Developed by: Kathy Kalinke

	Overview	Introduction	Task		Questions	Student Roles
Process/ Directions		Presentation Options		Resources	Evaluation/ Grading	Conclusion

Overview

This webquest was designed for fourth grade students. They will describe various ways desert animals survive the heat and how they acquire food and water by being in their natural habitats. It meets many of the standards for the core subject areas of writing, reading and science. The standard used for Science is Strand 4 Concept 4 PO 1-2; for Reading the standard used is Strand 3 Concept 2 PO 1-2 and for Writing the standard used is Strand 3 Concept 6 PO 1-3.

Before starting this webquest, it would be very beneficial for the students to take a field trip to the Boyce Thompson Arboretum located in Superior, Arizona. They will observe and develop knowledge on various desert animals in their natural habitat.

Introduction

As you are walking along a trail at the Boyce Thompson Arboretum, you see a lizard scurrying across your path. You stop and watch the lizard go into the bushes. As you are taking a drink of water from your water bottle, you start wondering about the lizard and how it gets its water when it is thirsty. You know lizards can’t carry a water bottle. This is one of the things that make you go hmm…..

Lack of water creates a survival problem for all desert organisms, animals and plants alike. But animals have an additional problem -- they are more susceptible to extremes of temperature than are plants. Desert animals have adapted in very special ways to live in this hot, dry environment. When finding water is a problem, many animals develop ways of living to help them use less water.

Task

Students will imagine that they are a desert animal and explore different survival methods. They will also create their own desert animal after they have researched different websites that explore animal adaptations.

Person 1 will write a summary explaining some ways a horned lizard can survive the heat.

Person 2 will ask the group to decide which Arizona animal they are to going to research. Then they will get it approved by the teacher. Once approved, they will explain how they acquire (get) water and food.

Person 3 will investigate which animal is the best desert survival and why that is.

Person 4 will lead the group in a discussion to create their own desert animal and come up with ways to survive with little food and water. They will write a summary of their groups' findings.

Questions

· What are some ways a horned lizard can survive in the heat?

· How do desert animals acquire water/food?

· What animal is the best desert survivor? Why is that?

· Create your own desert animal that would be able to survive with little food and water.

Student Roles/Titles

Person 1:

This person will write a summary explaining some ways a horned lizard can survive the heat.

Person 2:

This person will ask the group to decide which Arizona animal they are going to research. Then they will get it approved by the teacher. Once approved, they will explain how it acquires (get) water and food.

Person 3:

This person will investigate which animal is the best desert survival and why that is.

Person 4: 

This person will lead their group in a discussion to create their own desert animal and come up with various ways to survive with little food and water. They will write a summary of their groups' findings and then draw their desert animal.

Process/Directions:

1. Person 1 will read about the horned lizard and how it can survive in the desert on http://www.desertusa.com/april96/du_hliz.html. Once on this site, read about their habits.

After reading about the horned lizard, this person will then begin their task.

2. Person 2 will get with the whole group and choose a desert animal they want to research from this websitehttp://www.arizonahighways.com. Click on plants and animals and search for a specific animal that interests your group. You can also use the book Southwest Desert Wildlife. Choose your favorite 3 and then once the group chooses their 3 favorites, teacher will approve 1. Read about ways for desert animals to acquire food/water and start doing assigned task.

3. Person 3 will read an article on http://www.desertusa.com and read about desert animal survival. After reading this passage, start performing your task.

4. Person 4 will lead a discussion with their group to get their ideas on creating a desert animal that requires little food/water. Once this person has enough information and ideas gathered, he/ she will complete their task.

5. After each person finishes with their task, the papers need to be compiled into one paper. The paper should be typed. One person from the group can type the whole paper or each person can type their portion. The completed paper needs to make sense and it flows smoothly.

6. Once the paper is typed, each person needs to prepare a visual that goes along with their assigned task. The pictures need to be in color and big enough for everyone to see. Please label pictures.

7. When your group has finished, take turns practicing what you are going to say prior to presenting. Each person needs to talk about what they researched and show their visual. Give constructive criticism to each other. Be respectful of each other! Remember you are getting a group grade as well as an individual grade.

8. Take pride in what you are doing and have fun with your projects.

Presentation Options

· Power Point Presentations

· Posters

· Charts

Resources

· http://www.nps.gov/whsa/animals.htm

· http://www.desertusa.com/survive.html

· http://ag.arizona.edu

· http://www.arizonahighways.com

· Southwest Desert Wildlife (Anonymous Author)

Evaluation/Grading Criteria

Oral Presentation Rubric: Animal Adaptation
CATEGORY	4	3	2	1
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Listens to Other Presentations	Listens intently. Does not make distracting noises or movements.	Listens intently but has one distracting noise or movement.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.

6+1 Trait Writing Model : Written Report with Visual

CATEGORY	4	3	2	1
Focus on Topic (Content)	There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.	Main idea is clear but the supporting information is general.	Main idea is somewhat clear but there is a need for more supporting information.	The main idea is not clear. There is a seemingly random collection of information.
Support for Topic (Content)	Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.	Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.	Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.	Supporting details and information are typically unclear or not related to the topic.
Accuracy of Facts (Content)	All supportive facts are reported accurately.	Almost all supportive facts are reported accurately.	Most supportive facts are reported accurately.	NO facts are reported OR most are inaccurately reported.
Sequencing (Organization)	Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.	Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.	Some details are not in a logical or expected order, and this distracts the reader.	Many details are not in a logical or expected order. There is little sense that the writing is organized.
Visual	Complements the written report, showing details above and beyond what is written	Complements the written report, detailing what is written in the report.	Is not relevant to the written report.	No visual.
Mechanics/ Grammar	Uses proper grammar, mechanics and spelling in the paper and on the poster.	Has only a few grammar, mechanics and spelling errors in the paper and on the poster.	Has major grammar, mechanics, and spelling errors in the paper and on the poster.	No control of grammar, mechanics, and spelling errors in both paper and on poster.

Conclusion

Now that you have researched desert animals and the ways they adapt to their habitat, think about how animals would be affected if they removed from their original habitat and placed in a foreign habitat. Would they be able to adapt? Would they be able to get their own food and water or would they be dependent on others? Is it fair to remove an animal from its natural habitat just because you want it as a pet?

picture from www.desertusa.com