BLOCK ISLAND

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BLOCK ISLAND A DEVELOPERS DREAM vs. WILDLIFE
HABITAT A WebQuest for 5th Grade
Science Designed by Jennifer Nygren    
Arial Photo of Block Island.its shape
resembles that of a bird! Based on a template
from San Diego State Universitys The WebQuest
Page
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Introduction This lesson was
developed as part of the elementary science
methods course at Roger Williams University in
Bristol, Rhode Island. The trade book, Hawk
Highway in the Sky ,written by Caroline Arnold,
inspired this web quest. This book contains
valuable information regarding migration and
raptor habitats. This book would build some
background knowledge on what migration is and why
birds migrate. The reading of this book would
help prepare the students for this webquest.
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Learners This lesson is designed to enhance the
fifth grade science curriculum. The tasks in
this lesson integrate other areas of the
curriculum including Language Arts, technology,
and hopefully stimulates the social consciousness
of the students. This lesson is an extension of
previous lessons in which the students learned
what migration is and the reasons for it. The
class also researched information on songbirds
and the specifics of their habitat. The
Benchmarks 5d Interdependence of Life Habitat
Middle-school and high-school students may
believe that organisms are able to effect changes
in bodily structure to exploit particular
habitats or that they respond to a changed
environment by seeking a more favorable
environment (Jungwirth, 1975 Clough
Wood-Robinson, 1985a). It has been suggested that
the language about adaptation used by teachers or
textbooks to make biology more accessible to
students may cause or reinforce these beliefs
(Jungwirth, 1975).
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Curriculum Standards Benchmarks for Science
Literacy The Living Environment D.
Interdependence of Life By the end of 5th grade,
students should know that For any particular
environment, some kinds of plants and animals
survive well, some survive less well, and some
cannot survive at all.4. Changes in an organism's
habitat are sometimes beneficial to it and
sometimes harmful. National Science Education
Standards Life Science CONTENT STANDARD CAs a
result of their activities in grades 5-8, all
students should develop understanding
of Structure and function in living systems
Reproduction and heredity Regulation and
behavior Populations and ecosystems Diversity
and adaptations of organisms
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Curriculum Standards (continued) English
Language Arts Standards Standards for the English
Language Arts Sponsored by NCTE and
IRA  5.  Students employ a wide range of
strategies as they write and use different
writing process elements appropriately to
communicate with different audiences for a
variety of purposes. 6.  Students apply
knowledge of language structure, language
conventions (e.g., spelling and punctuation),
media techniques, figurative language, and genre
to create, critique, and discuss print and
non-print texts. 7.  Students conduct research
on issues and interests by generating ideas and
questions, and by posing problems. They gather,
evaluate, and synthesize data from a variety of
sources (e.g., print and non-print texts,
artifacts, people) to communicate their
discoveries in ways that suit their purpose and
audience.  
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8.  Students use a variety of technological and
information resources (e.g., libraries,
databases, computer networks, video) to gather
and synthesize information and to create and
communicate knowledge National Education
Technology Standards Technology Foundation
Standards for Students Basic operations and
concepts Students demonstrate a sound
understanding of the nature and operation of
technology systems. Students are proficient in
the use of technology. 3. Technology productivity
tools Students use technology tools to enhance
learning, increase productivity, and promote
creativity. 5. Technology research tools
Students use technology to locate, evaluate,
and collect information from a variety of
sources.
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Process (Three Steps) Requires 2 class
periods STEP ONE Student assignments and
research (1 hour) The students will work in
heterogeneous groups of four. Each member of the
team will choose a specific role and assignment
to complete. The four roles include Birds Eye
Expert Conservationist Block Island native and
avid bird watcher Reporter As the Birds Eye
Expert the students role is to share his
expertise about songbirds and shorebirds which
represent some of the migratory birds of Block
Island. These findings should include information
about 1. Different species of songbirds and
shorebirds that migrate to Block Island. 2.The
important features of their habitat. The links
below will assist the student in his research.
Where Have the Songbirds Gone? Common
Migratory Birds of Block Island Songbird
Habitat
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• As the Conservationist, the student is to
  research and explain the reasons why it is
  important to protect the lives and habitat of the
  songbird and other migratory birds. The findings
  should include information about
• 1. the migration patterns of the songbird and
  shorebird.
• 2. what threatens the songbirds, shorebirds and
  other migrating birds existence.
• The links below will assist the students in their
  research
• Have Wings Will Travel
• Migration Facts on Song and Shorebirds
• Threats to the Songbirds
• The Block Island native and avid bird watcher
  will
• 1. Research and explain the strong presence of
  the Nature Conservation Association on Block
  Island and what their current policies are.
• 2. Provide some information on the life of Emily
  Dickens who was a Block Island native and famous
  bird expert. These links to assist the students
  in their research
• Block Island National Wildlife Refuge
• Wildlife Refuge of Block Island
• Bird Watching on Block Island
• Elizabeth Dickens The Bird Watcher"

