This document provides an overview of a WebQuest activity designed to teach high school biology students about global warming. Students are tasked with researching the causes and effects of global warming, organizing the information they find, and proposing a solution to prevent further temperature increases. They will work in groups to create an informative brochure presenting the issues and their proposed solution. The document outlines the process, evaluation criteria, and references used to develop the lesson.

1. What are we doing? What can be done? Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for High School Level Biology Designed by Paul Stearman [email_address] Based on a template from The WebQuest Page azrainman

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Earth is heating up far too fast and we must figure out how to control it at a more consistent temperature for all the living organisms on Earth. The water level is rising and will not quench the heat but instead make the storms worse. You must see yourself as an environmentalist searching for a way to save the planet from being cooked. An environmentalist must know as much as possible about the problem known as global warming. Then decide what is the best solution to prevent continuous increase in temperature. What are we doing? What can be done? davesag

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] People all over the planet are noticing changes locally and globally. The goal is to go through what everyone has to say and organize it in a graphic organizer. Everything will be researched via the internet and you should keep track of where you travel for a reference section. Organizations United Nations Scientists Everyday people Also there is a site that has all the different species on Earth and how they have been affected by human activity All of these people have had something to say now its up to you to understand and put it all together. After the basic knowledge has been gained you will decide on what the best course of action is and explain why. Title Jane

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The time has come to begin the campaign to stop global warming and as you will find out the species that live most North and South are in the most dangerous situations You will be put into groups of two and decide where to begin to research. Organize information in a creative visual manner, I would suggest using a graphic organizer . The only thing due is one piece of paper that will be in a brochure format (be creative). On one side will be information regarding global warming (cause and effects). The other side will be your solution to prevent global warming and why you chose it plus all of your references. The basics of global warming are relatively simple and you should find out more before venturing too far. But if you still feel confused and have questions on global warming then find some answers . There is an adventure to the North Pole going on and has new information everyday. You can bring global warming down to an individual level if you want to see first hand experiences with the climate change. By now you have begun to wonder what can we do ? It is up to you to find the best solution and present it to your peers in a few weeks time.

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Evaluation Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score 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. 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. 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. 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. 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. Knowledge Gained All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure. Presentation & Discussion All students had a part explaining their subject thoroughly . Also had good discussion about other projects. One student gave the presentation or the presentation was poor or the students did not participate in the following discussions. Two of the three options under accomplished happened. All three options under accomplished happened.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Put a couple of sentences here that summarize what they will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. Some of the best ways to get involved can be found at these sites: For local solutions look at GenGreen Dr. Warren Washington speaking on global warming Stijn Vogels

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Earth egg picture= http://www.flickr.com/photos/azrainman/2047910540/ Carbon Planet= http://www.flickr.com/photos/davesag/529643554/ Global Warming graphic= http://media.learningfundamentals.com.au/combating-global-warming-map.jpg Graphic Organizer example= http:// exploringafrica.matrix.msu.edu/images/pillarsorg.jpg North= http:// www.natureserve.org /explorer/ on polar bears Graphic organizer= http:// www.rit.edu/~comets/gowritingpatterns.html Basics= http:// www.epa.gov/climatechange/science/pastcc.html Answers= http:// www.ncdc.noaa.gov/oa/climate/globalwarming.html#INTRO Adventure= http://globalwarming101.com/ Individual level= http://tinyurl.com/2ak3ty What can we do= http:// www.climatechange.eu.com / GenGreen= www.gengreen.org Washington= http:// tinyurl.com/ytdndg Polar bear picture= http://www.flickr.com/photos/stijnvogels/379043186/

8. What are we doing? What can be done? [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion A WebQuest for High School Level Biology Designed by Paul Stearman [email_address]

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest was inspired by the education on global warming that I have not seen in schools. The goal is to bring up awareness in students on global warming and if money is available then I would pick the best one to be distributed around the school. Also students will hopefully get used to exploring the internet which is becoming an increasingly useful tool. They will be able to see just what an effect that humans are capable of and what we as individuals can do. They are also going to decide what should be done when they tell everyone else about global warming. Deciding on the group’s solution should be done using critical thinking skills. Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page http:// www.epa.gov/climatechange/kids/index.html is a simpler site than the one I used for the basics link so it could be changed to this for lower grade levels. The EU site is especially good for ESL students because the student is able to chose the language they wish to work in. This lesson was designed for high school level biology and I would say students need to have some understanding on how the environment works globally. Evaluation Teacher Script Conclusion

