Develop the topic with facts, definitions, and details
C. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
D. Provide a concluding statement or section
W.3.7. Conduct short research projects that build knowledge about a topic.
W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Third Grade Speaking and Listening Standards:
SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
B. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
C. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
D. Explain their own ideas and understanding in light of the discussion.
E. Seek to understand and communicate with individuals from different cultural backgrounds.