The document describes a webquest activity for students to develop a recovery program for the endangered black-footed ferret. Students will be divided into teams and research the ferret's biology, suitable reintroduction sites and habitat, population size for reintroduction, and arguments for why the site and reintroduction plan would succeed. Each student will take responsibility for a research area. The teams will then write a report to submit to the U.S. Fish and Wildlife Service for approval of their reintroduction plan.

1. Black-Footed Ferret Recovery Program Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 7 th – 12 th Graders (Biology/Ecology) Designed by Brad McNutt Brad McNutt [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The black-footed ferret needs your help! This beautiful species that once roamed freely in the plains of central North America is now practically wiped out. Can you and your team of wildlife biologists find a way to restore the population of this exotic and wild animal. You will need to have a good understanding of the biology and ecology of this animal to develop a successful recovery program. I know you can do it. Good luck!

5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Many grammatical, spelling, or punctuation errors. A few grammatical spelling, or punctuation errors. Almost no grammatical, spelling or punctuation errors No grammatical, spelling or punctuation errors. Mechanics Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. Diagrams and illustrations are accurate and add to the reader's understanding of the topic. Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic. Diagrams & Illustrations One or more students in the group cannot clearly explain what info they are responsible for locating. Each student in the group, with minimal prompting from peers, can clearly explain what information s/he is responsible for locating. Each student in the group can clearly explain what information s/he is responsible for locating. Each Student in the group can clearly explain what information is needed by the group, what information s/he is reponsible for locating, and when the information is needed. Delegation of Responsibility Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Internet Use One or more topics were not addressed. All topics are addressed, and most questions answered with 1 sentence about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed and all questions answered with at least 2 sentences about each. Amount of Information The information appears to be disorganized. 8) Information is organized, but paragraphs are not well-constructed. Information is organized with well-constructed paragraphs. Information is very organized with well-constructed paragraphs and subheadings. Organization 1 3 4 5 CATEGORY

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You and your team have completed the recovery program for the black-footed ferret and convinced the USFWS to green light the site for reintroduction. Hopefully your plan will work and this wonderful and exotic animal can live in peace in the wild again. Good Job!

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Black-footed ferret picture in Introduction and Tasks: The Black-Footed Ferret Conservation Program http://www.blackfootedferret.org/facts-history.html Picture in Conclusion: http://endangeredmammals.wordpress.com/2008/01/02/black-footed-ferret/ 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.

8. Black-Footed Ferret Recovery Program (Mr. McNutt) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 7 th – 12 th Graders (Biology/Ecology) Designed by Brad McNutt [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This webquest was designed as a tool to bring students to a better understanding of an endangered species and the problems facing it. Also, it introduces students to information needed in planning a reintroduction for an endangered species. They will perform different aspects of research on the topic and come together to create a convincing argument for reintroduction. They will be graded on the quality and amount of suitable research. The students will also be practicing their skill on writing a persuasive essay. They will need to come up with convincing arguments to persuade a higher power on their project to have it passed. Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This webquest is meant for junior high and high school students. It is anchored by high school level biology and ecology and involves english, mainly essay writing and research, skills to a lesser extent. The lesson can be extended to lower levels of schooling which would require more instruction from the teacher on ecology and life systems. The learners will need to know before hand how to acquire research material from the internet. They will also need to know the basics of ecology and life systems in mammals. Evaluation Teacher Script Conclusion

11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Science Standards Addressed: Standard 1: Students apply the processes of scientific investigation, and design, conduct, communicate about, and evaluate such investigations. Standard 3: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. Standard 5: Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world. Evaluation Teacher Script Conclusion

13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Internet sources: Black-Footed Ferret Conservation Program http://www.blackfootedferret.org/facts-history.html Defenders of Wildlife http://www.defenders.org/wildlife_and_habitat/wildlife/black-footed_ferret.php Wikipedia – Black-Footed Ferret http://en.wikipedia.org/wiki/Black-footed_Ferret National Geographic http://animals.nationalgeographic.com/animals/mammals/black-footed-ferret.html U.S. Fish and Wildlife Services http:// ecos.fws.gov/speciesProfile/SpeciesReport.do?spcode =A004 Animal Info – Black-Footed Ferret http:// www.animalinfo.org/species/carnivor/mustnigr.htm Evaluation Teacher Script Conclusion

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students will be evaluated as group with the final product being a recovery program written as an persuasive essay with the members of the U.S. Fish and Wildlife Services as the target audience. The essay should be neatly written with detailed information taken from the available sources (or legitimate sources found on their own). In their essay, I want the students to give detailed information on the characteristics and structures of the species the program is designed for. I also want to see the students understanding the animals processes and how the animal interacts with other animals and its environment. With the above information, the students should be able to write a suitable program for reintroduction. They will need to apply their internet research skills to find a site for reintroduction and a breeding program for a reintroduction population. They will be graded on how they work together, their argumentative skills, the amount of information researched and the sources by which they got the information. Evaluation Teacher Script Conclusion

15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This page is linked to the Process segment off of the Teacher Page Step 1. Have the students pick their own group of three, and suggest that they pick someone they work will with. This should not take very long. Step 2. Have the students research why the BFF nearly went extinct in the first place. Direct them to the sources listed in the Tasks page. Ask them whether it was disease, loss of habitat, or other reasons why the species became endangered. Then have them research over the web the characteristics of the BFF. What does it look like? What kind of habitat does it like? What does it eat? Does it like the daytime or nighttime? The step should require some time but should not take up the entire class period. Step 3. This step should take up the bulk of the project time. Give each group three research topic points. One member research sites for reintroduction (make sure to tell the minimum square hectares for reintroduction). Have another member research breeding programs (usually found at zoos) to find a population of BFFs to reintroduce; have them research how old a mature BFF is and how many should be reintroduced. Have the last student research and think about reasons the BFF should be reintroduced in the first place. Pay close attention to this step as this should be convincing and viable. Step 4. This should be done in the next class period probably. Make sure the entire group is contributing to the writing process as they will be graded on what and how they contribute. Have the essay turned in at the end of the class period. Evaluation Teacher Script Conclusion

16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Many species are becoming endangered or extinct due to human contributions. If we are the cause, then we are the only answer. This webquest introduces students to the importance of every species in our ecosystem and that each species plays an important role. As they are trying to perform a great service for the environment, they are also learning about important and real life aspects of biology, ecology, zoology, and how easy it is to wipe a species off the face of the planet. Hopefully, the students will walk away with a deeper understanding of how precious life is on this beautiful planet. Evaluation Teacher Script Conclusion

17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Black-footed ferret picture in Introduction and Tasks: The Black-Footed Ferret Conservation Program http://www.blackfootedferret.org/facts-history.html Picture in Conclusion: http://endangeredmammals.wordpress.com/2008/01/02/black-footed-ferret/ 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.