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Materials

  • Computer with internet access for each student or group.

  • Printer if it is an available resource, but not needed. Without a printer, students will use more creativity to draw or make or describe their marine life.

  • Any books or magazines about marine life.

  • Poster paper.

  • Markers, crayons, pencils

  • Craft materials: Glitter glue, construction or craft paper, glue stick, Elmer's Glue or anything you can think of.

  • Ruled paper and writing utensil for students to take notes while they research.

Process

  • Students are to pick a marine life that lives within the coral reef ecosystem.

  • Students explore the links and other book resources if available, but not needed, to research information on the marine life they want to become.

  • Individually or in small groups (depending on class size) create a poster to be presented to the class.

  • The poster must include, but is not limited to the following information.....

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  1. What is the name of the living organism you became? (Fell free to give it a personalized name too. Ex. Tony the Tiger fish).

  2. What do you look like? What unique features do you have that helps you survive? 

  3. What do you eat? Do you swim or crawl or are you attached to the reef?

  4. Are you an organism that uses the reef without harming it? If so how do you use the reef? If not, what do you use the reef for? Name at least five ways you use the reef.

  5. What do you eat? What eats you?

  6. What is your life cycle?

  7. Do you sleep?

  8. How do you think global warming would effect your life?

Teacher

  • Summary of materials, time commitment, and lesson plan.

  • Task

    • This Web Quest is designed for grades 3-5.

    • It can be used in conjuncture with science marine biology or student individual research literature project.

  • State Standards

    • 3-LS2-1.Construct an argument that some animals form groups that help members survive

    • 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

    • 3-LS-4. Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. A solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

    • MS-ESS2-1 Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

    •  4-ESS2-1 Make observations and or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, Cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.]

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