EDUC331 Global Warming Webquest
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  • 1. Student Page An Exploration into [Teacher Page] Global Warming Title A WebQuest for 9th to 10th grade Earth Science/Biology Introduction Task Process Evaluation Conclusion Designed by Jessica Quig quig.jessica@gmail.com picture by woodleywonderworks Credits Based on a template from The WebQuest Page
  • 2. Student Page [Teacher Page] Introduction Title “Global warming” has been splashed across the news in recent years in connection Introduction with everything from changes in rainfall to an increase in numbers of hurricanes. Many scientists are blaming humans for this phenomenon. Governments and Task corporations worldwide are spending billions of dollars investing in „green Process initiatives‟ such as wind power and biofuels to lessen the effects that humans have Evaluation on the environment. Conclusion Yet it often seems unclear what global warming is, what causes it, and why your (or any one person‟s) behavior can impact the climate of the entire Earth. But the biggest question is “Why does any of this matter to us??” You and your team of scientists have been asked to create a board game to share the importance of global warming and what we as individuals can do about it. Credits Background picture by divediva jade http://www.flickr.com/photos/divedivajade/218467073
  • 3. Student Page [Teacher Page] The Task Title Your team‟s task is to create a board game to promote awareness about global Introduction warming by delving into four key questions: Task 1) What is global warming? Process 2) What causes global warming? Evaluation 3) How can global warming effect our lives? Conclusion 4) What can any one person do to minimize his or her contribution to global warming? To accomplish this, each team member will use evidence from Earth‟s past and present to investigate questions within his or her field of expertise (these are listed in the next section). Each expertise will represent a very important component to your research, and they must all combine to form your final product—the board game! Credits
  • 4. Student Page [Teacher Page] The Process Part 1: Fields of Expertise Title To begin, each team member must choose his or her field of expertise : Introduction Climatologist Hydrologist Task Zoologist Process Botanist Evaluation Conclusion -You must each click on your expertise above and investigate the questions in your field. -As the overseer of your taskforce, I have provided some important links to websites—however, you can and should use your investigative skills to find the rest (this can include the web, books, newspapers, and magazines). AFTER COMPLETING YOUR INDEPENDENT RESEARCH, step into the next phase of your task by clicking here! Credits
  • 5. Student Page [Teacher Page] Climatologist Title 1) Greenhouse gases like carbon dioxide are getting much of the blame for Introduction global warming. Make a list of things that people do that put carbon dioxide into the atmosphere. Task Process 2) Now look at this graph, which shows how temperature and atmospheric carbon Evaluation dioxide levels have changed over time. What has happened to carbon dioxide levels Conclusion recently, and why do you think this has happened? Why is this part of the graph so different from the preceding 600,000+ years? Click here to return to Process Credits
  • 6. Student Page [Teacher Page] Hydrologist Title 1) Your main focus is going to be the icecaps. Some scientists predict that if Introduction Earth‟s average temperature rises even a few degrees, entire islands and continental coastlines will soon be underwater because of the melting of ice at our Task poles—of course, not everyone agrees with this prediction. Process What is happening to sea levels now compared to the past? Now look specifically Evaluation at the past 100 years. Conclusion 2) If enough polar melt were able to occur, who would be impacted by increased sea levels? Describe where in the United States would feel the effects of rising sea levels the most. Click here to return to Process Credits
  • 7. Student Page [Teacher Page] Zoologist Title 1) Pick two animals that are feeling the effects of rising temperatures and why Introduction changes to their populations might matter to you. Task 2) Now watch this video. Pick one of the species talked about in the video and Process draw two pictures. 1) A picture of that species in their habitat today 2) A picture Evaluation of the species in their habitat as may happen if global temperatures continue to Conclusion rise. Click here to return to Process Credits
  • 8. Student Page [Teacher Page] Botanist Title 1) Different kinds of plants can survive in different temperatures. Find one Introduction example of a plant adapted to very warm temperatures, and one adapted to very cold temperatures, and describe at least two adaptations for the climate that Task each possesses. How would the plants of Fort Collins likely change in response to a Process warmer climate? Evaluation Conclusion 2) In Colorado, warmer weather may be helping to allow the spread of the pine beetle. Why are they such a significant problem, and how are warmer temperatures worsening this problem? Click here to return to Process Credits
  • 9. Student Page [Teacher Page] The Process Part 2: Sharing Your Knowledge! Title Introduction AFTER COMPLETING YOUR INDEPENDENT RESEARCH: -Report back to your team! In order to understand the process of global climate Task change, and to convince the public of your findings, you will need the support of Process everyone‟s research! Evaluation -To begin, each team member will share his or her findings on each of the assigned Conclusion questions. -Now you can return to the four central questions (listed in your Task)! Answer these together—you will need to incorporate these questions into your final product. You may put them on trivia cards, put them on the box, or use some other creative means! Now you are ready to start making your game! Credits
