Webquest Green Living
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Webquest Green Living

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Webquest Green Living Webquest Green Living Presentation Transcript

  • It Isn’t Easy Bein’ Green An exploration of green living and the effects of humans’ lifestyles on the environment Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8th Grade Pre-AP Biology Designed by Sarah Garber and Nicole Lund [email_address] [email_address] Based on a template from The WebQuest Page Uploaded on July 7, 2007 by *L*u*z*a* http://www.flickr.com/photos/luchilu/747345256
  • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Contrary to Kermit the Frog’s beliefs, it is easy being green; and important too. We as human beings are consumers, and although most of us have been brought up with the notion of reduce, reuse, and recycle still greater lifestyle changes must be considered and made to positively affect out planet’s sustainability. As more countries like China and India become industrialized, the time to act is now. Your generation will inherit our Earth’s environment and living conditions, for better or worse, very soon. Are you up to the challenge of making it a better place for your future and your children’s futures? Uploaded on June 2, 2007 by Claudia Vieira http://www.flickr.com/photos/saphirai/527045483/
  • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • Today it is your job to join an elite group of scientists in an attempt to provide possible solutions to the environmental problems that face our planet and all of its inhabitants. Your expert research skills will be put to the test in the process of creating your own biosphere (ala Bud and Doyle in “Bio-dome”). A biosphere is a sustainable, self-contained, and environmentally friendly living community in which you will study and determine best practices for the following:
    • ~ alternative energy
    • ~ water
    • ~ reduced consumption and recycling
    • ~ pollution and climate effects
    • Your research will be conducted on the Internet. Be sure to keep a record of your findings in your lab notebook. Once your research is completed you will share your knowledge with the other expert scientists on your team, and vice versa.
    • Once you all have learned about one another’s field of study you will work collaboratively on creating and promoting your biosphere, via a brochure created in Microsoft Publisher, for it’s environmentally sound practices. Once others see how effective this lifestyle can be, they will be sure to adopt similar habits!
    • Keep these questions in mind as you record your findings:
    • What choices can you make that will positively affect the environment?
    • Choose and define 5 “green” terms and be able to use 3 in your brochure.
    • What conservation efforts can be made by the average individual?
    Title
  • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Before you begin your research choose a group of four scientists to work with. Remember that you will be living and working with these individuals so it is important to be able to work well together. Remember that each one of you is responsible for a different area of expertise. Read the following protocol and good luck with your research.
    • To prepare yourselves in the creation of your own biosphere visit the following websites:
    • ~ Discover what it means to “ go green ”
    • ~ Define your “ green” terms
    • ~ Learn about other biosphere and biodome attempts
    • Become an expert in your field by visiting these sites:
    • ~ Alternative energy sources
    • ~ Water consumption and conservation
    • ~ Waste and recycling
    • ~ Pollution and climate effects
    • As just a reminder you will be keeping a lab notebook to prepare yourselves for the creation of you biosphere as well as presenting your research to your colleagues. Always date entries and include other interesting websites that you found during the course of your research.
    • BROCHURE:
    • In your brochure be sure to include:
    • An intro page (include a picture and title of your biosphere and group member names)
    • Each individual should include a section on their specific research
    • Visually appealing and geared toward the general public
  • Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Writing - Organization Each section in the brochure has a clear beginning, middle, and end. Almost all sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle and end. Less than half of the sections of the brochure have a clear beginning, middle and end. Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information. The brochure has attractive formatting and well-organized information. The brochure has well-organized information. The brochure's formatting and organization of material are confusing to the reader. Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Writing - Vocabulary The authors correctly use several new words and define words unfamiliar to the reader. The authors correctly use a few new words and define words unfamiliar to the reader. The authors try to use some new vocabulary, but may use 1-2 words incorrectly. The authors do not incorporate new vocabulary. Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems "text-heavy". Graphics do not go with the accompanying text or appear to be randomly chosen. Spelling & Proofreading No spelling errors remain after one person other than the typist reads and corrects the brochure. No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure. No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure. Several spelling errors in the brochure.
  • Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • Hopefully after the completion of this exercise you are more aware of how your actions affect the environment and be proactive in the preservation of our planet. Feel free to check out the following websites for more information to be included in your brochure if you so choose or for your own education.
