Virtual Zoo
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Virtual Zoo
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 Computer Resources: Read through the entire lesson. Plan to configure the execution of the project to your time and technological availability. For example, if you have a limited number of classroom computers but your students go to a computer lab, you might want to involve the lab teacher in the project. You will need a computer with Internet access to complete this lesson. While many configurations will work, we recommend: -- Modem: 28.8 Kbps or faster. -- Browser: Netscape Navigator 3.0 or above or Internet Explorer 3.0 or above. -- Macintosh computer: System 7.0 or above and at least 16 MB of RAM. -- IBM-compatible computer: 386 or higher processor with at least 16 MB of RAM, running Windows 3.1. Or, a 486/66 with at least 16 MB of RAM running Windows 95. For more information, visit "What You Need to Get Connected" in wNetSchool's Internet Primer. Materials: 
HyperStudio Reference Materials -- Library Resources (print, Internet, CD-ROMs)
Large monitor (optional) Large map of the world Bookmark the following sites: American Zoo and Aquarium Association http://www.aza.org/ This site lists fact sheets, images, and status reports of selected endangered species. United States Fish and Wildlife Service http://www.fws.gov/ Provides information on migratory birds, endangered species, freshwater and anadromous fish, wetlands, conserving habitats, and environmental contaminants. The San Diego Zoo http://www.sandiegozoo.org/ One of the most famous zoos in the world. Visit the Wild Animal Park, Adopt an Animal or the Center for Reproduction of Endangered Species, adopt an animal, or send a digital postcard from the San Diego Cyberzoo to a friend. The Birmingham Zoo http://www.bhm.tis.net/zoo/ An exceptional site with animal movies, an African safari, and an online Zoo Keeper who will answer your questions. Zoo in the Wild http://www.edv.it/ZOO/welcome.html This virtual wildlife park has pictures, information, and sounds to explore. Thomas http://thomas.loc.gov/ Find out what environment-related bills are currently under consideration by the House and Senate. You can search for bills pertaining to a specific topic. League of Conservation Voters http://www.lcv.org Want to know how your state legislator voted on key environmental issues? Come here to check out the National Environmental Scorecard. Find out how you can get involved. Webster Online Dictionary http://c.gp.cs.cmu.edu:5103/prog/webster Use this online dictionary to look up unfamiliar words. NetVet/Electronic Zoo Animal Information Web page http://netvet.wustl.edu/ssi.htm Provides links to animals, vets, publications, organizations, mailing lists, newsgroups, telnet sites, FTP sites, and gophers. National Geographic Magazine http://www.nationalgeographic.com/main.html Search the magazine for articles and photos of animals and habitats. The American Museum of Natural History's Endangered Animal Exhibit http://www.amnh.org/Exhibition/Expedition/Endangered/tour.html Tour this museum of notable endangered animals. Sea World/Busch Gardens-Introduction to Endangered Species http://www.bev.net/education/SeaWorld/endangered_species/edintro.html This site gives a fantastic overview of the problem of endangered and threatened species and what is being done about the situation. ZooNet http://www.mindspring.com/~zoonet/ Offers world and USA zoo indexes, zoo homepages, zoo links, animal links and pictures, and endangered species links and pictures. EE-Link Endangered Species http://www.nceet.snre.umich.edu/EndSpp/Endangered.html Extensive, everything-you-need-to-know site including fact sheets and news releases on threatened and endangered species, information on threatened mammals, birds, amphibians, reptiles, fish, mollusks, insects, crustaceans and plants, and a clickable image map where you can find the endangered species in your region of the United States. 
There are six components to the lesson:  Lesson I: Introduce Project and Familiarize Students with the terms (1
class period). Lesson II: Learning to Use HyperStudio (2
class periods). Lesson III: Preparing a Storyboard
(1 class period). Lesson IV: Producing the Project.
(4 class periods) Lesson V: Presenting Projects (2
class periods). Lesson VI: Take an Action (2 class periods). Lesson I: Introduce Project and Familiarize Students with Terms. (1 class period). 
Introduce project with a tour of selected virtual zoos. Discuss how zoos, both
virtual and actual, play an active role in conservation. Discuss, and list on
chart paper, the advantages and disadvantages of virtual and actual zoos. You
may choose to present this information as a Venn diagram. Discuss with students
the varying elements that make some virtual zoos stronger than others. Ask,
"What are some of the things actual zoos can do that virtual zoos can not?"