  • 10. Student Page [Teacher Page] The Process Part 3: Creating Your Board Game Title -This is what I‟m looking for in your final product (see the rubric for specific point Introduction distributions): Task Process -Include RULES and QUESTIONS + ANSWERS: Others must be able to play your game without you being there to explain it. Also, you will need at least 3 questions per field Evaluation (for a total of 12) built into your game. Conclusion -Be AESTHETIC and CREATIVE: If your game looks good, people will want to play it and your research efforts will be more greatly appreciated! -WORK TOGETHER: You game must incorporate all of your fields, particularly your findings from the questions. You may of course include extra information to make your game more interesting! AND FINALLY--Include those four central questions. (These can be incorporated into extra question cards or on playing spaces on the board) This video might help inspire you! *If you feel unsure about where to start, The Game of Life, Monopoly, and Trivial Pursuit Credits are all good templates--or you can create your own!
  • 11. Student Page Evaluation [Teacher Page] CATEGORY 4 3 2 1 Title Knowledge Gained All students in group All students in the Most students in the Several students in the could easily and group could easily and group could easily and group could NOT Introduction correctly state several correctly state 1-2 facts correctly state 1-2 facts correctly state facts facts about the topic about the topic used about the topic used about the topic used Task used for the game for the game without for the game without for the game without Process without looking at the looking at the game. looking at the game. looking at the game. game. Evaluation Creativity The group put a lot of The group put some The group tried to Little thought was put Conclusion thought into making thought into making make the game into making the game the game interesting the game interesting interesting and fun, but interesting or fun. and fun to play as and fun to play by some of the things shown by creative using textures, fancy made it harder to questions, game pieces writing, and/or understand/enjoy the and/or game board. interesting characters. game. Attractiveness Contrasting colors and Contrasting colors and Contrasting colors and Little or no color or at least 3 original at least 1 original quot;borrowedquot; graphics fewer than 3 graphics graphics were used to graphic were used to were used to give the were included. give the cards and give the cards and cards and gameboard gameboard visual gameboard visual visual appeal. appeal. appeal. Cooperative work The group worked well The group generally The group worked fairly The group often did together with all worked well together well together with all not work well together members contributing with all members members contributing and the game appeared significant amounts of contributing some some work. to be the work of only quality work. quality work. 1-2 students in the Credits group.
  • 12. Student Page [Teacher Page] Conclusion Title Congratulations! Introduction You have created a tool for spreading knowledge of global warming, and gained a bit of knowledge yourself. But this is not an issue of the past. Now you must ask Task yourself: Process What role are you playing in global warming each day? Evaluation Are you willing to challenge yourself to follow your own advice from this project? Conclusion Credits
  • 13. Student Page Credits & References [Teacher Page] Title http://flickr.com/photos/wwworks/2222523486/ Introduction Task Process http://flickr.com/photos/divedivajade/218467073/ Evaluation Conclusion http://flickr.com/photos/arib/152434894/ http://flickr.com/photos/cmichel67/84146617/ http://flickr.com/photos/bullish1974/564943824/ Credits
  • 14. Student Page Credits & References [Teacher Page] Title http://flickr.com/photos/tim_ellis/26360948/ Introduction Task Climatologist Links: Process Greenhouse gases: http://www.eia.doe.gov/bookshelf/brochures/greenhouse/Chapter1.htm Graph: http://www.epa.gov/climatechange/science/pastcc_fig1.html Evaluation Hydrologist Links: Conclusion Changes in sea level: http://news.bbc.co.uk/2/shared/spl/hi/pop_ups/04/sci_nat_climate_change___evidence_and_pr edictions/html/3.stm 100 years: http://science.howstuffworks.com/question473.htm Zoologist Links: Animals: http://www.nwf.org/wildlifeandglobalwarming/effectsonwildlife.cfm Video: http://www.nwf.org/wildlifeandglobalwarming/globalwarmingandwildlife.cfm Botanist Links: Pine beetle: http://en.wikipedia.org/wiki/Mountain_pine_beetle Problem: http://www.ext.colostate.edu/pubs/insect/05528.html Process Part 3 Video: (Discovery Channel) http://dsc.discovery.com/video/?playerId=203711706&categoryId=210013699&lineupId=1 47010094&titleId=147012607 This WebQuest was created using The WebQuest Page template The WebQuest Slideshare Group Credits
  • 15. [Student Page] An Exploration into Teacher Page Put the Title of the Lesson Here (Teacher) Global WARMING A WebQuest for xth Grade (Put Subject Here) Title A WebQuest for 9th to 10th grade Earth Science/Biology Introduction Designed by Learners Put Your Name Here Standards Put Your E-mail Address Here Process Resources Evaluation Teacher Script Conclusion Designed by Jessica Quig quig.jessica@gmail.com picture by woodleywonderworks Credits Based on a template from The WebQuest Page Based on a template from The WebQuest Page
