Roadkill Project Requirements
Roadkill Project – INDIVIDUAL Requirements 2015
Rye/New Castle Study
1. . A roadkill table for Rye/New Castle must be filled out for each week of the project. This is to be turned in with a grand total of all animals killed by motor vehicles. (Do not include animals that had zero for a count for the whole time period.) This was completed in class. If you were absent, you need to complete this task.
2. A graph for Rye/New Castle’s roadkill. You may choose a graph showing the total killed each week or the total of each animal killed. Make sure your graph has all the appropriate headings and labels. (Use the graphing rubric to check your work.)
3. Was this year any different than other years? Create a graph that compares some aspect of this year with at least 5 other (consecutive) years of roadkill.
· Consider ‘total number of Roadkill per week’ over the years
or ‘three types of animals by the week’ over the years,
or your idea checked by the teacher.
· You may use more than 5 years of data to demonstrate extra effort.
· Use the best type of graph that will compare by the week AND will show the totals over the years in one graph. Experiment with different graphs and use the best one.
4. Identify any patterns in your graph. Write them down in a Google Doc called Roadkill Patterns. Recognize as many as you can.
If you can not recognize a pattern in your graph, what did you look for in your graph? What were you checking? Record these in your Google Doc too! (Check in with a teacher if you are confused about this.)
What will all these patterns and non-patterns become in your writing? _________
4A. Also, include these topics if you haven’t already
• We did not start the project until Week 4. Will this affect your conclusion? Why? Why not?
• Do you think our winter had an effect on Roadkill this year? Why or why not?
4B. What other factors could have invalidated/affect the data in this project? List and explain in your Roadkill Patterns Google Doc.
5. Write a conclusion that describes what you noticed about the data. Review the writing rubric.
Make your claim.
Organize your thoughts.
Provide evidence to support your claim.
Check your use of vocabulary, spelling and grammar.
FYI – What’s the difference between effect and affect?
6. The final product should be a word processing document with the graph ‘pasted’ into it and the conclusion below it. You will print this out (once). (Remember to include a header whenever you print.)
7. Sharing your research. You will share your graph and conclusion. You will share it in a class Voicethread that will be embedded into your blog.
Steps for the voicethread.
· Practice reading your conclusion (#6). Edit if needed.
· Record yourself reading the conclusion. Save the recording to your Google Drive using rdkl and your blog name.
· Take a photo or screenshot of your graph. (screenshot and a program to crop and to make a .jpg file), save it as “rdkl + blog name” to Google Drive. *** When cropping the image of your graph, make sure your name is not visible.
· When your audio and .jpg are ready, you may upload both parts to the voicethread. The teacher will have one computer set up to do this.
8. Once the voicethread is complete, go to Ms. Adams’ web site for the embed code for your class’ voicethread. Log into your blog and make sure you are in the ‘text’ layout. Paste the code. Request publishing and Save.
9. Optional – Tweet out your page of the Voicethread.
· Find your page of the voicethread. Copy the URL. Open Twitter on the iPad, paste it into a new tweet with a description of what the URL is about. Get this approved by the teacher, before sending out the tweet.
Teacher checklist
· Graphing Rubric
· Writing Rubric
· Voicethread embed codes on Adams web page.
Rye/New Castle Study
1. . A roadkill table for Rye/New Castle must be filled out for each week of the project. This is to be turned in with a grand total of all animals killed by motor vehicles. (Do not include animals that had zero for a count for the whole time period.) This was completed in class. If you were absent, you need to complete this task.
2. A graph for Rye/New Castle’s roadkill. You may choose a graph showing the total killed each week or the total of each animal killed. Make sure your graph has all the appropriate headings and labels. (Use the graphing rubric to check your work.)
3. Was this year any different than other years? Create a graph that compares some aspect of this year with at least 5 other (consecutive) years of roadkill.
· Consider ‘total number of Roadkill per week’ over the years
or ‘three types of animals by the week’ over the years,
or your idea checked by the teacher.
· You may use more than 5 years of data to demonstrate extra effort.
· Use the best type of graph that will compare by the week AND will show the totals over the years in one graph. Experiment with different graphs and use the best one.
4. Identify any patterns in your graph. Write them down in a Google Doc called Roadkill Patterns. Recognize as many as you can.
If you can not recognize a pattern in your graph, what did you look for in your graph? What were you checking? Record these in your Google Doc too! (Check in with a teacher if you are confused about this.)
What will all these patterns and non-patterns become in your writing? _________
4A. Also, include these topics if you haven’t already
• We did not start the project until Week 4. Will this affect your conclusion? Why? Why not?
• Do you think our winter had an effect on Roadkill this year? Why or why not?
4B. What other factors could have invalidated/affect the data in this project? List and explain in your Roadkill Patterns Google Doc.
5. Write a conclusion that describes what you noticed about the data. Review the writing rubric.
Make your claim.
Organize your thoughts.
Provide evidence to support your claim.
Check your use of vocabulary, spelling and grammar.
FYI – What’s the difference between effect and affect?
6. The final product should be a word processing document with the graph ‘pasted’ into it and the conclusion below it. You will print this out (once). (Remember to include a header whenever you print.)
7. Sharing your research. You will share your graph and conclusion. You will share it in a class Voicethread that will be embedded into your blog.
Steps for the voicethread.
· Practice reading your conclusion (#6). Edit if needed.
· Record yourself reading the conclusion. Save the recording to your Google Drive using rdkl and your blog name.
· Take a photo or screenshot of your graph. (screenshot and a program to crop and to make a .jpg file), save it as “rdkl + blog name” to Google Drive. *** When cropping the image of your graph, make sure your name is not visible.
· When your audio and .jpg are ready, you may upload both parts to the voicethread. The teacher will have one computer set up to do this.
8. Once the voicethread is complete, go to Ms. Adams’ web site for the embed code for your class’ voicethread. Log into your blog and make sure you are in the ‘text’ layout. Paste the code. Request publishing and Save.
9. Optional – Tweet out your page of the Voicethread.
· Find your page of the voicethread. Copy the URL. Open Twitter on the iPad, paste it into a new tweet with a description of what the URL is about. Get this approved by the teacher, before sending out the tweet.
Teacher checklist
· Graphing Rubric
· Writing Rubric
· Voicethread embed codes on Adams web page.