Sammy on the Move
“Ouch! What was that? Where am I? It's so dark. Hey fellas , where are you going? Wait for me! Shouldn't we be going the other way? Stop pushing! This isn't funny, I'm scared. Hey..... hey what's that light over there? Let's go this way.” Bump, “ what was that? I can't get by. Hey fellas wait!”
What will Sammy do? Sammy's scared and Sammy's alone. Sammy is a sea turtle who has just hatched from his egg. Why is he so confused? Where is his mother? What will Sammy do?
You will learn about sea turtles by using the provided website resources. You will discover why it is so hard to be a sea turtle and why they are endangered. You will think of ways we can help these gentle creatures. You will write a story about your sea turtle and include drawings. You will save all of the information about your sea turtle to a Microsoft Word document. Finally, you will evaluate how well you and the other people in your group worked together.
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Process
With your partner you will locate the following information about your sea turtle, and you will record your findings in a Word document. You will later use your information and produce a PowerPoint Presentation.
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What is the name of your sea turtle? Open a word document, keep the answers to your questions, and your research information on this document. Name and save your document. At the top of this document type the names of all people in your group. Next, answer or respond to each of the following bulleted items.
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Find a picture of your sea turtle and copy it to your Word document.
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Where does your sea turtle live in the world? If you can find a map, include it here.
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What does your sea turtle eat?
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Have you been adding your answers to your word document? Don't forget to save your document as you go so you don't lose your information.
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Define the following words, carapace, habitat, and range; as related to sea turtles
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Describe your sea turtle as an adult include the following information: weight, length, and body colors. Also include any other physical characteristics that help to make your sea turtle easy to identify.
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Sea turtle females lay eggs on the beach. This process is referred to as nesting. Read the basic information about sea turtle nesting at this Sea World site then find information specific to your sea turtle on nesting, hatching and reaching the ocean. Put this information on your word document. Note, you need to include information about nesting, hatching and reaching the ocean, (three different events).
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Name predators your sea turtle hatchling encounters on the beach and in the ocean?
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How long does your sea turtle live? This is called longevity. Read the information at this Sea World site. Now document information about the longevity of your sea turtle.
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We have just introduced the fact that humans can cause problems for sea turtles. Make a list of at least three of the problems humans create for sea turtles.
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List three things you can think of that you could do to protect your sea turtle. This site may give you some ideas.
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As you have been conducting your research, you have found other information about your sea turtle. Write two interesting facts about your sea turtle.
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Go back and check your notes, have your answered all of the questions and given all of the information needed? If not make changes. When you are finished save your document one last time and print it.
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Now you will write a story with your group!
Read over your notes and use that information to write a story about your sea turtle. Pretend you have just hatched. Write an exciting three paragraph story about your sea turtle. Your may wish to write your story on paper, edit it, and then enter it into the computer. However you choose, your edited story must be on the computer and saved to your word document.
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Each of you must draw a picture of your sea turtle to accompany your story. Give your finished story and pictures to your teacher.
The last project you will prepare is a PowerPoint Pre
sentation. Your teachers will give you further information. You will need your sea turtle word document to complete this project.
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How well did you learn?
- Did you work cooperatively with your group ?
- Did your group use the resources to find answers to all of the questions?
Did your group save your information in a word document?
- Did your group write a three paragraph story?
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Did you draw a picture of your turtle to add to your group's story?
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Working Cooperatively
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Our group did not work well together cooperatively. |
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Our group sometimes worked cooperatively. |
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Our group shared jobs and worked well together. |
Use of
Resources
to answer
questions.
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Our group was unable to find the answers to any of the questions. |
Our group was able to use the resources to find some of the answers to the questions. |
Our group was able to use the resources find most of the answers to the questions |
Our group was able to use the resources to answer all of the questions, but we did not answer all of the parts. |
Our group was able to use the resources to answer all of the questions and all of their parts. |
Saving Information to a Word Document
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Our group did not save any information to a word document. |
Our group saved our names and three other questions to our word document. |
Our group saved our names and six complete questions to our word document. |
Our group saved our names and 7 - 9 complete questions to our word document. |
Our group documented the answers to all eleven questions and all of their parts on our word document. |
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Writing a Three Paragraph Story |
Our group did not write a story. |
Our group wrote a one paragraph story. |
Our group wrote a two paragraph story. |
Our group wrote a three paragraph story. |
Our group wrote an exciting three paragraph story using information we found during our research. |
Individual Drawings of Sea Turtle. |
I did not draw a picture of my sea turtle. |
I drew a picture of a sea turtle but it was not the one we researched. |
I drew a picture of my sea turtle, but I did not color it and do my best work |
. I drew a picture of my sea tutle, but I did not color it do my best work. |
I drew a picture of my sea turtle, I colored it, and I did my best work. |
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Print a copy of this rubric for each member of your group.
Each person must complete a rubric and turn it in to your teacher.
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Rubric Totals |
Your Total |
Your Grade |
Rating |
25, 24, or 23 |
A |
Outstanding! |
22, 21, or 20 |
B |
Very Good |
19, or 18 |
C |
Good |
17, 16, or 15 |
D |
OK |
14 or below |
F |
Not very good |
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Conclusion
Congratulation! You have made it through your assignment and have learned many interesting things about sea turtles. Perhaps now you can all do your part to help sea turtles like Sammy make it safely to the ocean.
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Created by : Sue Vaccaro and Monica Griffin
Modified with permission by: Diane Brown
Subject : Science Topic : Sea Turtles
Grade: 1 & 2
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Processes of Life
Standard 1:
The student describes patterns of structure and functionin living things. (SC.F.1.1)
1. knows the basic needs of all living things.
2. knows how to apply knowledge about life processes to distinguish between living and nonliving things.
3. describes how organisms change as they grow and mature.
4. understands that structures of living things are adapted to their function in specific environments.
5. compares and describes the structural characteristics of plants and animals.
Standard 2:
The student understands the process and importance of
genetic diversity. (SC.F.2.1)
1. knows that living things have offspring that resemble their parents.
2. knows that there are many different kinds of living things that live in a variety of environments.
How Living Things Interact with Their Environment
Standard 2:
The student understands the consequences of using limited natural resources. (SC.G.2.1)
1. knows that if living things do not get food, water, shelter, and space, they will die.
2. knows that the activities of humans affect plants and animals in many ways.
Copyright©2004
March 23, 2004
Modified
June, 2005
DMB
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