  • 16. [Student Page] Teacher Page Introduction (Teacher) Title This WebQuest was developed at part of the EDUC331 Education Technology course Introduction at Colorado State University. Learners This WebQuest is intended to give students a base knowledge of global warming, Standards as well as develop some ideas of how this phenomenon plays into their own lives. Process While most students will likely be familiar with the term, they may not know what Resources global warming means in terms of impact on their daily lives. Evaluation Teacher Script Conclusion Credits
  • 17. [Student Page] Teacher Page Learners (Teacher) Title This WebQuest is intended for tenth grade biology or ninth grade earth sciences. Introduction The students should not need to have more than a familiarity with global warming Learners before beginning this lesson. Standards Process Resources Evaluation Teacher Script Conclusion Credits
  • 18. [Student Page] Teacher Page Curriculum Standards (Teacher) Title Learning outcomes for this lesson will include: Introduction Colorado State Standards: -Students know and understand the characteristics and structure of living Learners things, the processes of life, and how living things interact with each other Standards and their environment (Standard 3) Process -Students understand that the nature of science involves a particular way of Resources building knowledge and making meaning of the natural world. (Standard 5) Evaluation Thinking and Communication Skills: Teacher Script -Critical thinking Conclusion -Creative production -Teamwork -Academic thinking on real-world issues Credits
  • 19. [Student Page] Teacher Page The Process (Teacher) Student Process: Title To begin, each team member must choose his or her field of expertise : Introduction Climatologist Hydrologist Learners Zoologist Standards Botanist Process -You must each click on your expertise above and investigate the questions in your field. -As the overseer of your taskforce, I have provided some important links to websites—however, you can Resources and should use your investigative skills to find the rest (this can include the web, books, newspapers, and Evaluation magazines). Teacher Script Teacher: Conclusion -This lesson is organized so as to be flexible with class time. For example, the research may be completed in class and the game completed outside of class—which would probably require one or two class periods, depending on grade level. -Group Division: The students will need to be in groups of four. They will do both independent research and a cooperative project, so it is important that they be able to work together. If the game component is to be completed outside of class, it is also important that the students be able to communicate and meet up. -Teacher Skills: The most important thing in operating this WebQuest is to facilitate cooperation within the groups. An understanding of internet searches and how to locate reliable sources is also helpful. Credits
  • 20. [Student Page] Teacher Page Resources (Teacher) Title -Computers, with internet, available for each student will be needed. Introduction -If you would like students to complete the game in class, you will also need poster boards, markers, scissors, colored paper, glue, and any other creative Learners materials. Standards Process -This WebQuest is intended to only require one teacher (additional assistance Resources should be based on your comfort with internet use) Evaluation Teacher Script Conclusion Credits
  • 21. [Student Page] Teacher Page Evaluation (Teacher) CATEGORY 4 3 2 1 Title Knowledge Gained you know that in group All was successful?Most studentswhat student productsin the How will All students this lesson students in the Describe in the Several students or performances you'll be looking at and how they'll group could easily This,group could NOT could easily and group could easily and be evaluated. and of course, should be tightly related to the standards and objectives you cited above. Introduction correctly state several correctly state 1-2 facts correctly state 1-2 facts correctly state facts Learners You may want to just copytopic paste the topic used about the topic used about the topic used facts about the and about the evaluation section of the student page (Evaluation) into thisthe gameand add any clarifications needed for another the game without used for space for the game without for the game without for teacher to Standards make use of this lesson. at the looking at the game. looking at the game. looking at the game. without looking game. Process Creativity The group put a lot of The group put some The group tried to Little thought was put Resources thought into making thought into making make the game into making the game the game interesting the game interesting interesting and fun, but interesting or fun. Evaluation and fun to play as and fun to play by some of the things Teacher Script shown by creative using textures, fancy made it harder to questions, game pieces writing, and/or understand/enjoy the Conclusion and/or game board. interesting characters. game. Attractiveness Contrasting colors and Contrasting colors and Contrasting colors and Little or no color or at least 3 original at least 1 original quot;borrowedquot; graphics fewer than 3 graphics graphics were used to graphic were used to were used to give the were included. give the cards and give the cards and cards and gameboard gameboard visual gameboard visual visual appeal. appeal. appeal. Cooperative work The group worked well The group generally The group worked fairly The group often did together with all worked well together well together with all not work well together members contributing with all members members contributing and the game appeared significant amounts of contributing some some work. to be the work of only quality work. quality work. 1-2 students in the Credits group.
