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    Webquest Webquest Presentation Transcript

    • Reuse Your Refuse Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 7 th -8th Grade Mathematics Designed by Alana Stewart [email_address] Based on a template from The WebQuest Page
    • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] On a road trip across the United States, you somehow get lost and stumble upon the city of Trashville. Oooh! What a mess! The city is overrun with garbage, and its residents don’t seem to care. This gets you thinking… How much do I care about recycling? How much trash do I create? How much trash is produced in my community? What can I do to reduce waste? What can I do to clean up the city of Trashville and teach their people the importance of recycling?
    • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will need to research and develop information and statistics on issues of waste management such as: landfills, recycling, health, and ways to reduce waste. With this information, you will create a 3 minute presentation describing how to help clean up a town like Trashville and teach its people the importance of recycling. Title
    • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Experiment (Part I) – Individual Data
      • For one week (5 school days), you will experience the weight of just how much waste you produce. Literally. Instead of throwing away your waste, you will put it in a garbage bag and carry the garbage bag with you wherever you go.
      • I understand this could get a little messy, but be as honest as you can. Put food waste in a separate trash bag contained in the main one. For toilet paper, just rip off the same amount you used of clean paper and put it in your bag.
      • Weigh your garbage each day and record your findings in a chart (on the worksheet linked below).
      • After one week of recording data, make a graph of how much waste you produced in a week (on the worksheet linked below).
      •  
      • Worksheet – Experiment (Part I)
      • Process contd…
    • The Process (contd.) Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Research the Problem .
      • Use the websites below to find information on waste produced and trash recycled in America.
      • http://www.zerowasteamerica.org/index.html
      • - lots of information on laws and politics of waste management, as well as good information on landfills, recycling, and health. Use the list of topics on the left to navigate this site.
      • http://earth911.org/support/environmental-glossary/
      • - a list of terms and definitions
      • http://www.brightsurf.com/search/r-a/Recycling/1/Recycling_news.html
      • - current events about recycling.
      • http://greenliving.lovetoknow.com/United_States_Recycling_Statistics
      • - facts and figures about waste and recycling in the U.S.
      • http://www.dumpandrun.org/garbage.htm
      • - statistics about the amount of waste produced in America, specifically the amount of waste produced by college students; also highlights a program a college campus used to turn trash into money!
      • http://findarticles.com/p/articles/mi_m1590/is_13_57/ai_73537925
      • info and links about landfills.
      • Process contd…
    • The Process (contd.) Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 3. Experiment (Part II) – National Comparisons Go to http://www.epa.gov/epaoswer/non-hw/muncpl/facts.htm and find the graph “Trends in MSW Generation 1960-2006.” Compare this graph to the graph you made in Part I. Are you above or below the most recent national average for lbs waste produced per person per day?   Now, look through your trash to see what could have been recycled. Take these items out and weigh your garbage bag again. By how much was your waste reduced? Now are you above or below the national average? Record your findings on the worksheet linked below. Worksheet – Experiment (Part II & III) Process contd…
    • The Process (contd.) Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 4. Experiment (Part III) – State Comparisons Go to http://www.cdphe.state.co.us/hm/swreport/swreport.htm to find waste statistics for Colorado. (You can try doing this for other states using this website - http://www.epa.gov/msw/states.htm ) If everyone in the state reduced their waste as much as you did, estimate how much waste would be reduced in Colorado in one year. (You will need to find the population of Colorado and convert your garbage weights to tons (1lb = .0005 tons)). What if this pattern continued for 5 years? How much waste would be reduced then? Record your findings on the worksheet linked below. Worksheet – Experiment (Part II & III) Process contd…
    • The Process (contd.) Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 4. Experiment (Part III) – State Comparisons Go to http://www.cdphe.state.co.us/hm/swreport/swreport.htm to find waste statistics for Colorado. (You can try doing this for other states using this website - http://www.epa.gov/msw/states.htm ) If everyone in the state reduced their waste as much as you did, estimate how much waste would be reduced in Colorado in one year. (You will need to find the population of Colorado and convert your garbage weights to tons (1lb = .0005 tons)). What if this pattern continued for 5 years? How much waste would be reduced then? Record your findings on the worksheet linked below. Worksheet – Experiment (Part II & III) Process contd…
    • The Process (contd.) Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • 5. Research the Solution.
      • Use the websites below to find information on recycling and other strategies to reduce waste.
      • http://www.epa.gov/recyclecity/mainmap.htm
      • - a fun website to explore about waste, recycling, littering, and beautification.
      • http://www.cleansweepusa.org/
      • - another fun website to explore about recycling and practices which are mindful of the environment.
      • http://www.epa.gov/epaoswer/education/students.htm
      • - U.S. Environmental Protection Agency, webpage for students.
      • http://www.gpi.org/recycling/
      • - info on glass recycling.
      • http://www.epa.gov/epaoswer/non-hw/muncpl/reduce.htm
      • - strategies for reducing waste.
      • http://www.kab.org/site/PageServer?pagename=Focus_Waste_reduction
      • info on how to be an earth-friendly consumer.
      • Process contd…
    • The Process (contd.) Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • 5. Research the Solution.
      • Use the websites below to find information on recycling and other strategies to reduce waste.
      • http://www.epa.gov/recyclecity/mainmap.htm
      • - a fun website to explore about waste, recycling, littering, and beautification.
      • http://www.cleansweepusa.org/
      • - another fun website to explore about recycling and practices which are mindful of the environment.
