If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!
Your teacher is planning a trip to the zoo. The whole class is going to have the opportunity to see all the animals at the zoo. Once you get to the zoo the teacher gives a short explanation about most of the animals, with the help of the zoo keeper. Teacher decides to stop in the penguins’ section. Teacher explains that many people believe that penguins live on the North Pole, but this is not true. Penguins live on the southern hemisphere.
Task
Sample Investigations/Teacher Resources
Task:
Your teacher has given you a brief description about penguins. You have learned that there are 17 types of penguins. Global warming has impacted the southern hemisphere causing a drastic decrease in penguins’ population. You and your team have been chosen to investigate the chain reaction effect if penguin population continues to diminish. The teacher is going to divide the class in groups of four or five students. Each group is going to do a presentation on a specific type of penguin. The presentation would be based on: life cycle, habitat, diet, predators, prey and cause and effect.
Add your sample investigations and descriptions here
1. List your personal understanding, ideas or hunches.
Now that you are familiar with "Penguins" you will write everything you know about Penguins. Organize your thoughts or ideas using a concept map on what can we do to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.
2. List what is known.
With your team use all the information available in the scenario to list everything that you know about Penguins. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about Penguins.
3. List what is unknown.
With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.
5. List what needs to be done. "What should we do?" List actions to be taken, e.g., question an expert, conduct research, visit the library, check the internet on related topics. List possible actions that need to be taken to help with the weather problem.
6. Develop a problem statement.
You will be responsible for creating a presentation showing cause and effect on Earth's chain food due to penguin population. Your work will be presented using prezi or spicynodes. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
7. Gather information
Use all the resources available (Internet, library, you may want to interview a weather reporter, etc) to research about the problem/topic and find a solution.
8. Present Findings
Each team will do a presentation using prezi or spicynodes. Students need to follow the rubric that has been created for them.
2.2 Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to:
2.2E Communicate observations and justify explanations using student-generated data from simple descriptive investigations.
This is your Sidebar, which you can edit like any other page in your workspace.
This Sidebar appears everywhere on your workspace. Add to it whatever you like -- a navigation section, a link to your favorite web sites, or anything else.
Comments (0)
You don't have permission to comment on this page.