Home l Introduction l Task l Process l Evaluation l Conclusion l Credits l Teacher Page Survivor:Rainforest A WebQuest for 5th Grade Language Arts Designed by Mrs. Garmon
Home l Introduction l Task l Process l Evaluation l Conclusion l Credits l Teacher Page Introduction • You and two friends have been offered an assignment by an adventure magazine: live in the rainforest for one month without any help. You can take food and water for only three days. You can also take a tent, clothes, and medical supplies but you must be able to carry it yourselves.
Home l Introduction l Task l Process l Evaluation l Conclusion l Credits l Teacher Page Task After completing this WebQuest you will be a survival and adaptation specialist! You will use your research and time spent in the rainforest to write an article for the magazine about your adventure. The amount you are paid will depend on how interesting and accurate your article is. It will be a dangerous adventure! Are you brave enough to accept this assignment? How will you use what you learn about the rainforest to help you adapt and survive?
Home l Introduction l Task l Process l Evaluation l Conclusion l Credits l Teacher Page Process • To prepare for your adventure, the 3 of you will each need to do some research. One person (zoologist) will need to research the animals of the rainforest. The second person (meteorologist) will need to learn about the climate of the rainforest. The third person (nutritionist) will need to find out what your possible food sources will be.
Assignment: Zoologist • Your job is to find out how the animals of the rainforest have adapted to their environment. You will choose 3 animals to research (see websites below) & print the next page listing the questions you must answer & print graphic organizers to record your information. • Rainforest animals website # 1 • Rainforest animals website # 2 • Rainforest animals website # 3
Zoologist:Questions to Answer • What does this animal eat? • How does this animal protect itself and what helps it survive? • How would you describe this animal (include major features)? • What is the major (vertebrate/invertebrate) and minor (fish, amphibian, reptile, bird, mammal) classification for this animal? • How can this information help your team survive in the rainforest? Print 3Graphic Organizersto help organize your information (one per animal).
Assignment: Meteorologist • Your job is to find information on the climate in the rainforest to help you and your friends know what clothes to pack and what to expect during your stay in the rainforest. Use the websites below and record your information on a sheet of paper or a graphic organizer. Be sure to print and answer the questions on the next page as part of your information. • Rainforest climate website # 1 • Rainforest climate website # 2 • Rainforest climate website # 3
Meteorologist:Questions to Answer • What is the temperature range in a tropical rainforest? • How much does it rain in the rainforest? • Define and describe “humidity” in a rainforest. • How does the water cycle work in the rainforest? (see climate website # 3) • How will you use the information you’ve learned to help your team pack for the trip and adapt to the rainforest environment? Graphic organizer link
Assignment: Nutritionist • Your job is to research the available food sources in the rainforest. You will need to check both plant and animal food sources and consider how you will obtain the food (if an animal, how will you catch, kill, and cook it). Use the websites below to help you answer the questions on the next page. Record your information on a sheet of paper or graphic organizer. • Rainforest food source website # 1 • Rainforest food source website # 2 • Rainforest food source website # 3
Nutritionist:Questions to Answer • What are some foods that come from the rainforest? • What animals (including fish) in the rainforest could you use for food? • What tools or hunting equipment will you need to pack to help obtain the food sources you listed in question # 2? • What will you need to pack to prepare and cook, if necessary, the food you obtain? • Since you can only take what you can carry, what are the 3 most important things you will pack related to getting and preparing food in the rainforest? Graphic organizer
Your research and experiences from the time you’ve spent in the rainforest will help you write your article for the magazine. Each member of your group will be responsible for writing part of the article. Home l Introduction l Task l Process l Evaluation l Conclusion l Credits l Teacher Page Evaluation In order to obtain the most money for your article, be sure to include information from the questions you answered. You will each write at least one paragraph and each state how the research you did helped you survive in the rainforest. You will work together to write an introductory and closing paragraph. Print the rubric to help you write an article that will earn the most money possible.
Evaluation Rubric Name:_____________________________ Total Earned: ___________
Conclusion Home l Introduction l Task l Process l Evaluation l Conclusion l Credits l Teacher Page • Congratulations! You survived the rainforest! The research you did on the animals, climate, and food sources in the rainforest helped you adapt to your environment and survive. Now that you’ve learned some of the factors that affect survival, think about what you would need to survive in a totally different type of environment. You’ve learned some of the things to consider in planning for adapting to another environment. Where would you like to take your next adventure? Here’s a website to get you started: • www.enchantedlearning.com/biomes/
Credits Home l Introduction l Task l Process l Evaluation l Conclusion l Credits l Teacher Page www.srl.caltech.edu/personnel/krubal/rainforest/Edit560s6/www/animals.html www.enchantedlearning.com/subjects/rainforest/animals/Rfbiomeanimals.shtml www.rainforest-alliance.org/resources/forest-facts/species-profiles/index.html www.enchantedlearning.com/subjects/rainforests www.rain-tree.com/facts.htm http://library.thinkquest.org/26634/forest/introf.htm http://www.blueplanetbiomes.org/rnfrst_climate_page.htm http://www.edhelperclipart.com/clipart/teachers/org-topic-6ideas.pdf http://www.edhelperclipart.com/clipart/teachers/org-topic8.pdf
Graphic Organizer • Name:_______________________________ • Name of animal: _____________________________________ • What does this animal eat? _________________________________________________ • ________________________________________________________________________ • ________________________________________________________________________ • How does this animal protect itself and what helps it survive? _____________________ • ________________________________________________________________________ • ________________________________________________________________________ • ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • How would you describe this animal (include major features)? _____________________ • ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • What is the major (vertebrate/invertebrate) and minor (fish, amphibian, reptile, bird, mammal) classification for this animal? _______________________________________ • _______________________________________________________________________ • How can this information help your team survive in the rainforest? _________________ • ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Home l Introduction l Task l Process l Evaluation l Conclusion l Credits l Teacher Page Teacher Page • Georgia Performance Standards: Grade 5: • Science • S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification. • a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal). • Language Arts • ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. • For informational texts, the student reads and comprehends in order to • develop understanding and expertise and produces evidence of reading that: • a. Locates facts that answer the reader’s questions. • ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student • a. Selects a focus, an organizational structure, and a point of view based on purpose, • genre expectations, audience, length, and format requirements. • b. Writes texts of a length appropriate to address the topic or tell the story. • ELA5W4 The student consistently uses a writing process to develop, revise, • and evaluate writing. The student • a. Plans and drafts independently and resourcefully. • b. Revises manuscripts to improve the meaning and focus of writing by adding, • deleting, consolidating, clarifying, and rearranging words and sentences. • c. Edits to correct errors in spelling, punctuation, etc.