Process
The Introduction of this case study is in the form of two videos. Students should watch the videos and then brainstorm with his or her shoulder mate on what they know and what common beliefs exist about bats. The purpose of the PowerPoint project and the virtual lab activity is to provide scaffold of knowledge in preparation for the Task project which shows transformation of knowledge from simple memorization of vocabulary to application of interdenpence among species and their environment.
Part 1
Students can either choose their own groups of 4 or the teacher can strategically placed students in groups based on ability and needed levels of support before the students move on to the task portion of the case study project. Each student group will choose a group leader who will keep track of the list of student roles and keep the group on task. As students read the task portion of the case study, they should list which student is responsible for each portion of the project (i.e. Johnny is researching commensalism and mutualism, Mallory is researching myths and legends, etc.). The group leader is also responsible for ensuring that, (for each part of this case study), each group member assembles his or her portion of the PowerPoint, (skit/animation, and data for the predator/prey lab). Students should work to research and create a collaborative presentation and practice giving the presentation ahead of time. The rubrics for the presentation and class participation are accessible from the evaluation page or by clicking on the link in the process page. Students should be instructed to generate a few questions for other presentation groups (can include questions on how an animation, transition, or other presentation technique was created.)
Part 2
Students can download and print the inquiry lab and the reflection questions sheets from the links in the WebQuest. Students are to link to the virtual predator/prey lab, review the variables that can be manipulated, and develop a hypothesis and prediction for the lab sheet. Students will then use the simulator to conduct the investigation. Once the students have repeated the tests 4 times, data should be graphed and the information should be transferred to a presentation whiteboard to share with the rest of the class. Student pairs should present the data and conclusions and field questions about their findings. (Class participation rubric should be used during this portion of the case study as well.) The intent of this lab is for students to discover how changes in population size affect ecosystems.
Part 3
The Task
In the final stage of the case study, student will use the Internet to search for at least three species that are connected through symbiotic relationships. The students may choose any species they like and research symbiotic organisms on any site they choose. Depending on the maturity level and responsibility level of your students, you may want to provide a list of acceptable websites to visit for research. The reason behind the freedom to search is to prevent limitations in creativity. The rubric for the skit or animation is provided and there are suggested websites for animation generators. I do not recommend suggesting the Go Animator animation generator as it has material that is unsuitable for high school students and there are no blocker capabilities. The key to this assignment is for student to demonstrate understanding of the symbiotic relationships between their chosen organisms without verbally (or use of signs etc.) identifying the relationships. The audience should be able to recognize the relationships and records these on the peer review sheets which can be downloaded from the evaluation page. The peer review sheet has points assigned to each question; those points are to be added for the presenters with the exception of the last two questions. Questions number 9 and 10 are worth 2 points each for the reviewer and each other questions are worth 1 point each for the reviewer.
All of the materials needed for this case study are included on the WebQuest with the exception of :
Internet access
Student computers
Display Whiteboards (for lab data sharing).
The Introduction of this case study is in the form of two videos. Students should watch the videos and then brainstorm with his or her shoulder mate on what they know and what common beliefs exist about bats. The purpose of the PowerPoint project and the virtual lab activity is to provide scaffold of knowledge in preparation for the Task project which shows transformation of knowledge from simple memorization of vocabulary to application of interdenpence among species and their environment.
Part 1
Students can either choose their own groups of 4 or the teacher can strategically placed students in groups based on ability and needed levels of support before the students move on to the task portion of the case study project. Each student group will choose a group leader who will keep track of the list of student roles and keep the group on task. As students read the task portion of the case study, they should list which student is responsible for each portion of the project (i.e. Johnny is researching commensalism and mutualism, Mallory is researching myths and legends, etc.). The group leader is also responsible for ensuring that, (for each part of this case study), each group member assembles his or her portion of the PowerPoint, (skit/animation, and data for the predator/prey lab). Students should work to research and create a collaborative presentation and practice giving the presentation ahead of time. The rubrics for the presentation and class participation are accessible from the evaluation page or by clicking on the link in the process page. Students should be instructed to generate a few questions for other presentation groups (can include questions on how an animation, transition, or other presentation technique was created.)
Part 2
Students can download and print the inquiry lab and the reflection questions sheets from the links in the WebQuest. Students are to link to the virtual predator/prey lab, review the variables that can be manipulated, and develop a hypothesis and prediction for the lab sheet. Students will then use the simulator to conduct the investigation. Once the students have repeated the tests 4 times, data should be graphed and the information should be transferred to a presentation whiteboard to share with the rest of the class. Student pairs should present the data and conclusions and field questions about their findings. (Class participation rubric should be used during this portion of the case study as well.) The intent of this lab is for students to discover how changes in population size affect ecosystems.
Part 3
The Task
In the final stage of the case study, student will use the Internet to search for at least three species that are connected through symbiotic relationships. The students may choose any species they like and research symbiotic organisms on any site they choose. Depending on the maturity level and responsibility level of your students, you may want to provide a list of acceptable websites to visit for research. The reason behind the freedom to search is to prevent limitations in creativity. The rubric for the skit or animation is provided and there are suggested websites for animation generators. I do not recommend suggesting the Go Animator animation generator as it has material that is unsuitable for high school students and there are no blocker capabilities. The key to this assignment is for student to demonstrate understanding of the symbiotic relationships between their chosen organisms without verbally (or use of signs etc.) identifying the relationships. The audience should be able to recognize the relationships and records these on the peer review sheets which can be downloaded from the evaluation page. The peer review sheet has points assigned to each question; those points are to be added for the presenters with the exception of the last two questions. Questions number 9 and 10 are worth 2 points each for the reviewer and each other questions are worth 1 point each for the reviewer.
All of the materials needed for this case study are included on the WebQuest with the exception of :
Internet access
Student computers
Display Whiteboards (for lab data sharing).