(Zoological parks throughout the world establish endangered species breeding
programs in the hope of reintroducing animals back into their natural
environments.) Check out the San Diego Zoo's Center for Reproduction of
Endangered Species (CRES) http://www.sandiegozoo.org/CRES/cres.html and see the success
CRES has had in reintroduction.  Tell
the class that as a group they will be creating an Endangered Species Virtual
Zoo. Brainstorm with the class the areas they want included in their zoo. For
example, the zoo may be divided by species type (e.g. mammals and fish) or
divided by geographic area (e.g. the Pacific Northwest and Africa). 
Divide students into groups according to the different areas of the zoo
identified in Step #2. Each member of the group will be responsible for
identifying an endangered species that falls under their group's category,
researching the species, and designing and creating one or more cards about their
findings. For example, one member of a bird group may choose to study the Brown
Pelican while another member of the group might choose the California Condor.
Pass out the assignment sheet.
Students should research their assigned species using online resources, CD-ROM
references, books, magazines, encyclopedias, and videos from the library to
conduct their research. *Note: A design team should be formed to create the first card of the class stack, which can be a standard table of contents or a diagram or aerial view of the zoo, with various areas linked to specific groups cards. Lesson II: Learning to Use Hyperstudio (2 class periods). Use
the Hyperstudio Overview when giving a complete
overview of how Hyperstudio works. Students should be taught to: Use the
drawing and painting tools Create a button and attach designating actions
such as sound and animation Create a text field Add a
graphic Give
an overview on stack structures. If possible, provide the class with examples of
good stack design. Samples are provided in the Hyperstudio CD-ROM. Linear stacks move in a straight line. In a linear stack, navigational buttons allow the user to move forward or backward throughout the stack. In a hub structure, all cards are linked to a central card. The user can move through the stacks according to their personal preference. A hub structure is like a bicycle wheel where all of the spokes come together at the center. A branching structure often begins at a central card but then "branches" off into subtopics. This is the most likely choice when assigning a cooperative class stack. Lesson III: Preparing a Storyboard (1 class period) A
storyboard serves as a blueprint for the framework of the stack. The storyboard
provides a workspace where the team can plan the structure of their stack as well
as the images and text for each card. Copy and distribute the storyboard to your
students. Using the storyboard, have students decide: the
structure of the stack the images, digitized and/or drawn, for each card the
text for each card * Require each group to complete a storyboard before moving into production. For management purposes, have each group and/or subgroup create their own stack and then merge them into one class stack. Each sub-group or group's stack should be able to stand on its own. Before sending each group off to plan, design, and execute their project, decide as a class some basic elements that will remain standard throughout the project. For instance, placing the forward and backward navigational buttons in the same place on each card and using the same icon for these functions can help the user navigate with less frustration. A font that is large enough and easy to read should be decided on by the class and used uniformly throughout the entire stack. Lesson IV: Producing the Project (4 class periods)
Before students begin creating their stacks, have them check their project for
the following: A title card A table of
contents A
minimum of 5 cards per stack Navigational buttons that lead to the correct card A Reference Card
that lists at least two sources Clear and readable text Correct spelling and punctuation Purposeful cards that
point to the content Graphics and animations that support content, not override it
Have
students begin creating their stacks. Lesson V: Presenting projects (2 class periods) Each group will be responsible for presenting their work to the class. Time should be budgeted for questions and answers for both the scientific content and the technological aspects of the project. If possible, connect the computer that will be used for presentation to a television for a larger display. Lesson VI: Take An Action (optional). Now that your students are more informed about the threats to our Earth's wildlife, it's time to "think globally and act locally." Here are some ideas to help you put this into action. As a
class, "adopt an animal." Go to (http://www.mindspring.com/~zoonet/) Zoonet and find a zoo
located in your area. Check out their Web site and find out about adopting an
animal. Go to the League of Conservation Voters, locate
your state legislator and look at his/her record of voting on key environmental
issues. Do you like the way he/she votes on issues? Email your legislator and
make your voice heard. Clean up a local
beach or park. If your school doesn't
currently recycle, think about creating a recycling program. Overview | Procedures for Teachers | Organizers for Students Software Samples & Projects Thirteen Ed Online wNetStation |