TEACHERS GUIDE
DISCOVERY OF ALASKAN AND ARCTIC WILDLIFE
Created by: DELLENA M. TIBBS
WEB INSTITUTE FOR TEACHERS, JULY, 2003
This site last updated November 15, 2003
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MENU:
INTRODUCTION
MATERIALS
AIM
HELPFUL WEB SITES
RATIONALE
RECOMMENDED
BOOKS
GOALS and
OBJECTIVES
ASSESSMENT and
EVALUATION
AUDIENCE, PREREQUISITES
CONCLUSION
and
INSTRUCTIONAL PLAN
GLOSSARY OF TERMS
(EASY)
GLOSSARY OF TERMS
(DIFFICULT)
INTRODUCTION:
Welcome to my virtual safari and WebQuest on Alaskan and
Arctic Wildlife. You and your students are in store for a great
adventure. This safari is a multi-disciplinary one which also
satisfies the Illinois State Goals and the Chicago Academic Standards
as well as the students needs for adventure and discovery.
At the completion this Quest, you will discover that your students
vocabulary, science and general knowledge of Alaskan and Arctic animals
will be increased. So, join me now and put on your hats to start
our safe safari.
The goal of the WebQuest is
to introduce students specifically grades 3-6, to the many different
types of wildlife unique to North America, primarily to the state of
Alaska and the Arctic.
RATIONALE:
It is important for students
to learn early that the world is much larger than their backyards,
neighborhood or the city they live in. There are entire groups of
animals that exist and can only be seen in Alaska. These animals
are often called Arctic animals and are wild, sometimes endangered and
beautiful. This WebQuest will take its participants on a virtual
safari to learn and to experience this animal kingdom. It
promises to be one much different than the
one in their backyards.
GOALS and OBJECTIVES:
This project complies with the
Illinois
State Goals
and the Chicago Academic Standards,
in the areas of English Language Arts and Science.
State Goal 1: Read with understanding and fluency.
State Goal 2: Understand explicit and implicit meaning in
literature representing individual, community, national, world and
historical perspectives.
State Goal 3: Write to communicate for a variety of purposes.
State Goal 4: Listen and speak effectively in a variety of
situations.
State Goal 5: Use the Language Arts for inquiry and research to
acquire, organize, analyze, evaluate and communicate information.
State Goal 11: Have a working knowledge of the fundamental
concepts and principles of the life, physical and Earth/Space Sciences
and their connections.
AUDIENCE,
PRE-REQUISITES and INSTRUCTIONAL
PLAN:
This unit is was designed
specifically for grades (3-6), but can easily be modified to encompass
curriculum levels for any grade as well as to accommodate the special
needs students. Prior to introducing this unit have the students
brainstorm about what they know about Alaska and the Arctic.
Ask the students these specific
questions: (WHO? WHAT? WHERE?, and HOW?)
Ask them to name all of the
animals that they think live there. With the assistance of the
instructors have the students write down the names of these animals.
Where do they live? (In
water or on land?)
What do they eat?
What do their homes look like?
How do they protect themselves
from other animals?
How do they protect themselves
from the weather?
The instructor should make a chart
using the chalkboard or a bulletin board with the information that is
gathered. The students should record this information so that it
can be used throughout the unit and for comparison purposes for after
the lesson is completed. The students will then be able to make
flash cards with the information obtained.
The names of the animals will
also be displayed and used as vocabulary words. The students
should sort out the animals and their cards into categories, (such as
birds, mammals or fish).
Make a graph depicting
the number in each group. Keep it displayed and add to it as the
opportunity arises. (See ADF&G Wildlife Notebook
Series). This chart can also be displayed as part of the
classrooms "Word Wall".
MATERIALS:
To complete this Unit it would
be helpful to have some basic supplies such as a world map and or a
globe. Other supplies should be: chalkboard, bulletin
boards, chart boards, pencils, chalk, lined paper, basic art supplies
such as drawing or sketching paper, markers, plain or colored
construction paper, scissors, glue, posters and pictures of Arctic
animals. Butcher paper, tempera paints along with old newspapers
are also useful.
Likewise it would be great to have
access to a computer, a printer and Internet connection. This is
an interdisciplinary program that involves many different skills -
reading, writing, listening, speaking, group work (large and small),
cooperation, research and using technology.
HELPFUL WEB SITES:
bald mountain
air.com/gallery.html (2003)
art sledge power
search (2003)
alaska-bear-pictures of polar,
grizzly
seaworld.org/ask
shamu/index.html (2002)
innsnorth.com/inns
(2002)
alaska.com (2003)
bears-bears.org (2001)
northstar.k12.ak.us/schools/joy
projectwild.org (2000)
wolf prints and posters
(2003)
alaska wildlife notebook
series/homepage (4/2002)
bear prints@art.com
(2003)
moose and elk prints and
posters (2003)
national wildlife
federation.org (2003)
nationalgeographic.com/animals
(2003)
state.ak.us/adfg/wildlife
(4/2002)
RECOMMENDED BOOKS:
Arctic and Antarctic (Eye Witness
Books) by Barbara Taylor - photographs by Geoff Brightling - published
by Alfred A Knoff (1995) ISBN; 0-679-87257-4
Arctic Babies by Kathy Darling -
photographs by Tara Darling - published by Walker Publishing Co.Inc.
