Project-Based Learning: Species Migration {Printable and Digital}

Grade Levels
9th - 12th, Homeschool
Formats Included
  • PDF
12 pages
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Resource Description:

If you're looking for high school science activities that are engaging, self-directed project-based learning is the way to go. Students can explore NGSS crosscutting science concepts around the theme of species migration.

This student-led high school ecology project gives students choice in migrating species to explore, how they will gather information, how they will demonstrate learning, who they will share new skills and knowledge with, and more.

Students will look at the characteristics of migration behaviors, the reason for migration, the migration route, the evolution of the migrating behavior, and more.

This resource includes a printable and digital Google Slides version. The digital version can be assigned to students via Google Classroom where students can add and share their content with you.

Note: The printable PDF is not editable at this time. The digital version offers the option to overlay text and images and to remove or delete slides to fit your needs.

This resource includes:

  1. Teacher and student guides
  2. Project introduction discussion questions
  3. Topic brainstorming activity suggestions
  4. Project-based learning checklist
  5. Project planning guide
  6. Research guide/organizer
  7. "Challenge Yourself" extension options
  8. Generic project-based learning rubric
  9. Project learning reflection questions

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Total Pages
12 pages
Answer Key
Rubric only
Teaching Duration
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to see state-specific standards (only available in the US).
Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce. Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.
Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.
Draw evidence from informational texts to support analysis, reflection, and research.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


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