Vertebrates, Adaptations and Traits O' My

 

Project time frame

60 min.

 

I would like to do this video conference with one classroom in mid to late May so please contact me by mid April if you are intersted.  Please contact Shellie Jaques at mjaques@watervliet.mi.us

 

Connection

IP or ISDN

 

Benchmarks / Learner Outcomes

 

Science Benchmarks

lll.2.e1  Explain characteristics and functions of observable body parts in a variety of animals

lll.4.e2  Explain how behavioral and physical characteristics of organisms help them to survive in their environments

  l.1.e5   Develop strategies and skills for information gathering and problem solving

 

Lang. Arts Benchmarks

W.GN.04.03  Write an informational comparative piece that demonstates understanding of central and supporting details using an effective

                     organizational pattern (eg. compare/contrast) and informational text features.

 

W.GN.04.04  Use the writing process to produce and present a research project using a teacher-appoved topic; find and narrow research questions; use

                     a variety of resources; take notes; and organize relavent information to draw conclusions.

 

Learners will research an animal native to his/her state and each class will create (2) 5 min. power-point slide shows to share the research with another class.   The partner school will research native animals as well.  Each site will ask questions about the research animals then the behavioral and physical traits of the animals will be compared and contrasted by both schools.

 

 

Methods and Activities

Pre-conference activity (approx. 2 -3 weeks before the video conference)

Students from both schools will research their own native animals.  The research animals will include examples of mammals, birds, fish, reptiles and amphibians.  Half of the class will research warm-blooded vertebrates and the other half will reserach cold-blooded vertebrates. 

 

Teachers will provide a list of common native animal choices and each student will pick an animal of interest.  Students will write 5 behavioral/physical trait related questions about the chosen animal.  These questions will guide their research.  Students will research the answers to at least 3 of their questions using books, magazines and the internet.  The data collected will be presented in a slide-show (2-3 slides per student).  One slide show will have warm-blooded vertebrate data and the other will have cold-blooded vertebrate data.

 

During the conference

Students will display their power point slide shows allowing time for questions after each slide show.  Students will make notes about warm-blooded adaptations during and after both slide shows.  The same notes will be taken after for the cold-blooded slide shows.

 

Post-conference activity

Students will use their notes to make a Venn diagram and write a paper comparing and contrasting warm-blooded and cold-blooded adaptations.  If the partner school has a different type of climate (eg. desert / arctic)  the students will compare and contrast Michigan animals with those from the other climate. 

 

Materials

Access to video conferencing equipment, powerpoint software, age appropriate animals books and the internet for research and teacher communication is necessary.  A list of native Michigan animals will be provided by request.  I found good information at Michigan's Department of Natural Resources - https://www.michigan.gov/dnr/ first choosing wildlife/habitat then wildlife species.

 

 

Videoconference Details.

Time: 60 min.

Responsibilities: teacher and students are responsible for the pre-conference research and power point.

 

Agenda:

                5 min. - introductions

              10 min. - School A shows warm-blooded adaptations slide show and answers questions from school B

              10 min. - School B shows warm-blooded adaptations slide show and answers questions from school A

                5 min. - students take notes about info. they learned about warm-blooded adaptations

              10 min. - School A shows cold-blooded adaptations slide show and answers questions from school B

              10 min. - School B shows cold-blooded adaptations slide show and answers questions from school A

                5 min. - students take notes about info. they learned about cold-blooded adaptations

                5 min. - final questions / comments and good bye

 

 

 

Credit: This project was written by Shellie Jaques for the class Planning Interactive Curriculum Connections.

 

 

 

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