Teacher’s Page

This page features the administrative aspects of the Amazon Rainforest Webquest:

VA Standards of Learning
SII.7 “The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated”
3. “Explore the influence of the geography and history of Spanish-speaking countries or regions, such as food, clothing, dwellings, transportation, language, music, and art.”
SII.8 “The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another.”
2. “Compare information acquired in other subject areas to topics discussed in Spanish class, such as the use of the metric system for measuring distance, volume, and weight or the ways in which modes of transportation reflect the economics and geography of Spanish-speaking countries or regions.”

ISTE Standards:
Knowledge Constructor “Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others”
-3a: “Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.”
Global Curator “Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally”
-7c: “Students contribute constructively to project teams, assuming various roles and abilities to work effectively toward a common goal”

Summary:
Students will gather into groups of 5 to work on this collaborative group work assignment. Each student will have their own specific research to conduct independently and later bring their work together. Jobs for each student will include: Botanist, Anthropologist, Zoologist, Meteorologist, and Explorer. The websites studied through this activity all feature an interest in the geographic and scientific nature of the Amazon Rainforest as an ecosystem. Afterwards, students will be asked to use the online graphic design website Canva in order to create a 10-day survival journal providing a potential fictitious account of what could have happened if their group were stranded in the Amazon. This webquest studies the question “How do geography and human interaction influence life in a region?” which deviates slightly from the big idea questions for the sole intention of connecting content of Spanish language with that of Science and geography. The overall goal is for students to internalize the impact of human interactions with their environment and to gain a better understanding of the Amazon Rainforest as a habitat.

Task:
Students will be provided with step by step instructions that guide them slowly through the task, rather than being presented everything at first. The goal of leaving some elements of the activity to mystery is to make it more exciting and seemingly unexpected. First, every student will be asked to watch the video and review the vocab mentioned in the “introduction module” of the activity. Then, they will separate into their desired groups and choose one of five roles to play in each. Afterwards, they will conduct their own separate research using the links at the top of each page and the questions below. Then, all students will be served the second half of instructions: the scenario of being stranded in the Amazon that prompts the creation of a survival journal to creatively reimagine some of the elements of their research. Using Canva, students will create a Spanish narrative, find appropriate images and cite all of their sources appropriately.

Process:
Day 1
1. All students together read over introduction narrative and begin introduction module “Welcome to the Amazon” with Quizlet and video review. Then, students should read over the basic facts presented on the final webpage link provided and answer the questions below.
2. Students should break up into groups of 5 and decide which of 5 roles each would like to play. Groups may feature less than five, but no more than five. In the case that they have fewer than five, the number of pages needed for the journal decreases by 2/person.
3. Students use laptops/iPads to conduct their own independent research following the guide created for each different role in the group. Students will be under the impression that they are conducting typical research for the summit they were invited to attend.
4. Students are provided with additional story content that their plane actually crash-landed in the Amazon, and that they will be creating a 10-day survival journal per group using the online graphic design website Canva.com.
5. Students will talk about elements of the websites they used for research and what they believe constitutes a reliable site, based on their own interaction with the web. (See Kathy Schrock’s ABC’s of Website Evaluation)

Day 2
6.Demo the Canva website in front of the students so that they will be familiar with how to use it .
7.Each student will need to create two pages (representing two days) of the survival journal based on the topic they studied about the Amazon Rainforest (for example, the Zoologist would write two days talking about animals in the Amazon they encounter). Each page should have three sentences in Spanish each and feature an image relating to the written content. For the image, students should choose either to draw their images, use stock photos provided through Canva’s photo database, or search the internet and provide a proper citation.
8. Students will put together the final elements of the journal: the title/cover page, the author’s page (where everyone lists their names), the 10 pages depicting 10 days created in 2’s by each member, and finally an information and images citation page.

