Webquest Template0

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Webquest Template0

  1. 1. Environmental Stewardship Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10/11th Grade Geography Designed by Jason Klippert [email_address] Based on a template from The WebQuest Page Page 2 Page 2
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You, the next generation, will be tasked with the challenge of making a new future for your planet. Because of the new ways in which humans interact with their environments our planet has begun to change in many ways. Thanks to the increased ease with which resources can be extracted from and shipped around the earth humans may now be consuming more than the earth can support. Consequently entire ecosystems are changing, species are disappearing, and weather patterns are changing. Since the Industrial Revolution a lot has changed in the world; the way we make our money, the way we get our food, the way food is grown, the distance it travels from the field to our plates, and the way most of us travel to and fro. Along with all of this have come a number of unanticipated changes. Fortunately, thanks to new technologies there are ways of being as productive without being as destructive. A new attitude of environmental stewardship is replacing older understandings of the environment. Page 2 Page 2
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>The CEO of your company has approached you and he wants you to put together some ideas for a company. He has recently seen Inconvenient Truth and been doing some research on businesses’ impact on the environment and he would like to see a change in the way that companies do business. His main concerns are air, water and soil pollution. There are also other regarding energy production and use. He would like for you to find examples of leaders in environmental stewardship throughout all industries and see what you can learn from them. </li></ul><ul><li>If at all possible he would like to see you and an environmental consultant improve on what has already been done by them. He has a group of investors lined up and wants you to pitch your ideas to them ASAP. In order to document the process and outcome he has asked a journalist to work with you and your consultant. </li></ul><ul><li>You and your partners will produce a presentation (on PowerPoint or Old School style) to convince investors that your business will have the smallest carbon/environmental footprint so they’ll want to invest in your company. </li></ul><ul><ul><li>Include a cover with drawing/sketch of store’s front and name. </li></ul></ul><ul><ul><li>Include summary discussing your store’s views of environmental stewardship, what you intend to sell and why, and any clarifying content (ie. charts, graphs and pictures) </li></ul></ul><ul><ul><li>Discuss how this will affect Human Environmental Interaction (globally and locally) </li></ul></ul>Title Page 2 Page 2
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><ul><li>Human Environmental Interaction </li></ul></ul><ul><li>As your understanding of the way in which we use energy to produce goods and services grows it will be necessary for you to make important decisions. As research progresses you will begin to see how the decisions we make every day impact our environments and the planet. </li></ul><ul><li>Several different issues loom in the future regarding these issues that will eventually affect how we live our lives. After doing this research you should be able to: </li></ul><ul><ul><li>Evaluate the impacts of multiple forms of energy production and consumption </li></ul></ul><ul><ul><li>Make informed decisions regarding the topics covered </li></ul></ul><ul><ul><li>And Illustrate your knowledge of key issues </li></ul></ul><ul><ul><li>The objective is to conduct a websearch to discover the meaning of environmental stewardship and the place sustainability holds within this concept and understand the challenges the future provides. </li></ul></ul><ul><ul><li>Follow the links on the next page to find out what these challenges are </li></ul></ul>Page 2 Page 2
  5. 5. The Process <ul><li>Challenges </li></ul><ul><ul><li>Oil </li></ul></ul><ul><ul><ul><li>Peak Oil </li></ul></ul></ul><ul><ul><ul><li>Emissions </li></ul></ul></ul><ul><ul><li>Waste </li></ul></ul><ul><ul><li>Product Movement (Shipping) </li></ul></ul><ul><ul><ul><li>Local, Interstate, or International </li></ul></ul></ul><ul><ul><li>Production </li></ul></ul><ul><ul><ul><li>Agricultural </li></ul></ul></ul><ul><ul><ul><li>Manufacturing </li></ul></ul></ul><ul><ul><li>Environmental Stewardship </li></ul></ul><ul><ul><ul><li>Carbon footprint </li></ul></ul></ul><ul><ul><ul><li>Environmental Footprint </li></ul></ul></ul><ul><ul><ul><li>Sustainable Energy </li></ul></ul></ul><ul><ul><ul><li>Sustainable Agriculture </li></ul></ul></ul><ul><ul><ul><li>Carbon Offsets </li></ul></ul></ul>Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Page 2 Page 2
