Web+Lesson+-+Extinction

**Lesson name ** A Problem-Based Lesson for //9-12th grade students// Designed by //J. Vail, B. Sanborn & K. Heins jvail@fusd1.org// bsanborn@fusd1.org kheins@fusd1.org  =THE UGLY CHICKEN!=

   On the way to school this morning you heard a news flash on the radio. Can you believe it? Scientists have discoverd a living DoDo bird in the Verde Valley. What would you do? If you could get a picture of this creature your future would be secure. No more worries about paying for college. How did a Dodo bird get to Verde Valley? Why are they on the extinct list? Did humans have a hand in this? Create a hypothesis using the Wiki space provided
 * Task**
 * Standards **

Arizona K-12 Content Standards
http://www.ade.state.az.us/standards/contentstandards.asp Understand the scientific principles and processes involved in biological evolution.
 * Strand** **4: Life Science**
 * Concept 4: Biological Evolution**

>
 * PO 4. Predict how a change in an environmental factor (e.g.//,// rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem.

21st Century Skills Standards [|http://www.21stcenturyskills.org]
= =
 * Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

** Critical Thinking, Problem Solving, and Decision Making **
c. collect and analyze data to identify solutions and/or make informed decisions. = =<span style="FONT-FAMILY: Arial,Helvetica,sans-serif"> **Student Procedure**:=
 * Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
 * 1) Students will access the Wiki at http://08-09naticc-coaches.wikispaces.com/The+Ugly+Chicken.
 * 2) Students will read the task
 * 3) Students will create a hypothesis (pre-assumption)
 * 4) Students will read the novella "The Ugly Chickens" by Howard Waldrop which is located on ebooks.Students will be allowed about 50 minutes to read the story.
 * 5) As students are reading they will answer questions (questions have been added to the reading at apprpriate spots) Student responses will be on the WIki or a blog depending on teacher preference. This can be set up so that students must complete answers before being allowed ot move forward if desired as well)
 * 6) After students have completed the reading of the story they will revisit the hypothesis. Students will answer the following questions. Was your hypothesis correct? If not why was it incorrect and what are your new thoughts on your conclusion?

=**Teacher Procedure:**=
 * 1) Teacher will create appropriate Wiki pages and make sure that links work
 * 2) Teacher will provide students with oral directions
 * 3) Teacher will provide students with log on information
 * 4) Teacher will monitor student progress using the Wiki
 * 5) Teacher will evaluate student progress using assessment rubrics.

Assessment
 * **Category** || **4 Points** || **3 Points** || **2 Points** || **1 Point** ||
 * **Research** || Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. || Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. || Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. || Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. ||
 * **Answers** || Answers clearly relate to the main topic. It includes several supporting details and/or examples. || Answers clearly relate to the main topic. It provides 1-2 supporting details and/or examples. || Answers clearly relate to the main topic. No details and/or examples are given. || Answers have little or nothing to do with the main topic. ||
 * **Revised Hypothesis** || Student put a lot of thought into the revision and explanation of their hypothesis. || Student demonstrated some thought into the revision and explanation of their hypothesis. || Student demonstrated minimal thought and explanation into the revision of their hypothesis. || Student showed no evidence of serious thought into the revision of their hypothesis. ||
 * **Spelling, Punctuation, and Grammar** || One or fewer errors in spelling, punctuation and grammar in the student responses. || Two or three errors in spelling, punctuation and grammar in the student responses. || Four errors in spelling, punctuation and grammar in the student responses. || More than 4 errors in spelling, punctuation and grammar in the student responses. ||
 * **Participation** || Used time well in lab and focused attention on the assignment. || Used time pretty well. Stayed focused on the assignment most of the time. || Did the assignment but did not appear very interested. Focus was lost on several occasions. || Participation was minimal OR student was hostile about participating. ||  ||

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 * Comments: Total Points:__ ||

Materials //Computer Internet access// http://www.scifi.com/scifiction/classics/classics_archive/waldrop/waldrop1.html// http://08-09naticc-coaches.wikispaces.com/The+Ugly+Chicken. http://www.fusd1.org/coconino/staff/vail/TheUglyChicken