  • 22. [Student Page] Teacher Page Teacher Script (Teacher) Title -You may start by opening the WebQuest and clicking on Introduction in the left- Introduction hand navigation. Read through the introduction with the class, and then the task. -Before proceeding further, you may want to assign groups and fields of expertise Learners (or allow students to choose). This will give the student a clearer sense of Standards direction before moving on to the Process. Process -After reading through the Process page, the students should be able to work on Resources their own. You may walk them through the rest of the pages if you like, or they can explore on their own. You may also choose to demonstrate an internet search Evaluation (or perhaps how to identify reliable sources) at this point. Teacher Script **The students may take different amounts of time to complete their research, so Conclusion if they are working in class it may be helpful to have ideas for how they can fill any waiting time. **Also, if any work is being completed outside of class, it is important that group members exchange any necessary contact information This page is linked to the Process segment off of the Teacher Page Credits
  • 23. [Student Page] Teacher Page Conclusion (Teacher) Title Understanding the process of global warming becomes increasingly important as Introduction our knowledge of its implications grows. As populations continue to grow and the pressures on the Earth rise, our need to be aware of our role and enact Learners behavioral changes is also becoming increasingly clear. Students today will play an Standards incredibly significant role in dealing with these problems and implementing Process necessary change. Resources Evaluation Teacher Script Conclusion Credits
  • 24. [Student Page] Teacher Page Credits & References (Teacher) Title http://flickr.com/photos/wwworks/2222523486/ Introduction Learners Standards http://flickr.com/photos/divedivajade/218467073/ Process Resources Evaluation Teacher Script http://flickr.com/photos/arib/152434894/ Conclusion http://flickr.com/photos/cmichel67/84146617/ http://flickr.com/photos/bullish1974/564943824/ Credits
  • 25. [Student Page] Teacher Page Credits & References (Teacher) Title http://flickr.com/photos/tim_ellis/26360948/ Introduction Learners Climatologist Links: Standards Greenhouse gases: http://www.eia.doe.gov/bookshelf/brochures/greenhouse/Chapter1.htm Graph: http://www.epa.gov/climatechange/science/pastcc_fig1.html Process Hydrologist Links: Resources Changes in sea level: Evaluation http://news.bbc.co.uk/2/shared/spl/hi/pop_ups/04/sci_nat_climate_change___evidence_and_pr edictions/html/3.stm Teacher Script 100 years: http://science.howstuffworks.com/question473.htm Conclusion Zoologist Links: Animals: http://www.nwf.org/wildlifeandglobalwarming/effectsonwildlife.cfm Video: http://www.nwf.org/wildlifeandglobalwarming/globalwarmingandwildlife.cfm Botanist Links: Pine beetle: http://en.wikipedia.org/wiki/Mountain_pine_beetle Problem: http://www.ext.colostate.edu/pubs/insect/05528.html Process Part 3 Video: (Discovery Channel) http://dsc.discovery.com/video/?playerId=203711706&categoryId=210013699&lineupId=1 47010094&titleId=147012607 This WebQuest was created using The WebQuest Page template The WebQuest Slideshare Group Credits