  6. 6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Page 2 Page 2 CATEGORY 12.5 8.5 4.5 1.5 Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others. Organization The content in the presentation was organized logically and flowed smoothly. The organization of the content was sensible but didn’t flow without any confusion. The organization of the content was non-cohesive There was no apparent organization. Graphics - Originality Several of the graphics used in the presentation reflect a exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
  7. 7. Evaluation Page 2 Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Page 2 Page 2 Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Knowledge Gained Student can accurately answer all questions related to facts in the presentation and processes used to create the poster. Student can accurately answer most questions related to facts in the presentation and processes used to create the poster. Student can accurately answer about 75% of questions related to facts in the presentation and processes used to create the poster. Student appears to have insufficient knowledge about the facts or processes used in the presentation. Attractiveness The presentation is exceptionally attractive in terms of design, layout, and neatness. The presentation is attractive in terms of design, layout and neatness. The presentation is acceptably attractive though it may be a bit messy. The presentation is distractingly messy or very poorly designed. It is not attractive. Mechanics Capitalization and punctuation are correct throughout the poster. There is 1 error in capitalization or punctuation. There are 2 errors in capitalization or punctuation. There are more than 2 errors in capitalization or punctuation.
  8. 8. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Now that your proposal has been chosen you’ve really got your work cut out for you. Now you have to start building the store, stocking it, and advertising. So congratulations on your success. Its good to see that hard work still pays off. Don’t forget all you’ve learned about environmental stewardship and never stop learning. Page 2 Page 2 Congratulations !
  9. 9. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><ul><li>http://www.alternative-energy-news.info/ </li></ul></ul><ul><ul><li>http://www.energybulletin.net/42396.html </li></ul></ul><ul><ul><li>http://eelink.net/pages/EE+Activities+-+Consumption+and+Lifestyle </li></ul></ul><ul><ul><li>http://www.earthday.net/footprint/index.asp </li></ul></ul><ul><ul><li>http://sustainability.publicradio.org/consumerconsequences/faq.html </li></ul></ul><ul><ul><li>http://www.energybulletin.net/42404.html </li></ul></ul><ul><ul><li>http://www.grist.org/biz/tp/2006/08/15/footprint/index.html </li></ul></ul><ul><ul><li>http://www.climatecare.org/business/business_calc.cfm </li></ul></ul><ul><ul><li>http://www.resourcesaver.org/file/toolmanager/O16F3116.pdf </li></ul></ul><ul><ul><li>http://www.epa.gov/climatechange/science/stateofknowledge.html </li></ul></ul><ul><ul><li>http://www.epa.gov/climatechange/wycd/businesses.html </li></ul></ul><ul><ul><li>http://www.epa.gov/climatechange/effects/agriculture.html </li></ul></ul><ul><li>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. </li></ul>Page 2 Page 2
  10. 10. Environmental Stewardship [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for xth Grade (Put Subject Here) Designed by Jason Klippert [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  11. 11. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is based on geographical content standards but obviously overlaps with several disciplines, ie economics and history. It was designed for an Educational Technology class at CSU and is a fledgling attempt at this sort of lesson. The purpose is to challenge students to engage a topic that is entirely relevant, a little sensitive, and often glossed over. Fortunately it does overlap with several disciplines and allows students to see the interconnectedness of seemingly unrelated issues. I wanted to offer students an opportunity to learn about something relevant and learn how to apply it their learning practically. Hopefully I have achieved that goal and made it interesting. Evaluation Teacher Script Conclusion
  12. 12. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is intended for 10/11 th grade students of geography or economics and requires little prior knowledge before starting. Guidance on the use of PowerPoint might be necessary for some students. With a teacher in the classroom to answer any questions the lesson should be pretty self driven. Evaluation Teacher Script Conclusion
  13. 13. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Aside from the state content standards students will also be engaged in a collaborative knowledge gathering exercise requiring problem solving, critical thinking, software application, and creative production.