(1996)
ISBN: 0-802-8413-5
Scholastic Encyclopedia of Animals by
Laurence Pringle - photographs by Norbert Wu (2001) ISBN:
0-590-52253-1
50 Facts About Animals by Ron Taylor -
published by Warwick Press (1983) ISBN: 531-09208-9
Animal Champions (Zoo Book Series) by
John Bonnett Wexo - published by Creative Education, Inc. (1991)
ISBN: 0-88-82-409-5
Animal Champions 2 by John Bonnett
Wexo - Ann Elwood and Marjorie B. Shaw (1996) ISBN:
0-937934-98-4
Children's Guide to Sea Creatures
by Jinny Johnson - published by Simon & Schuster Books for
Young Readers (1998) ISBN: 0-689-815344
ASSESSMENT and EVALUATION:
After this unit students should be
able to brainstorm once again and be able to answer and complete the
following tasks. Some students will be able to complete more than
others, but all of them will be able to complete some of them.
Identify and locate Alaska and the
Arctic on a map or globe.
Locate the cities of Anchorage,
Fairbanks and Juneau on the map.
Know the state's capital.
Locate the Arctic Ocean and
Arctic Circle.
Locate Mt. Denali.
Define the terms wildlife, as
any animal that has not been tamed/trained or domesticated by
man/people.
Define the term domesticated,
as any animal that has been tamed , made captive and bred for a
specific purpose.
Distinguish and give examples
of the terms domesticated and wildlife.
Know and be able to state that
wildlife and people have many things in common and that we share this
world.
Be able to make and understand
the generalize statement that there are wildlife and animals throughout
the world.
Be able to name more examples that
they did prior to the unit.
Draw or paint a picture of two
new animals learned.
Describe where they live and
what they eat.
Students should also have
vocabulary cards naming all of the animals learned, some including
pictures.
ACTIVITIES:
> Prepare cards
of the Arctic and Alaskan animals. Student can work in small
groups
to play a "Concentration Game". The winner of each group can then
challenge each other in order to get a "Class Champion".
> Give the student
a "Spelling Bee" contest on the type of animals.
> Create a
classroom poster with the characteristics and descriptions. Using
the cards, each student must try to match up the animals to its
description. The students will work in two groups. They
will be able to challenge each other to determine which team is the
"Champion of the Wilderness."
> Art
Project - Using colored construction paper, scissors and glue have the
students arrange a mosaic depicting and animal or setting of their
choice.
> Writing Project
- Giving the students specific topic questions from the lesson.
Have them write an essay that answers the questions given.
CONCLUSION:
Congratulations class, we
have just completed our safari and you all have learned something
new! You now know about Alaska, the Arctic and can give some
examples of its unique and different wildlife. This was not a
very easy task and your journey has taken you far from your home town,
but you are home now. Wasn't it a terrific journey? It's
now time for you to unpack your notebooks and take home your art
projects and souvenirs.
** PLEASE NOTE -- As the activities are
completed, display them throughout the classroom and take
photographs of them for the sake of future reference and safari
souvenirs.
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GLOSSARY
OF ANIMALS
(EASY)
BATS
|
MOOSE
|
ARCTIC FOX
|
ELK
|
GULLS
|
MUSKOX
|
ORCA
|
SALMON
|
MINK
|
CRAB
|
OWLS
|
WALRUS
|
EAGLES
|
GEESE
|
MUSKRAT
|
SHRIMP
|
SEAL
|
HARES
|
TURTLES
|
SWANS
|
RED FOX
|
SEA OTTER
|
POLAR BEAR
|
LYNX
|
(DIFFICULT)
DALL SHEEP
|
WOODPECKERS
|
BEARDED SEAL
|
BEAVER
|
CHICKADEES
|
BLUE WHALE
|
AMERICAN BISON
|
BELUGA WHALE
|
COYOTE
|
PUFFINS
|
HARBOR SEAL
|
BLACK BEAR
|
GRAY WHALE
|
DUNGENESS CRAB
|
LOONS
|
LEMMINGS
|
BROWN BEAR
|
BOWHEAD WHALE
|
SCALLOP
|
YELLOWLEGS
|
PIKAS
|
CARIBOU
|
HUMPBACK WHALE
|
PINK SALMON
|
ABALONE
|
SPARROWS
|
MOUNTAIN GOAT
|
SPOTTED SEAL
|
CANADA GOOSE
|
FROGS & TOADS
|
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