Evaluation
Students will be graded based on their ability to follow directions, grammatical accuracy, and completion of all components of the assignment. Each student will receive an individual grade based on the following guidelines:

Conclusion:

By completing the following webquest students will gain a better understanding of the Amazon Rainforest as a natural habitat of great significance to the Earth. Also, students will have the ability to work in groups interdependently, where each student will be responsible for carrying a portion of the workload in order to complete the given task. In this way, students will learn how to work and contribute equally in a group collaborative scenario, rather than splitting the work unevenly. Students will discover interdisciplinary connections between course subjects and create a product that captures the knowledge they acquire and their own creative abilities.

Resources:

“Amazon Forest Ecology.” Global Forest Atlas: Yale School of Forestry & Environmental Studies, 2018, https://globalforestatlas.yale.edu/amazon/ecoregions/ecology-amazon-rainforest.

Butler, Rhett. “People in the Amazon.” Mongabay: The Amazon Rainforest, 26 Jan 2017, https://rainforests.mongabay.com/amazon/amazon_people.html.

-“Rainforest Ecology.” Mongabay: The Amazon Rainforest, 26 Jan 2017, https://rainforests.mongabay.com/amazon/rainforest_ecology.html.

Crist, Raymond, James Parsons, and Alarich Schultz. “Amazon River.” Encyclopaedia Brittanica, 16 Mar 2018, https://www.britannica.com/place/Amazon-River.

Dillinger, Jessica. “What Animals Live in the Amazon Rainforest.” World Atlas, 26 Jan 2018, https://www.worldatlas.com/articles/what-animals-live-in-the-amazon-rainforest.html.

“Endangered Animals in the Rainforest.” Owlcation, 19 Nov 2016, https://owlcation.com/stem/Endangered-Animals-of-the-Rainforest.

Parker, Edward, Mauri Rautkari, and Nigel Dickinson. “Amazon People: Struggle for land, survival and identity in the Amazon Rainforest.” WWF, 2017, http://wwf.panda.org/what_we_do/where_we_work/amazon/about_the_amazon/people_amazon/.

“Places: Amazon.” WWF, 2018, https://www.worldwildlife.org/places/amazon.

“Plants and Trees: The giant kapok tree, the creeping aroids, and other resident architects of the Amazon rainforest.” WWf, 2018, http://wwf.panda.org/what_we_do/where_we_work/amazon/about_the_amazon/wildlife_amazon/plants/.

“Seasons of Change in the Amazon.” Wilderness Classroom, 14 April 2008, http://www.wildernessclassroom.com/amazon/2008/04/seasons_of_change_in_the_amazo.html.

Sen Nag, Oishimaya. “The Most Dangerous Animals of the Amazon Rainforest.” World Atlas, 1 Aug 2017, https://www.worldatlas.com/articles/the-most-dangerous-animals-of-the-amazon-rainforest.html.

Shaw, Ethan. “Landforms Along the Amazon River.” USA Today, 21 Mar 2018, http://traveltips.usatoday.com/landforms-along-amazon-river-103785.html.

“The Amazon Basin Forest.” Yale School of Forestry & Environmental Studies: Global Forest Atlas, 2018, https://globalforestatlas.yale.edu/region/amazon.

“The Amazon River Location.” etai’s web, N.D., https://etaisweb.weebly.com/the-amazon-river-location.html.

“The Coolest Plants in the Amazon Rainforest.” Rainforest Cruises, 20 Mar 2015, https://www.rainforestcruises.com/jungle-blog/coolest-plants-in-the-amazon.

“The Jungle:Deep in the Amazon Jungle of Ecuador.” YouTube, uploaded by Alex Rivest, 1 Mar 2016, https://www.youtube.com/watch?v=-Yt5k7P8J5M.

“Ticuna.” Xapiri, 2018, https://xapiri.com/pages/ticuna.

Wallace, Scott. “Exclusive: Stunning New Photos of Isolated Tribe Yield Surprises.” National Geographic, 21 Dec 2016, https://news.nationalgeographic.com/2016/12/uncontacted-tribe-amazon-brazil-photos/.