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As the Reporter, the student will write an
article about the citizens that are protesting
the building of the condominium complex and who
are planning to save the migrating birds'
habitat. This news story will appear in The Block
Island Times. The article should include
information about 1.The reasons that support
the argument to preserve the migratory birds
habitat. 2. Conservatory Efforts on Block Island
The reporter should conduct interviews with
members of his team and use the following links
for additional research. Saving Block Island
Bird Habitat vs. New Building Conservation
Efforts in Block Island STEP 2 Discussion
Session (30 minutes) The students will share
ideas and findings with their teammates. Students
will express opinions that they think will be
helpful to the final presentation and the
newspaper article. Each student will rehearse
their portion of the presentation. The teacher
will sit in on each group, observe and informally
assess each student and group during the
discussion period.
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STEP 3 Presentation (1 hour total, 15 minutes
per group) Each group will present its case
to the town committee (teachers and other
classmates). The committee will have an
opportunity to the group questions. The committee
will send their final decision in writing. Each
student will write warm and cool feedback on the
groups presentation and render his/her own
decision on the building proposal.. The teacher
will review all student feedback prior to
distributing to the group.
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• Materials Needed
• Computer paper
• Access to the internet
• Research Journals
• Pens
• Presentation board
• Book Hawk Highway in the Sky by Caroline Arnold
  can be found at Amazon
• The following web sites were used to retrieve the
  information on
• Songbirds and Shorebirds
• Migration Facts on Song and Shorebirds
• Threats to the Songbirds
• Block Island
• Saving Block Island
• Bird Watching on Block Island
• Elizabeth Dickens The Bird Watcher

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Evaluation Your group will be evaluated on the
following criteria during the Block Island
Planning Committees Hearing.
more
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Conclusion The use of this web quest actively
engages the students to research, learn and apply
valuable information regarding the importance of
the existence of wildlife and the need to
preserve their habitats. The research aspect of
this lesson incorporates the Benchmarks and
National Science Standards as well as Technology
standards. The writing requirement and group
presentation address the Language Arts Standards.
This web quest is a valuable lesson not only
because of the academic benefits the students
will obtain, but also the potential it has of
awakening the students social consciousness.
Another goal of this lesson is to illustrate to
the students the power of an informed
opinion.
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Credits References Websites A special thank
you to the Monarch Butterflies WebQuest. It
inspired me to create my own WebQuest. Monarch
Butterflies Flying Toward Survival WebQuest The
following websites provided me with information
regarding Block Island Block Island National
Wildlife Refuge Wildlife Refuge of Block
Island Bird Watching on Block
Island Elizabeth Dickens The Bird
Watcher Common Migratory Birds of Block
Island The following website information on
exactly what a WebQuest is and how to create one
of your own! The WebQuest Page

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Credits and References Continued Pictures The
following websites were used to obtain the
photographs contained in this WebQuest Block
Island Photo Block Island photo 2 Kissing
Songbirds Bird Migration Bird Migration 2 Block
Island Songbird Block Island Bluffs Block Island
Arial Photo