Project Template

Introductory Paper

Project Description

In this project students will choose three different animals for which they will design a zoo habitat. The project will begin with a guest speaker from a local zoo discussing the purpose of zoos. Students will then be taken through a series of lessons in which they explore all the components of a habitat. A lesson on the importance of biodiversity, about the different environments animals live in, the structure of food webs and pyramids, the relationships and behaviors of all kinds of creatures and disease awareness and prevention. The students will have the opportunity to visit the local zoo to observe habitats and see the details of how an actual zoo is designed. This will give the students firsthand knowledge of the real world application of their project. At the end of the six weeks students will complete posters depicting the details of their designs of the different habitats. They will also give an oral presentation to the class.

Driving Question

The local zoo has asked you to design three habitats for three new incoming animals. Identify and incorporate the factors that make a zoo habitat a comfortable place for an animal.

Overall Goals of the Project

This project begins with several goals: to teach students the importance of conservation of habitats and species, enrich studentsÕ problem solving skills through project-based instruction, and alert youth to the value of imaginative thinking in the scientific community. Students will become aware of the changing world around them and the impact of those changes. They will learn how all components of an ecosystem come together to determine the survival of a species. Students will also learn about measures being taken by zoos and conservation societies alike to save endangered species. At the least, this project brings awareness of the importance of biodiversity, but can also inspire students to want to do something about the destruction of habitats and species.

The project based instruction classroom provides many opportunities for students to hone their creative thinking skills, and help them to understand the importance of approaching a problem from several different angles. Students will have given an overview of the information they need to design their habitats, and then be given enormous independence with their projects. They will be responsible for researching their individual animals, and they must face and resolve real issues that zoos deal with such as space, cost, and feasibility, thus applying their knowledge to new (but real) situations.

Students will also be exposed to several different careers that are available in the science field. Many careers in science are truly interdisciplinary, as they bring together many aspects of history, English, math, art, geography in a single effort of scientific achievement. The design of their habitats is one such achievement. This will broaden studentsÕ perceptions of their career options in science.

Project Objectives

By the end of this unit, we expect students to be able to:

Discuss the purposes of zoos and aquariums
Identify endangered species and the causes of habitat destruction
Explain how climate and surroundings can effect an animal speciesÕ survival
Recognize the ecological relationships between different animal species
Explain how an animal behaves within its own species
Discuss the prevalence of and preventative measures for bacteria and viruses
Recognize major issues facing zoos today

Rationale

In a position statement adopted by the National Science Teachers Association in 2003, the board of directors agree that Òteachers of science must provide their students with inquiries that mentally and physically engage their studentsÉin ways that facilitate students' understanding as well as provide opportunities for students to apply and transfer their knowledge to new situations.Ó The project based learning environment is an ideal place for students to be engaged, challenged, and exposed to new circumstances. Such a classroom provides a jumping off point for students to apply skills for thinking on their feet in other subjects, and even in their future careers.

Our project, which is part of a project based instruction classroom, focuses on natural habitats. Current statistics show that every twenty minutes the world loses one or more entire species of animal or plant life. Eighty percent of this decline in biodiversity is caused by habitat destruction. Preserving natural habitats and species is becoming a matter of great importance. On the forefront of these conservation efforts are the worldÕs zoos. Our goal is to put our students in the midst of their very own zoo to experience the intricacies of habitat and species conservation.

The project utilizes skills from several different areas of study. The main focus of the activity is biology, but students must also incorporate math (writing a budget and calculating costs), English (writing proposals to the zoo donors and supporters, as well as compiling a final report), and even art (the habitats should be aesthetically pleasing as well as functional). This project will allow students to be exposed to the reality of a need for serious conservation efforts, given the opportunity to explore new ways of learning, and prepared for a successful future in science.

Background

The biodiversity of our world is amazing. There are over fourteen million species on our planet. Students will consider biodiversity on a large scale, taking into account the roles that each individual species play in its environment. In studying the importance of biodiversity, students will be able to deduce the impact of disappearing species in an ecosystem. Natural habitats are carefully kept in balance partly because of the contributions of the residents. Food webs keep ecological systems balanced by distributing energy and matter throughout the systems.

The careful balance of these systems has slowly been perfected through evolution. Organisms change over time to adapt to their environments, making them a vital part of the habitat. As genes change by fortunate mutation (or simply a complete elimination from the gene pool of a species), new phenotypes become apparent through many generations, and the strongest and best suited organisms manage to survive in all kinds of habitats. Darwin proposed his theory of evolution as a principle of Òsurvival of the fittest.Ó Students will explore what this phrase actually means and how it lends itself to the study of evolution.

