Whos in the Zoo?

1st grade
Designed by
Ms. Lee
Lee78@nsuok.edu

Introduction
You have been selected in a drawing to be our schools new overseer for a top secret project. If
you are interested in this project, please respond ASAP. Time is limited and we need your help.

Hold CTRL and click on the envelop above

If you have decided to accept, follow this link below.
http://prezi.com/ehne6xeaj8qv/?utm_campaign=share&utm_medium=copy&rc=ex0share
The Task
The student will have a completed graphic organizer that they composed with the resources
provided. The graphic organizer will include the animals the child chose, where they come from,
and why they chose that animal. A finished checklist will be turned in additionally. The student
will also have 4 screenshots emailed to me for documentation of their progress and completion.

The Process
1. First youll start on the North America slide of the Prezi (the beginning slide). You will then
have 5 resources to choose from to select 1 animal.
2. After doing your research, and deciding what animal you want from North America youll
print out the graphic organizer included on the next slide.
3. Fill in the needed information for North America on the graphic organizer. This includes, the
animal, the continent, and why you chose this animal.
4. On the next slide youll complete the assigned portions of the game. You are required to do
level L, level 1, and level 2. After finishing each one take a screen shot of the page.
5. Email these pictures to me at Lee78@nsuok.edu.
6. Next youll do your research over South Americas animals and choose one. Be sure to fill out
your graphic organizer as you go!
7. Next youll do your research over Africas animals. Choose one, and fill out your graphic
organizer!
8. Now that your halfway there, use your webcam to take a picture of your graphic organizer.
Send this picture to my email once again.
9. After visiting Africa, go to the next slide in Europe. Choose one animal after doing your
research. Fill out your graphic organizer.
10. Travel over to Asia and pick one animal after doing your research. Fill out your graphic
organizer.
11. At last youre at Australia. This will be the last place youll visit. Do your research, choose
your animal, and fill out your graphic organizer.
12. The last and final slide will include a checklist. Go through and check off all the things
youve completed. Also, answer the final questions at the bottom of the checklist.
(What continent did we not visit?)(Why do you think that is?)

13. Turn in your graphic organizer, and rubric in class once your journey is completed.

If students complete this in class I will monitor by observation. If they complete it in a blended
fashion, I will be aware of how far they are and their progress by the 4 screenshots they have to

send me throughout the project. The set of 3 screenshots, and the single 1 will signify where the
student is in the lesson.

Evaluation
Since this is individual work each student will complete a checklist to be turned in with their
graphic organizer. I will observe the portion the students do in class, and I will tentatively check
my email to watch for the checkpoint emails. Check point 1 is the map game screenshots. Check
point 2 is the halfway point, which is when the students have completed Africa and are starting
on Asia. They will take a webcam photo of their graphic organizer, and email it to me at this
point. The checklist, included below, will assess if the students met each objective.
Checklist
o Explored North America, and selected 1 animal.
o Printed graphic organizer
o Documented on the graphic organizer why you chose the animal from North America,
included the continent, and the animal.
o Completed level L, level 1, and level 2 of the continents, and ocean game.
o Took screenshots of each level after completed, and emailed them to the teacher.
o Explored South America, and selected 1 animal.
o Documented on the graphic organizer why you chose the animal from South America,
included the continent, and the animal.
o Explored Africa, and selected 1 animal.
o Documented on the graphic organizer why you chose the animal from Africa, included
the continent, and the animal.
o Took picture of graphic organizer with webcam, and emailed it to the teacher.
o Explored Europe, and selected 1 animal.
o Documented on the graphic organizer why you chose the animal from Europe, included
the continent, and the animal.
o Explored Asia, and selected 1 animal.
o Documented on the graphic organizer why you chose the animal from Asia, included the
continent, and the animal.

o Explored Australia, and selected 1 animal.

o Documented on the graphic organizer why you chose the animal from Australia, included
the continent, and the animal.
o Answered the 2 questions at the bottom of this checklist

Additional question
What continent did we not visit?