      • http://www.epa.gov/epaoswer/education/students.htm
      • - U.S. Environmental Protection Agency, webpage for students.
      • http://www.gpi.org/recycling/
      • - info on glass recycling.
      • http://www.epa.gov/epaoswer/non-hw/muncpl/reduce.htm
      • - strategies for reducing waste.
      • http://www.kab.org/site/PageServer?pagename=Focus_Waste_reduction
      • info on how to be an earth-friendly consumer.
      • Process contd…
    • The Process (contd.) Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • 5. Create.
      • Use what you learned from internet research and your garbage experiment to create a presentation of how you would help the people of Trashville. Keep in mind, EVERYTHING IN YOUR PRESENTATION MUST COME FROM RECYCLED MATERIALS! (use recycled paper or make your own paper, use cardboard from food packaging – grocery stores are a good place to find this, use objects you have at home as props).
      • Your presentation should include the following:
      • 1) Poster showing:
        • Results of your experiment. Be sure to incorporate the three graphs you created on your worksheets.
        • Explanation of how you reduced your waste
      • 2) Model or drawing of Trashville transformed
        • List of ways to reduce waste in daily life
        • List of ideas for events/programs/community groups to educate people of Trashville about the importance of recycling
    • Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Evaluation (rubric)
      Rubric: Recycling Presentation Category 4 3 2 1 Interpreting Results Students findings are communicated accurately and clearly. Students findings have a few errors and the information is communicated a little unclearly. Students findings have major errors and the information is not clearly communicated. Students do not explain the results of their experiment. Mathematical Data Students graphs depict accurate and relevant results of their experiment. Students graphs have a few errors and/or show little relevance to the results of their experiment. Students graphs have many errors and/or show no relevance to the results of their experiment. Students do not include any graphs in their presentation. Identifying Solutions Students identify more than 5 solutionsstrategies to reduce daily waste and more than 5 ideas for events/programs to educate others about the importance of waste and recycling Students identify at least 5 solutions/strategies to reduce daily waste and at least 5 ideas for events/programs to educate others about the importance of waste and recycling Students identify at least 3 solutions/strategies to reduce daily waste and at least 3 ideas for events/programs to educate others about the importance of waste and recycling Students identify less than 3 solutions/strategies to reduce daily waste and less than 3 ideas for events/programs to educate others about the importance of waste and recycling Materials Students presentation uses 2 or more types of recycled materials Students presentation uses 1 type of recycled materials Students presentation uses some recycled materials, but not all are recycled. Students presentation uses no recycled materials. Clarity Visual aids are extremely neat, clear, attractive, and well organized. There are no grammatical or spelling errors. Visual aids are neat, attractive, clear and well organized. There are one or two grammatical or spelling errors. Visual aids are somewhat neat and attractive and a little unclear and disorganized. There are three or four grammatical or spelling errors. Visual aids are messy and unclear. There are more than four grammatical or spelling errors.
    • Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Now that you have knowledge about your own waste production as well as waste production in America, recycling, and other efforts to reduce trash… Will you change anything in your life or daily habits to be more earth-friendly? Why or why not? If yes, how?
    • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] http://www.zerowasteamerica.org/index.html http://earth911.org/support/environmental-glossary/ http://www.brightsurf.com/search/r-a/Recycling/1/Recycling_news.html http://greenliving.lovetoknow.com/United_States_Recycling_Statistics http://www.dumpandrun.org/garbage.htm http://findarticles.com/p/articles/mi_m1590/is_13_57/ai_73537925 http://www.epa.gov/epaoswer/non-hw/muncpl/facts.htm http://www.cdphe.state.co.us/hm/swreport/swreport.htm http://www.epa.gov/msw/states.htm http://www.epa.gov/recyclecity/mainmap.htm http://www.cleansweepusa.org/ http://www.epa.gov/epaoswer/education/students.htm http://www.gpi.org/recycling/ http://www.epa.gov/epaoswer/non-hw/muncpl/reduce.htm http://www.kab.org/site/PageServer?pagename=Focus_Waste_reduction 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.
    • Reduce Your Refuse [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 7 th -8th Grade Mathematics Designed by Alana Stewart [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
    • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant. In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students. Evaluation Teacher Script Conclusion
    • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given. Evaluation Teacher Script Conclusion
    • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:
      • Social Studies Standards Addressed
        • Recognize the relationships among the various parts of a nation's cultural life.
        • Learn about the mythology, legends, values and beliefs of a people
        • .
      • Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?
      Evaluation Teacher Script Conclusion
    • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need. Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example? If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Evaluation Teacher Script Conclusion
    • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Describe what's needed to implement this lesson. Some of the possibilities:
        • Class sets of books
        • E-mail accounts for all students
        • Specific software (how many copies?)
        • Specific hardware (what kind? How many?)
        • Specific reference material in the classroom or school library
        • Video or audio materials
      • If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.
      • Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?
      Evaluation Teacher Script Conclusion
    • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page ( Evaluation ) into this space and add any clarifications needed for another teacher to make use of this lesson. Evaluation Teacher Script Conclusion
    • 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. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
      • Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
      • This page will include step by step directions to the facilitator, including:
        • What to say at each point in the process
        • What to click on
        • What questions and misconceptions to anticipate
        • How long to take at each point
        • When to direct learners to work away from the computer
      • To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.
      • 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 Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach. Evaluation Teacher Script Conclusion
    • Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well. 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