These habitats that are able to support so many kinds of creatures vary from the warmest and wettest tropical forests to the coldest and driest ice sheets. Evolution has allowed plants and animals to reach the far corners of the earth, and survive in the most extreme conditions. Animals are specially suited for certain kinds of diets and hunting methods, and their reproduction strategies optimize the survival of young animals. Students will consider why an animal is suited to a particular climate, a particular food, and particular surroundings. As students design their habitats, they will have to consider what environment their animals are best suited for, and explain their reasoning.

Finally, as plants and animals have spread all over the globe, bacteria and viruses have spread with them. The smallest and most abundant life forms on our planet, bacteria can be both good and bad for animals. Students will consider the implications of the immense presence of bacteria in any environment, and attempt to protect their animals from disease. Viruses will also be considered, as students will study the recent Bird Flu epidemic and the dangers of cross-species transmission.

This unit takes students through some of the biology topics mentioned above, including evolution, biodiversity, biomes, food pyramids, animal behavior, bacteria, and viruses. All of these lessons will relate to the project on zoo habitats. The lessons are designed to help the student in designing a habitat for different animals. This will help the students see how unique different animals are and how they adapt to the living conditions of their natural habitat. They will also help the students see all that must be considered when designing a habitat outside of an animalÕs natural habitat. Milestones accompany the lessons that will keep students on track for progressing through their projects.

Standards Addressed

TEKS addressed:

¤112.43. Biology.

c) Knowledge and skills.

(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(D) communicate valid conclusions.

3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(D) describe the connection between biology and future careers;

(4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to:

(C) compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and

(D) identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria.

(12) Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to:

(B) interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism;

(E) investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids

(13) Science concepts. The student knows the significance of plants in the environment. The student is expected to:

(A) evaluate the significance of structural and physiological adaptations of plants to their environments; and

Assessments

As the project begins, we will gather prior knowledge from the students using a concept mapping assessment tool. This will serve as a kind of pretest for the students to establish what knowledge they are entering the project with. Throughout the project, we will monitor the studentsÕ progress with a series of minor assessments. Also, the students will be required to turn in fact sheets containing the data they have gathered during their research. In this way, we will be able to ensure that all students are moving at a similar pace. At the end of the project, we will assess the studentsÕ overall improvement by allowing them a brief presentation (both verbal and visual) in which they describe one of their habitats in depth. These presentations will be followed by question and answer sessions in which the students will have to defend their choices and explain their reasoning.

