Introduction | Task | Process | Evaluation | Conclusion
Your future depends upon
the status of raptors (birds of prey)!!!!!
The changes in raptor status can reveal harmful environmental changes.
You will make a difference for these birds by forming a corporation to
effect changes in your school. Your corporation will create
a T-shirt, a brochure and gather student and community investors. This
unit should take a minimum of two weeks (assuming classes meet
for approximately 40 minutes.) Some homework is expected; this
will take the form of the written reports and research.
Extensions to the study of
vertebrate anatomy and physiology, renewable and nonrenewable natural
resources, ecosystems and succession can be made if the teacher
A link to the National Science standards is provided here.
Students, read on! After completing the tasks described
below, you WILL
make a difference in the lives of raptors!!
- Your task is to create a plan to stop raptor
- You will begin by studying birds of prey (raptors) in your
- Your group will form a corporation and select a name for it.
- You will create a logo, develop a mission statement, and
statement for your company.
- You will advertise your corporation and its mission by
creating a T-shirt.
- You will create an agenda including a power point
presentation and conduct a meeting to present your plan to your peers.
- You will enlist the support of your school and local
community to effect the changes you present to do your part to save
To save the raptors, you will need to understand them.
Each team member will become an expert on his or her assigned raptor
and its habit. Research will reveal the critical importance of
these birds to us. Each corporation will include an expert in
each raptor group. Once formed, the cooperative task of
developing a plan to effect change will commence.
will submit an index card containing a prioritized list of their
- Students will prepare a brief oral presentation
why they wish to study the selected raptors.
- Based upon the presentation, the teacher will assign
student a raptor to investigate. An error-free, written report
will be submitted on time.
- Students will find the geographical area and migration
patterns for their bird.
- Students will locate a photograph of the bird and
the food chain and extended food web that their bird is a part of.
- Students will determine whether their raptor is on the
endangered species list and the cause for this. (When in doubt, ask
- Each student is responsible for completing background
research (complete this WebQuest)
to understand why the health of raptor populations is
significant to each student individually.
Your teacher will assign you to a cooperative group
will work together to form your corporation.
Your group will brainstorm
what you have learned, what you find most interesting
about raptors, and discuss the need to save them. Create a set of
brainstorming rules to be followed by your group.- visit this
site for assistance.
Find out how to create a
Brainstorm again (see step number 5) to come up with a
design that reflects the group's vision. You cannot do
but you can do something. Limit your ideas.
Brainstorm your group's
vision. What are you
impassioned about? Do you want to focus on pesticide reduction,
- Decide on the important points to put in a bi-fold
brochure. It must include your corporation's name, vision,
mission statement, logo and a place for the recipient to respond if
they want to help your corporation.
- Create the brochure; your teacher will grade this and
give the approval to create color, printable versions to distribute.
- Create an image (it could be your logo) to place on a
t-shirt. Purchase the iron - on transfers used with computer
generated images to put
your design on T-shirts.
These will be worn at the meeting
you hold to enlist your fellow student's and local community member's
support for your project.
- Optional and for extra credit, you may create and produce
Schedule a business meeting.
Involve the student body at your school (or others) to
the task you have identified.
- Meet with your teacher and/or principal to find a good
time for your corporation to address the student group you are
- Once the date and time are selected, create posters to
advertise the meeting.
- Create an agenda
for your meeting.
- Once you know what you will present, begin work to design
Point presentation to convey your passion for raptors and desire
to see their numbers protected. Include the specifics
of the plan
you are proposing and tell students what they can do to help be a part
of the solution.
- Your teacher will provide the students that attend the
meeting with investment money (Frog Bucks were used at the author's
school). Students viewing the presentation may purchase units of
stock in your company.
- Advertise your plan and your accomplishments in local
- Create extra T-shirts to send to local agencies that help
- Make a difference!!
The grade for this project is based primarily on
individual effort. Cooperative work is key to the process of
developing the finished product..
Total score is 150 points.
Index card with choices submitted on time and in appropriate format.
|Index card was
submitted, but did not contain three choices.
|Fewer than three
prioritized choices were submitted.
choices were submitted on time.
choices included a statement of rationale.
