Summary
The design of this lesson gives students an opportunity to take an active role in researching the animals that are native and non-native to Virginia. This lesson begins with a field trip to Maymont Park in Richmond, VA. At Maymont, students select the group in which they will work to complete several tasks. (1) Students locate 10 animals that are interesting and for which they would like to do research. (2) Students use their cell phones and take pictures of these 10 animals and record facts about their animals. 3) Students look for details about these animals. 4) Students maintain a field study chart on their findings at Maymont. Follow-up classroom activities entail students working in groups to collaborate, communicate and share information about the animals. For the culminating activities, students create webpages consisting of their research on these animals, develop QR codes that link to their webpages. They place these QR codes on a map of Maymont at the spot where they found their animals. This map will be used by future students at Hermitage High School and beyond.
TIPC Ratings
A school librarian conducted a research training session for the class in the library prior to the Maymont Park field trip. During this session, students learned how to perform advanced web searches and how to authenticate a website. They engaged in website comparisons in order to distinguish between valid websites and bogus websites. Students also learned about plagiarism and its consequences and the benefits of avoiding plagiarism in their documentation. Working in groups, students had an opportunity to select the most appropriate information sources, evaluate those sources, and organize and synthesize their research findings to address an authentic task. In addition, they selected the best digital method of displaying and interacting with their information.
The students used Noodle Tools (an online resource for note-taking, outlining, collaborative research, etc.) for organizing their research findings. They also provided answers to the essential questions (see above). In particular, their research included information on why the native animal featured in their presentation is important to the ecosystem in Virginia and how that animal impacts the quality of the ecosystem. This information will raise students’ awareness of the animals in their environment and cultivate an appreciation for preserving the ecosystem.
The field trip to Maymont Park fostered a basis for a robust type of communication and collaboration that could take place within the confines of the classroom. Students interacted with each other in student-selected groups as they observed animals they had not seen before. They shared comments, feedback and took time to reflect on why they responded to particular animals in a certain way. Cell phones were used to photograph animals and communicate within the group. During class time (in groups), students discussed the 10 animals they selected and recorded information about these animals both in Noodle Tools and on their field notes chart. Each group created their own norms to keep them on track in finishing each task on time. Students selected appropriate digital tools to synthesize their information in a format which facilitated communication and collaboration with other students and outside individuals. For example, students shared their website with teachers and students in other biology classes within the school.
Students are given the authentic task of researching and displaying the answers to purposeful questions relating to animal ecology and its relationship to the environment and world (see essential questions). They use critical thinking and problem solving skills to find and synthesize information for the purpose of discovering animals that are native to Virginia and why these animals are important to the ecology of the state. In addition, they select the most appropriate digital tool to display their conclusions digitally.
Students used critical thinking and/or problem solving strategies to find the best information possible in their quest to answer the essential questions. The use of digital tools such as online advanced search methods and website analysis promoted higher order thinking skills, questioning and critical thinking skills. Selection of the digital presentation tool most appropriate to the task also utilized reflection on the part of the students. Creativity and innovation were necessary to formulate their websites.
Student Artifact
Download Files
Animals-of-Maymont-Park-2.zip 
Contents:
- Lesson Plan
- Field Chart Form
- Rubric
- Research Documentation
- Student Artifact