Introduction	Introductory Paper Project Description In this project students will choose three different animals for which they will design a zoo habitat. The project will begin with a guest speaker from a local zoo discussing the purpose of zoos. Students will then be taken through a series of lessons in which they explore all the components of a habitat. A lesson on the importance of biodiversity, about the different environments animals live in, the structure of food webs and pyramids, the relationships and behaviors of all kinds of creatures and disease awareness and prevention. The students will have the opportunity to visit the local zoo to observe habitats and see the details of how an actual zoo is designed. This will give the students firsthand knowledge of the real world application of their project. At the end of the six weeks students will complete posters depicting the details of their designs of the different habitats. They will also give an oral presentation to the class. Driving Question The local zoo has asked you to design three habitats for three new incoming animals. Identify and incorporate the factors that make a zoo habitat a comfortable place for an animal. Overall Goals of the Project This project begins with several goals: to teach students the importance of conservation of habitats and species, enrich studentsÕ problem solving skills through project-based instruction, and alert youth to the value of imaginative thinking in the scientific community. Students will become aware of the changing world around them and the impact of those changes. They will learn how all components of an ecosystem come together to determine the survival of a species. Students will also learn about measures being taken by zoos and conservation societies alike to save endangered species. At the least, this project brings awareness of the importance of biodiversity, but can also inspire students to want to do something about the destruction of habitats and species. The project based instruction classroom provides many opportunities for students to hone their creative thinking skills, and help them to understand the importance of approaching a problem from several different angles. Students will have given an overview of the information they need to design their habitats, and then be given enormous independence with their projects. They will be responsible for researching their individual animals, and they must face and resolve real issues that zoos deal with such as space, cost, and feasibility, thus applying their knowledge to new (but real) situations. Students will also be exposed to several different careers that are available in the science field. Many careers in science are truly interdisciplinary, as they bring together many aspects of history, English, math, art, geography in a single effort of scientific achievement. The design of their habitats is one such achievement. This will broaden studentsÕ perceptions of their career options in science. Project Objectives By the end of this unit, we expect students to be able to: Discuss the purposes of zoos and aquariums Identify endangered species and the causes of habitat destruction Explain how climate and surroundings can effect an animal speciesÕ survival Recognize the ecological relationships between different animal species Explain how an animal behaves within its own species Discuss the prevalence of and preventative measures for bacteria and viruses Recognize major issues facing zoos today Rationale In a position statement adopted by the National Science Teachers Association in 2003, the board of directors agree that Òteachers of science must provide their students with inquiries that mentally and physically engage their studentsÉin ways that facilitate students' understanding as well as provide opportunities for students to apply and transfer their knowledge to new situations.Ó The project based learning environment is an ideal place for students to be engaged, challenged, and exposed to new circumstances. Such a classroom provides a jumping off point for students to apply skills for thinking on their feet in other subjects, and even in their future careers. Our project, which is part of a project based instruction classroom, focuses on natural habitats. Current statistics show that every twenty minutes the world loses one or more entire species of animal or plant life. Eighty percent of this decline in biodiversity is caused by habitat destruction. Preserving natural habitats and species is becoming a matter of great importance. On the forefront of these conservation efforts are the worldÕs zoos. Our goal is to put our students in the midst of their very own zoo to experience the intricacies of habitat and species conservation. The project utilizes skills from several different areas of study. The main focus of the activity is biology, but students must also incorporate math (writing a budget and calculating costs), English (writing proposals to the zoo donors and supporters, as well as compiling a final report), and even art (the habitats should be aesthetically pleasing as well as functional). This project will allow students to be exposed to the reality of a need for serious conservation efforts, given the opportunity to explore new ways of learning, and prepared for a successful future in science. Background The biodiversity of our world is amazing. There are over fourteen million species on our planet. Students will consider biodiversity on a large scale, taking into account the roles that each individual species play in its environment. In studying the importance of biodiversity, students will be able to deduce the impact of disappearing species in an ecosystem. Natural habitats are carefully kept in balance partly because of the contributions of the residents. Food webs keep ecological systems balanced by distributing energy and matter throughout the systems. The careful balance of these systems has slowly been perfected through evolution. Organisms change over time to adapt to their environments, making them a vital part of the habitat. As genes change by fortunate mutation (or simply a complete elimination from the gene pool of a species), new phenotypes become apparent through many generations, and the strongest and best suited organisms manage to survive in all kinds of habitats. Darwin proposed his theory of evolution as a principle of Òsurvival of the fittest.Ó Students will explore what this phrase actually means and how it lends itself to the study of evolution. These habitats that are able to support so many kinds of creatures vary from the warmest and wettest tropical forests to the coldest and driest ice sheets. Evolution has allowed plants and animals to reach the far corners of the earth, and survive in the most extreme conditions. Animals are specially suited for certain kinds of diets and hunting methods, and their reproduction strategies optimize the survival of young animals. Students will consider why an animal is suited to a particular climate, a particular food, and particular surroundings. As students design their habitats, they will have to consider what environment their animals are best suited for, and explain their reasoning. Finally, as plants and animals have spread all over the globe, bacteria and viruses have spread with them. The smallest and most abundant life forms on our planet, bacteria can be both good and bad for animals. Students will consider the implications of the immense presence of bacteria in any environment, and attempt to protect their animals from disease. Viruses will also be considered, as students will study the recent Bird Flu epidemic and the dangers of cross-species transmission. This unit takes students through some of the biology topics mentioned above, including evolution, biodiversity, biomes, food pyramids, animal behavior, bacteria, and viruses. All of these lessons will relate to the project on zoo habitats. The lessons are designed to help the student in designing a habitat for different animals. This will help the students see how unique different animals are and how they adapt to the living conditions of their natural habitat. They will also help the students see all that must be considered when designing a habitat outside of an animalÕs natural habitat. Milestones accompany the lessons that will keep students on track for progressing through their projects. Standards Addressed TEKS addressed: ¤112.43. Biology. c) Knowledge and skills. (2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology; (C) organize, analyze, evaluate, make inferences, and predict trends from data; (D) communicate valid conclusions. 3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (C) evaluate the impact of research on scientific thought, society, and the environment; (D) describe the connection between biology and future careers; (4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to: (C) compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and (D) identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria. (12) Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to: (B) interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism; (C) compare variations, tolerances, and adaptations of plants and animals in different biomes; (E) investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids (13) Science concepts. The student knows the significance of plants in the environment. The student is expected to: (A) evaluate the significance of structural and physiological adaptations of plants to their environments; and Assessments As the project begins, we will gather prior knowledge from the students using a concept mapping assessment tool. This will serve as a kind of pretest for the students to establish what knowledge they are entering the project with. Throughout the project, we will monitor the studentsÕ progress with a series of minor assessments. Also, the students will be required to turn in fact sheets containing the data they have gathered during their research. In this way, we will be able to ensure that all students are moving at a similar pace. At the end of the project, we will assess the studentsÕ overall improvement by allowing them a brief presentation (both verbal and visual) in which they describe one of their habitats in depth. These presentations will be followed by question and answer sessions in which the students will have to defend their choices and explain their reasoning.
Anchor Video
Concept Map
Project Calendar
Lesson Plans
Letter to Parents
Assessments
Resources
Modifications
Grant

Make It a Habitat