Teacher+Resource+Page

==

Scientific Disciplines:

 * 1) ===Biology===
 * 2) ===Zoology===
 * 3) ===Environmental Science===

A. Objectives:

 * 1) ===The students will be able to identify the scientific name, physical appearance, and characteristics about mountain gorillas in Uganda, Africa. ===
 * 2) ===The students will be able to list the different food sources that mountain gorillas consume in the area the live in. ===
 * 3) ===The students will be able to estimate the population size of mountain gorillas over the last fifty years. ===
 * 4) ===The students will be able to describe in the climate of the gorilla's habitat in Uganda, Africa. ===
 * 5) ===The students will be able to differentiate between habits that mountain gorillas are found in specifically in Uganda, Africa. ===
 * 6) ===The students will be able to distinguish if there has been any outside influences or changes dealing with the gorilla's habitat, climate, or other components that would put them at risk for becoming extinct. ===
 * 7) ===The students will be able to examine multiple websites to find information about mountain gorillas including what has changed that has put them on the endangered species list. ===
 * 8) ===The students will be able to classify different components dealing with the topic on a worksheet provided on the wiki. ===
 * 9) ===The students will be able to select websites that they used and create a works cited page. ===
 * 10) ===The students will be able to create a poster explaining the information they have gathered about mountain gorillas. ===
 * 11) ===The students will be able to explain their poster to the class about what they have concluded about what is happening to the mountain gorilla population. ===

**A. Concepts**

 * ===Using the internet as a source of information to find specifics on the endangered species ===
 * ===interpret knowledge on a population group over a period of time ===
 * ===Develop solutions to a real world problem ===

**A. Standards **
===<span style="font-family: Arial,Helvetica,sans-serif;">**ILS Stage I 12 B 1 - Apply scientific inquiries or technological design to explain population growth, density factors in ecosystem change and stability and biodiversity: researching population model studies to determine limiting factors and mathematical patterns of population growth in real-world situations, investigating biotic and abiotic factors of ecosystems, or identifying the roles and relationships of organisms in their community in terms of impact on populations and the ecosystem.** ===

b. Potential places to use in the curriculum
====<span style="font-family: Arial,Helvetica,sans-serif;">This would be a great project to add at the end of a biodiversity chapter in a freshman biology class. This would be a good addition so that the students would be able to use what they already know about biomes and either use the same endangered species or pick their own in the way of a webquest. By doing this project at the end of the unit it would be a good evaluation of their knowledge and something different that they would enjoy working on. The unit that could come after this would be possibly include the food pyramid, and the water and nitrogen cycles. ====

<span style="font-family: Arial,Helvetica,sans-serif;">prior knowledge needed, etc.)

 * ====<span style="font-family: 'Arial Black',Gadget,sans-serif;">Group Size: ====
 * Groups of two students
 * ====<span style="font-family: 'Arial Black',Gadget,sans-serif;">Time allotment: (Assigned on Monday- Due on Friday) ====
 * ====Five class periods to work on the webquest====
 * The first day will be to work in the classroom and plan what they need to research and begin finding information that will help them with their quest
 * The second day will be in the computer lab where they will be able to research their species and then continue with the quest and type information needed for results.
 * The third day will be back in the classroom organizing information and finishing the webquest
 * The fourth day the students will be working in the classroom on their posters
 * The fifth day the students will turn in their posters and make a short presentation.
 * ====<span style="font-family: 'Arial Black',Gadget,sans-serif;">Prior Knowledge needed: ====
 * ====The information that the students will need to know in order to make this project the best that is can be are: information about: biomes, habitats, abiotic and biotic factors, what an endangered species is, what makes up a community, what constitutes a population, and what factors contribute to endangered species.====
 * ====The students will be able to grow as learners through this project and be able to build on their information they have learned during this biodiversity unit.====

<span style="font-family: Arial,Helvetica,sans-serif;">d. Rationale for this PBL
====<span style="font-family: Arial,Helvetica,sans-serif;">The rationale for this PBL is to be able to evaluate our students at the end of an unit using the basic information they have learned in this unit. By knowing terms and definitions they will be able to search the web, analyze data, create a poster, and present their findings to the class. This PBL lets the students do the research and make decisions and inferences on what is happening in the population of the mountain gorillas. This will give them a base knowledge to lead to the next unit and the rest of the course content. ====