Why do you think that is?

Conclusion
At the end of this assignment students will have learned, and done research over various animals
from 6 of our 7 continents. Math, Social Studies, and Language Arts are represented throughout
this lesson. They will have organized their findings with a graphic organizer through individual
guided research. They will have used provided digital resources to find this information. Students
will use spaces of the graphic organizer to express their opinion on the animals they chose, and
also a reason to support the opinion. They will collect, and organize data during their research.
They will also be able to locate the seven continents, and oceans on a map through the use of an
online game. Additionally, to these skills they will have learn about these various animals, and
where they come from throughout their research.

Teacher Section
Standards
List your standards here:
Language arts
6: Research - Students will engage in inquiry to acquire, refine, and share knowledge
Writing-Students will summarize and paraphrase, integrate evidence, and cite sources to create
reports, projects, papers, texts, and presentations for multiple purposes

1.6.W.2 Students will organize information found during group or individual research, using
graphic organizers or other aids with guidance and support.
3: Critical Reading and Writing - Students will apply critical thinking skills to reading and
writing
OPINION 1.3.W.3 Students will express an opinion in writing about a topic and provide a reason
to support the opinion.
7: Multimodal Literacies - Students will acquire, refine, and share knowledge through a variety
of written, oral, visual, digital, non-verbal, and interactive texts.
1.7.R.1 Students will use provided print and digital resources with guidance and support
Math
Data & Probability (D) 1.D.1 Collect, organize, and interpret categorical and numerical data.
1.D.1.1 Collect, sort, and organize data in up to three categories using representations (e.g., tally
marks, tables, Venn diagrams).
Social studies
Geography Literacy Content Standard 3: The student will demonstrate knowledge of basic
geographic concepts.
3. Locate on a map and globe the United States, the seven continents, and five oceans.
Three NET(S) standards
Technology Productivity Tools Students:
a. use technology tools to enhance learning, increase productivity, and promote creativity.
b. use productivity tools to collaborate in constructing technology-enhanced models, preparing
publications, and producing other creative works.
Technology Problem-Solving and Decision-Making Tools Students:
a. use technology resources for solving problems and making informed decisions.
Technology Research Tools Students:
a. use technology to locate, evaluate, and collect information from a variety of sources.
b. use technology tools to process data and report results.
Adjustments/Adaptations
Write a paragraph on what instructional modifications will be made to address special needs of
all students including those identified as IEP, 504, ELL. Include an explanation of why the
modifications would improve student progress.
Modifications that would be applied to the Virtual quest for IEP, 504, and ELL students would
include, recordings of my voice added to each slide for children unable to read it, and with the
research portion I would work one on one with them, and read them the information. I would
make everything much larger print, and less choices for research, for example, 3 choices of
animals instead of 5. I would provide a specific list of procedures for the virtual quest so they
could follow it easier. Also for the students that would need it I would give them a voice recorder
instead of a graphic organizer so they can record their findings through audio. I would take out

the portion about emailing screenshots. I would also give them additional time to complete the
whole assignment. These specific modifications will help them be more successful because they
will be allotted more time, and less work. Also the audio, and one on one guidance will help
them not feel as overwhelmed, and frustrated. Using a voice recorder instead of the graphic
organizer would cut out the extra steps of printing the material, and the hassle of filling it out.
The student would be able to just focus on the research, and recording it through audio. Overall
these modifications take out extra steps that could stress out the student, and pushing all those
aside allows them to focus on the research.
Strategies to Meet Students Learning Styles
Sensory learners work well with facts, and hands on work. While researching they will locate,
and read facts to decide what animal they want to choose. A few aspects are also hands on, like
screenshotting, printing, and completing the graphic organizer, and taking a webcam photo.
Visual learners will thrive because of the many pictures of animals included on the research
pages. The interactive prezi is also beneficial for the visual learners. Verbal learners will enjoy
the prezi, and its text as well as the written explanation of the steps, checklists, and expectations.
Sequential learners will benefit with the detailed procedure page, and the set up of the prezi since
it goes step by step. The material has a clear, and logical flow of information also.
Resources and Materials
Describe whats materially needed to implement this lesson. Some of the possibilities:

E-mail accounts for all students

Printer, ink, and paper in the classroom

With modifications

Voice recorders
An extra helper or teacher to either help the specific student or to observe, and guide the
rest of the students.