  14. 14. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><li>Several different issues loom in the future regarding these issues that will eventually affect how we live our lives. After doing this research you should be able to: </li></ul><ul><ul><ul><li>Evaluate the impacts of multiple forms of energy production and consumption </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Make informed decisions regarding the topics covered </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>And Illustrate your knowledge of key issues </li></ul></ul></ul></ul></ul><ul><ul><li>The objective is to conduct a websearch to discover the meaning of environmental stewardship and the place sustainability holds within this concept and understand the challenges the future provides. </li></ul></ul><ul><ul><li>This lesson should be spread out over at least two weeks for a class that meets every day for 50 minutes. In order to direct this lesson, teachers will need to be familiar with content and how it relates to standards. </li></ul></ul><ul><ul><li>An example of the final product (teacher produced) would certainly be helpful for students as well as teacher to clarify expectations for presentations and overall outcome. There are obviously several different ways the final product could look. Therefore, it will be judged on its relevance to provided research content, cohesiveness, and organization (how it flows. </li></ul></ul>
  15. 15. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Describe what's needed to implement this lesson. Some of the possibilities: </li></ul><ul><ul><li>Class sets of books </li></ul></ul><ul><ul><li>E-mail accounts for all students </li></ul></ul><ul><ul><li>Specific software (how many copies?) </li></ul></ul><ul><ul><li>Specific hardware (what kind? How many?) </li></ul></ul><ul><ul><li>Specific reference material in the classroom or school library </li></ul></ul><ul><ul><li>Video or audio materials </li></ul></ul><ul><li>If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here. </li></ul><ul><li>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? </li></ul>Evaluation Teacher Script Conclusion
  16. 16. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others. Graphics -Clarity Graphics are all in focus and the content easily viewed and identified from 6 ft. away. Most graphics are in focus and the content easily viewed and identified from 6 ft. away. Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. Many graphics are not clear or are too small. Graphics - Originality Several of the graphics used in the presentation reflect a exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
  17. 17. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Labels All items of importance on the presentation are clearly labeled with labels that can be read from at least 3 ft. away. Almost all items of importance on the presentation are clearly labeled with labels that can be read from at least 3 ft. away. Several items of importance on the presentation are clearly labeled with labels that can be read from at least 3 ft. away. Labels are too small to view OR no important items were labeled. Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Knowledge Gained Student can accurately answer all questions related to facts in the presentation and processes used to create the poster. Student can accurately answer most questions related to facts in the presentation and processes used to create the poster. Student can accurately answer about 75% of questions related to facts in the presentation and processes used to create the poster. Student appears to have insufficient knowledge about the facts or processes used in the presentation. Attractiveness The presentation is exceptionally attractive in terms of design, layout, and neatness. The presentation is attractive in terms of design, layout and neatness. The presentation is acceptably attractive though it may be a bit messy. The presentation is distractingly messy or very poorly designed. It is not attractive. Mechanics Capitalization and punctuation are correct throughout the poster. There is 1 error in capitalization or punctuation. There are 2 errors in capitalization or punctuation. There are more than 2 errors in capitalization or punctuation.
  18. 18. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page As stated before this should be a self driven lesson. The only role for the teacher is to help clarify concepts and offer guidance on production of final presentation. Evaluation Teacher Script Conclusion
  19. 19. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson will be valuable to students in helping them understand how humans inadvertently and intentionally interact with their environments and how those interactions affect their environments and ecosystems. In addition students should begin to see the interconnectedness of all aspects of social studies and economics. The beauty of this lesson is its practical application. By making it a project with a final tangible product students can enjoy the labor of taking abstract concepts, internalizing then comparing them and turning them into meaningful information. As students become experts in their areas, they will begin to form opinions on certain issues, once they take a stance on that issue they may have to learn the value of compromise. This is the value of a collaborative or group effort. Evaluation Teacher Script Conclusion
  20. 20. 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

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