Inquiry Project

Created Feb. 7, 2024 by Haliey Coubal

Team members

Name: Hannah Hanscom

Name: Haliey Coubal


Topic: How can we care for animal populations that are displaced from their natural habitat?

Part 1:  Driving question:   

  • What are your three initial driving questions?

    • How can we care for animal populations that are displaced from natural habitat?

    • How does our environment allow us to live and thrive?

    • How would displacement from your environment affect your lifestyle? Where could live as an alternative and how would you get the resources you need to live?


  • What is your one, final driving question?

    • How can we care for animal populations that are displaced from their natural habitat?

  • Background information of this driving question:

    • The driving question corresponds with a first grade science standard

      • 1.LS.4 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

    • We want the students to think about how the environments in which we live give us the tools we need to survive and thrive, and how displacement from those environments can affect a species. We also want students to think about solutions and alternatives that could enable species to live similarly to when they lived in their natural environment.




  • Why do you think this is a good driving question?

      • This is a good driving question because it meets all the requirements for a good inquiry project.

    • Does the DQ warrant in-depth study?

      • Yes, the DQ warrants in-depth study because it encourages the student to think about how our natural environments enable us to live and thrive. It also asks students to think about what would happen if our species or other species were displaced and how we would care for those displaced species.

    • Is the DQ an authentic and relevant issue/problem for my students?

      • Besides being part of a standard, the topic is very relevant in today’s world because many animal populations are being displaced by global warming and industrialization and are becoming endangered because of that. It’s also relevant because we have the Exotic Feline Rescue Center right here in Indiana that gives a home to displaced large felines. That would be a really awesome thing to incorporate into the lesson and make a field trip out of.

    • Is there more than one plausible solution to the DQ?

      • There could absolutely be, but we want to challenge the students to figure that out and see for themselves.

    • Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?

      • Yes it does, it’s going to challenge the students and make them really think and brainstorm together and come up with the best solutions.









Part2: Grabber


  • What is your grabber?

These are two videos about tigers. The first is about tigers’ habitat and what they need in a habitat to survive. The second is about the Exotic Feline Rescue center, which houses tigers that have been abandoned or abused and tries to create an environment in which they will thrive.  



  • Why do you think this grabber is beneficial and how it  align with your driving question?

  • Does the story, article, video, announcement, role play, or other resource hook the learner into asking more questions about the topic?

      • Yes, because who isn’t fascinated by tigers! The two videos show first, how tiger’s are losing their habitats, and second, one solution people have come up with in order to help tigers that don’t have a habitat. The students will expand on this when looking into their own animal.

  • Does the grabber capitalize on novelty and / or high emotion situations?

      • The first video talks about how tiger populations are shrinking because they are being pushed out of their natural environments, appealing to people’s sympathy about endangering animals. The second video is highly emotional because it shows different types of big cats who have been captured and sold as house pets to people who have no business taking care of them.

  • Does the grabber establish authenticity & relevance?

      • Yes it does because it requires the students to analyze, present, evaluate and have a chance to defend their solutions.


  • Culminating activities: List all your activities here:


1) Activity 1

  • What is your first activity?


For this project, we are thinking about how we care for animals when they are taken out of their natural habitats. As we’ve talked about, habitats are important because they give us all the things we need to live, such as food, water, and shelter. Can you create a new home for an animal which has everything it needs?


Part 1


Pick an animal that is not usually found in Indiana to research. Using the National Geographic website, answer these questions about your animal: Where do they live? Do they like hot weather or cold weather? What do they eat? Do they have a home, like a nest or a dam? What do they need to build their home? Next, write two complete sentences about each of these questions. Find some pictures of your animal in their habitat to print and attach to a poster board with your sentences.


Examples of animals you could choose: elephant, tiger, lion, a sea creature, etc.  


Part 2


Think about what would happen if we brought this animal to Indiana and had to care for it here. Would it still have everything it needs to live? How would it get the food it needs? If the animal likes cold weather, how could we make a cold habitat for them? Design a new habitat for you animal based on what it needs and what we have right here in Indiana. Write 6 complete sentences (a paragraph) describing what you habitat looks like and what is in it. Draw a picture of you habitat to go along with your paragraph. We will put these on your poster board.  


Presentation


Once your poster has all your information on it, tell your classmates about it! We’re going to have a classroom animal fair. Half the class will walk around and watch the presentations, while the other half is reading their writing and presenting! Then we’ll switch. I want to see you be able to explain your animal’s natural habitat and why you think your new habitat will work for the animal. Just do your best with this part and have fun!

  • Why do you think this is a good activity for PBL?

    • How is the activity authentic?

      • It’s authentic because of we are taking one thing out of the environment and questioning and analyzing how animals can survive and thrive in the environment.


  • Does the activity provide students with the opportunity to present and defend problem solution?

      • Yes it does, because different students will come up with multiple different solutions and different ways to figure out how animals can survive.


  • Does the activity require student collaboration?

    • Yes it does, because it gives the students a chance to brainstorm together and come up with the best solution as a group.


  • How will I judge what students have learned from the activity?

    • We will create a rubric for this step and potential example materials as well.






CATEGORY

4

3

2

1

Contributions

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Quality of Work

Provides work of the highest quality.

Provides high quality work.

Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Provides work that usually needs to be checked/redone by others to ensure quality.

Time-management

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.

Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.

Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management.

Attitude

Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Focus on the task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Preparedness

Brings needed materials to class and is always ready to work.

Almost always brings needed materials to class and is ready to work.

Almost always brings needed materials but sometimes needs to settle down and get to work

Often forgets needed materials or is rarely ready to get to work.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.



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