Credits & References

Alligator research page- Retrieved from
http://www.defenders.org/american-alligator/basic-facts
Anaconda research page- Retrieved from
ttp://www.kidzone.ws/lw/snakes/facts-anaconda.htm
Arctic Fox research page- Retrieved from
http://www.defenders.org/arctic-fox/basic-facts

Black footed ferret research page- Retrieved from

http://www.defenders.org/black-footed-ferret/basic-facts
Brown bear research page- Retrieved from
http://animals.nationalgeographic.com/animals/mammals/brown-bear/
Cheetah research page- Retrieved from
http://www.defenders.org/cheetah/basic-facts
Continent game- Retrieved from
www.sheppardsoftware.com/World_Continents.htm
Eclectus Parrot research page- Retrieved from
http://www.parrotparrot.com/species-guides/eclectus-parrots/
Electric eel research page- Retrieved from
http://animals.nationalgeographic.com/animals/fish/electric-eel/
Frilled Dragon research page- Retrieved from
http://animals.nationalgeographic.com/animals/reptiles/frilled-lizard/
Giant tortoise research page- Retrieved from
http://www.galapagos.org/about_galapagos/about-galapagos/biodiversity/tortoises/
Gila monster research page- Retrieved from
http://www.desertusa.com/reptiles/gila-monster.html
Hyena research page- Retrieved from
http://www.awf.org/wildlife-conservation/hyena
Koala research page- Retrieved from
http://animals.nationalgeographic.com/animals/mammals/koala/
Marbled Pole Cat research page- Retrieved from
http://www.all-about-ferrets.com/marbled-polecat.html
Mongoose research page- Retrieved from

http://animals.nationalgeographic.com/animals/mammals/mongoose/
Moose research page- Retrieved from
http://animals.nationalgeographic.com/animals/mammals/moose/
Olive Python research page- Retrieved from
http://reptilepark.com.au/animals/reptiles/snakes/python/olive-python/
Ostrich research page- Retrieved from
http://animals.nationalgeographic.com/animals/birds/ostrich/
Piranha research page- Retrieved from
http://www.extremescience.com/piranha.htm
Poison dart frog research page- Retrieved from
http://kids.nationalgeographic.com/animals/poison-dart-frog/#poison-dart-frog-orange-blue.jpg
Printable graphic organizer- Retrieved from
http://www.timvandevall.com/wp-content/uploads/2013/06/Printable-Graphic-Organizer-6.pdf
Raccoon dog research page- Retrieved from
http://a-z-animals.com/animals/raccoon-dog/
Reindeer research page- Retrieved from
http://www.theanimalfiles.com/mammals/hoofed_mammals/reindeer.html
Saiga research page- Retrieved from
http://www.edgeofexistence.org/mammals/species_info.php?id=62
Serval research page- Retrieved from
http://www.awf.org/wildlife-conservation/serval
Standards for first grade Math, Social Studies, and Languages arts- Retrieved from
http://sde.ok.gov/sde/oklahoma-academic-standards
Standards for NET(S) - Retrieved from

http://www.kelloggllc.com/tpc/nets.pdf
Western Swamp Tortoise research page- Retrieved from
http://www.arkive.org/western-swamp-turtle/pseudemydura-umbrina/
Zoo picture. Retrieved from
https://youtu.be/O9qnZO87yA8
Last updated on July 31, 2012. Based on a template from The WebQuest Page

Adapted by Northeastern State University course instructors for Technology in Education Jan. 7, 2009 for Competency #4 of the COE ePortfolio.
http://www.sheppardsoftware.com/World_GL.html