Learning+Project++Griffin

= = [|WOLFQuest.pptx]t
 * Learning Environment Design Project**


 * Lesson Plan: NW Wild Wolf Ecosystems 3rd grade level **

To supplement a current ecosystem subject area by adding in the 3D wildlife ecosystem game called WolfQuest.The instructor will spend three days, introducing information about the current wolf populations in the NW area, basic vocabulary terms, and about the Wolfquest game.

Day 1: introduce the WolfQuest game, have students log-in, setup their wolf with a name and appearance, and helpful keyboard movement information. Also talk about the journal process

Day 2:Allow time for students to find food, find a mate, and explore the environment. Students can find each other online in this environment and work together to hunt for food.

Day 3: Allow time for students to learn about different elements in the ecosystem, food supplies, dangers, and the positive/negative impacts on the ecosystem affecting a wolf survival.

After completion of the activities in this unit, children will be able to demonstrate the following skills and understandings.
 * Objectives: **


 * · Recognize the different environments in the ecosystem for a wolf to survive
 * · Identify three sources of food for the wolf in this environment
 * · Recognize at least three threats to the survival of a wolf in their environment
 * · Identify why it is important the wolf’s are in packs

State standards include: Promoting Scientific inquiry, use of evidence, critical thinking, making connections, and communication.

3.1 Structure and Function: Living and non-living things vary in their characteristics and properties a. compare and contrast states of matter b. compare and contrast characteristics of offspring and parents


 * Resources and Materials Needed: **

1. Computer lab with [|WolfQuest]downloaded and ready for students to sign in 2. Short video about [|Wolfques]t for students to watch 3. Hand-0uts (Word Vocabulary and myth buster worksheets

4. Website information about the Oregon Wolves, Oregon Zoo,etc. Journal and story writing can help students develop creative ways to share their new knowledge about Wolves and their environments.

=**Principles of Learning:**=

__Probing Principle-__ this game provides an opportunity for the players to try something, see if it works and then learn from the result and try again. When meeting and talking with other wolves, this comes into play. __Multiple Routes Principle –__ there are multiple ways to progress, fast or slow, focusing on hunting skills or finding a mate. What you choose will impact how fast you learn and move to the next level.

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__ Semiotic Principle- __ players learn about how to communicate with other wolves, they interact with the environment by learning about scent marks and what animal they belong to, and how to track an animal for hunting. =====

__Explicit information On-demand and just in time principle__ – as a player is learning new skills, they are given helpful information to make decisions on how they play. As they enter into a new wolf pack area, or into a good hunting ground. The signs for scent are in different color plus they have pop-up words indicating the animal close by to be discovered. __Dispersed and Insider Principle -__ players can be teachers to other players as they work together in the pack. They can create a learning experience from the beginning of the game and share what they learned.

=Wrap up Activity=

Students will journal each day on how they felt being the wolf, did they find food, was it hard to find a mate and why, and if they found outside sources of information on what impacts the ecosystem of the wolf.

Students will write a short story about their own wolf character and a day in the life of the wolf.