    • http://www.algore.com
    • http://www.climatecrisis.net/
    Uploaded October 10, 2007 by harry_palmer http://www.flickr.com/photos/harry_palmer/1535431271
  • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] http://www.flickr.com/photos/luchilu/747345256 http://www.eia.doe.gov/kids/energyfacts/index.html http://www.gengreen.org/node.php?nid=5150 http://www.epa.gov/region5/students/air.htm http://www.epa.gov/region5/students/conservation.htm http://www.epa.gov/region5/students/water.htm http://www.epa.gov/region5/students/waste.htm http://www.epa.gov/region5/students/health.htm http://www.b2science.org/ http://www.tinyurl.com/bcjv8 http://www.en.wikipedia.org/wiki/Going_green http://www.algore.com/ http://www.climatecrisis.net/ http://www.flickr.com/photos/saphirai/527045483/ http://www.flickr.com/photos/harry_palmer/1535431271
  • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion It Isn’t Easy Bein’ Green An exploration of green living and the effects of humans’ lifestyles on the environment Designed by Sarah Garber and Nicole Lund [email_address] [email_address] Uploaded on July 7, 2007 by *L*u*z*a* http://www.flickr.com/photos/luchilu/747345256 A WebQuest for 8th Grade Pre-AP Biology
  • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was created to expose students to green living and to fulfill the Colorado Education Science Standard 3.11. Students will become more aware of how changes in environmental conditions can affect plant and animal survival. Evaluation Teacher Script Conclusion
  • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed for an 8 th grade Pre-AP biology course and will be implemented into the ecology unit of this course. It is necessary for the students to be aware of the following prior to the lesson: ~ basic understanding of Microsoft applications and Internet usage ~ basic understanding of ecological systems Evaluation Teacher Script Conclusion
  • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Science Standard Addressed: 3.11: Students understand changes in environmental conditions can affect the survival of individual organisms, populations, and entire species. Students will also develop critical thinking, creative production of a brochure, teamwork, and creative problem solving techinique. Evaluation Teacher Script Conclusion
  • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
    • To prepare yourselves in the creation of your own biosphere visit the following websites:
    • ~ Discover what it means to “go green”
    • ~ Define your “green” terms
    • ~ Learn about other biosphere and biodome attempts
    • Become an expert in your field by visiting these sites:
    • ~ Alternative energy sources
    • ~ Water consumption and conservation
    • ~ Waste and recycling
    • ~ Pollution and climate effects
    • As just a reminder you will be keeping a lab notebook to prepare yourselves for the creation of you biosphere as well as presenting your research to your colleagues. Always date entries and include other interesting websites that you found during the course of your research.
    • BROCHURE:
    • In your brochure be sure to include:
    • An intro page (include a picture and title of your biosphere and group member names)
    • Each individual should include a section on their specific research
    • Visually appealing and geared toward the general public
    This lesson will take approximately 3 class periods without students doing outside work. Groups can be allowed to self select however, if a teacher sees an issue with group work ethic rearrangements can be made. Be sure to reserve your computer lab as multiple computers will be needed.
  • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • The materials needed for this lesson are:
      • Class Text book for prior knowledge
      • Microsoft Publisher
      • Computer Lab
      • Websites provided in credits
    • http://www.eia.doe.gov/kids/energyfacts/index.html
    • http://www.gengreen.org/node.php?nid=5150
    • http://www.epa.gov/region5/students/air.htm
    • http://www.epa.gov/region5/students/conservation.htm
    • http://www.epa.gov/region5/students/water.htm
    • http://www.epa.gov/region5/students/waste.htm
    • http://www.epa.gov/region5/students/health.htm
    • http://www.b2science.org/
    • http://www.tinyurl.com/bcjv8
    • http://www.en.wikipedia.org/wiki/Going_green
    • http://www.algore.com/
    • http://www.climatecrisis.net/
    • Only one teacher is necessary for this lesson, but aides would be helpful.
    Evaluation Teacher Script Conclusion
  • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion CATEGORY 4 3 2 1 Writing - Organization Each section in the brochure has a clear beginning, middle, and end. Almost all sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle and end. Less than half of the sections of the brochure have a clear beginning, middle and end. Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information. The brochure has attractive formatting and well-organized information. The brochure has well-organized information. The brochure's formatting and organization of material are confusing to the reader. Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Writing - Vocabulary The authors correctly use several new words and define words unfamiliar to the reader. The authors correctly use a few new words and define words unfamiliar to the reader. The authors try to use some new vocabulary, but may use 1-2 words incorrectly. The authors do not incorporate new vocabulary. Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems "text-heavy". Graphics do not go with the accompanying text or appear to be randomly chosen. Spelling & Proofreading No spelling errors remain after one person other than the typist reads and corrects the brochure. No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure. No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure. Several spelling errors in the brochure.
  • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web.
    • Be sure to point out the hyperlinks to students.
    • Pages that include hyperlinks should be pulled up in advance to visual represent directions
    • Computer research should only take one class period
    • The second class period students should be sharing research and beginning to create their brochure.
    • Brochures should be completed by the middle of the third class period to allow groups to exchange brochures.
    • This page is linked to the Process segment off of the Teacher Page
    Evaluation Teacher Script Conclusion
  • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is worthwhile as a real world example that can be applied to lessons out of their textbook. The issues that this webquest addresses are issues that students will be forced to address as adults. Evaluation Teacher Script Conclusion
  • Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion http://www.flickr.com/photos/luchilu/747345256 http://www.eia.doe.gov/kids/energyfacts/index.html http://www.gengreen.org/node.php?nid=5150 http://www.epa.gov/region5/students/air.htm http://www.epa.gov/region5/students/conservation.htm http://www.epa.gov/region5/students/water.htm http://www.epa.gov/region5/students/waste.htm http://www.epa.gov/region5/students/health.htm http://www.b2science.org/ http://www.tinyurl.com/bcjv8 http://www.en.wikipedia.org/wiki/Going_green http://www.algore.com/ http://www.climatecrisis.net/ http://www.flickr.com/photos/saphirai/527045483/ http://www.flickr.com/photos/harry_palmer/1535431271