Oral presentation explaining rationale for desired raptor.
|Student was not
prepared on time, showed little enthusiasm or preparation.
prepared on time; presentation was not rehearsed or in sufficient
|Clear and logical
rationale presented; student read and did not present.
presentation, from memory, with passionate reasons for selection.
Individual student investigation and report on assigned raptor
|Of four parts;
student did a marginal job of investigating less than three.
investigated all 4 parts in task three; depth is insufficient.
not error free, though complete in depth and extent (4 parts).
|Error free, in
depth investigation of all parts of task 3.
Each student will prepare a list of brainstorming rules for the
|Work submitted by
student shows little effort.
thought is shown; there is no indication that web sources have been
thorough, and show that the student has read the
information on assigned web sites.
exceeded expectations; concise
rules for brainstorming have been developed.
The individual works well within his or her group - listening and
giving input to brainstorming
|Student does not
listen to his or her peers, or is detached from group actives
engaged, but expresses no qualitative input to assist the group effort
passionate about the cause and creates a vision and mission
statement that are effective and realistic
level 3 objectives by adding research completed on other work already
Tasks 6 & 7
Student research on creating a logo
vague guesses as to the content and nature of a logo.
conducted (using the hyper links provided); no other substantive
creative thought is generated.
|Input is based
upon research and reflective thinking.
designs (mechanicals) are submitted to the group; discussion is lively
Task 8 Group vision and mission statement and
|Students ideas are
not developed into a rough draft stage. Student did not create a
|Rough draft of one
or two ideas is brought to the meeting, but quality is poor; product
contains errors. T-shirt is poorly executed.
thougtful work is done, only one or two ideas are prepared.
T-shirt shows care in preparation.
for brochure design and content are well prepared ;
quality and color are evident. T-shirt is masterfully done.
Meeting scheduled and advertised
is not helpful in scheduling, making posters or advertising the meeting.
creates one or two posters, but is not available to discuss meeting
dates and times.
is involved and helpful in preparation of posters and meetings,
but does not assume a leadership role.
Exemplary leadership beyond level three of the rubric.
Leadership into action -
do what you proposed; advertise your success!
assistance given to the group in preparing advertisement or conducting
the work proposed in the plan.
assistance, student attends few work sessions and is not helpful in
advertising the plan.
Student is actively engaged in the work of the plan and writes
advertising for local papers.
leadership role in guiding peers, company members and others to
accomplish and advertise the outcome
Can one student make a difference? Did the saving of one
raptor matter? Each student who undertakes this project will have
to answer that question for himself or herself. I can say with
that the work of one man, Bill Streeter, at the DVRC made a difference
life and that of the students who have been involved in this
project. If the health of our ecosystems is gauged by the status
of the raptor opulations around us, then it is the job of the students
we teach to act NOW. Bald eagles are just coming off the endangered
species list - it took thirty years to accomplish this. The
efforts began with one person caring enough to do something. Will
you be that student?
Credits & References
This project has required investigation to a great deal of
fine work completed by other whose passion is to save raptors.
Thanks to Bill
and Stephanie Streeter at the Delaware
valley Raptor Center for their passion for raptors. Bill's
presentation to my students at Zion Lutheran School was the spark that
inspired this process. The presentation viewed at camp Koinonia
was followed up with another by the Tenafly Nature Center.
Web references used
Print References used
Hendrickson, John. Raptors:
Birds of Prey. San Francisco, CA: Chronicle
Laubach, Christyna M.,
Rene' Laubach, and Charles W. G.
Smith. Raptor: A Kid's Guide to
Birds of prey. North Adams: Massachusetts. Storey Kids,
Penny, Malcolm. Birds
of Prey New York, NY: Thomson Learning, 1996.
Here a link to The
WebQuest Page and the Design Patterns page. These sites will
enable others to acquire
the latest version of this template and training materials.
We all benefit by being generous with our work. Permission is
granted for other educators to copy this WebQuest, update or otherwise
modify it, and post it elsewhere provided that the original author's
name is retained along with a link back to the original URL of this
WebQuest. On the line after the original author's name, you may add Modified
by (your name) on (date). If you do modify it, please let me know
and provide the new URL.
updated Tues 12 Aug 2014 02:23:52 GMT. Based on a
template from The