11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Grades 9-12 Standard 1.2: Select and use appropriate technologies to gather, process, and analyze data and to report information related to an investigation. Standard 2.7: Light and sound waves have distinct properties; frequency, wavelengths and amplitude. Standard 3.2: There is a relationship between the processes of photosynthesis and cellular respiration. Standard 3.6: Changes in an ecosystem can affect biodiversity and biodiversity contributes to an ecosystem's dynamic equilibrium. Standard 4.3: The feasibility of predicting and controlling natural events can be evaluated. Standard 4.4: There are costs, benefits, and consequences of natural resource exploration, development, and consumption. Standard 4.5: There are consequences for the use of renewable and nonrenewable resources Standard 4.6: Evidence is used to investigate how Earth has changed or remained constant over short and long periods of time. Standard 4.8: Energy transferred within the atmosphere influences weather. Standard 4.9: Weather is caused by differential heating, the spin of the Earth and changes in humidity. Standard 4.10: There are interrelationships between the circulation of oceans and weather and climate. Standard 4.11: There are factors that may influence weather patterns and climate and their effects within ecosystems. Standard 4.13: Continental water resources are replenished and purified through the hydrologic cycle. Standard 5.3: Graphs, equations or other models are used to analyze systems involving change and constancy. Standard 5.4: There are cause-effect relationships within systems. Standard 5.5: Scientific knowledge changes and accumulates over time; usually the changes that take place are small modifications of prior knowledge but major shifts in the scientific view of how the world works do occur. Standard 5.6: Interrelationships among science, technology and human activity lead to further discoveries that impact the world in positive and negative ways. The assignment should include these thought processes-

12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The time has come to begin the crusade to save all living things on Earth and as you will find out the species that live most North and South are in danger. You will be put into groups of two and decide where to begin to research. Organize information in a creative visual manner, I would suggest using a graphic organizer . There will be one piece of paper that will be turned in. On one side will be information regarding global warming. The other side will be your solution to prevent global warming and all of your references. The basics of global warming are relatively simple and you should find out more before venturing too far. But if you feel confused still and have questions on global warming then find some answers . There has been a recent adventure to the North Pole and has new information everyday. You can bring global warming down to an individual level if you want to see first hand experiences with the climate change. By now you have begun to wonder what can we do ? It is up to you to find the best solution and present it to your peers in a few weeks time. I was planning on first showing either An Inconvenient Truth or perhaps the Ice Worlds episode from Plant Earth the TV series. I would then spend the next period of class explaining the WebQuest. If a student wanted to do the assignment in a different language for extra credit then I would try and work something out with another teacher. I would be wary of students just splitting up the assignment with one doing the information side and the other doing the solution. That is not the point of the assignment. While students will be presenting the information in class during one period a few weeks later they should all understand the information before then. A solution would be to tell the students they will be quizzed on global warming before presentations. Students may want to argue against global warming but I would strongly advise not allowing them to do so. This is supposed to be a fairly basic teaching tool and this specific lesson plan cannot be done with just one computer. Each group of students is supposed to search and decide on their own. I was hoping this WebQuest would be a good way to either start or end lessons on biomes. It may depend on your students so I leave it open. Evaluation Teacher Script Conclusion

13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page What’s needed? Copies of either Planet Earth or An Inconvenient Truth There is only need of one teacher explaining the assignment Computer lab at the school or if the students have home computers This assignment could be carried out a few times in a school computer lab and perhaps additional teacher support would be helpful in keeping them on task http://rubistar.4teachers.org/index.php was used to make the rubric…mine is listed under Stearman this is only listed in the teacher pages. Earth egg picture= http://www.flickr.com/photos/azrainman/2047910540/ Carbon Planet= http://www.flickr.com/photos/davesag/529643554/ Global Warming graphic= http://www.flickr.com/photos/richardmscott/95724014/ Graphic Organizer example= http:// exploringafrica.matrix.msu.edu/images/pillarsorg.jpg North= http:// www.natureserve.org /explorer/ on polar bears Graphic organizer= http:// www.rit.edu/~comets/gowritingpatterns.html Basics= http:// www.epa.gov/climatechange/science/pastcc.html Answers= http:// www.ncdc.noaa.gov/oa/climate/globalwarming.html#INTRO Adventure= http://globalwarming101.com/ Individual level= http://tinyurl.com/2ak3ty What can we do= http:// www.climatechange.eu.com / www.gengreen.org Washington= http:// tinyurl.com/ytdndg Polar bear picture= http://www.flickr.com/photos/stijnvogels/379043186/ http:// webquest.org/index.php the webquest home page. http://oncampus.richmond.edu/academics/education/projects/webquests/lewisclark/index.htm is an excellent example of a webquest. Evaluation Teacher Script Conclusion

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score 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. 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. 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. 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. 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. Knowledge Gained All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure. Presentation & Discussion All students had a part explaining their subject thoroughly . Also had good discussion about other projects. One student gave the presentation or the presentation was poor or the students did not participate in the following discussions. Two of the three options under accomplished happened. All three options under accomplished happened.

15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I would not spend too much time on the specific examples of either the polar bear or the adventure. But would spend more time on what global warming is and try to make sure that students understand what exactly is going on. Be sure to make your own example of a graphic organizer, it does not have to be on global warming but some students are not good at being graphically organized. The basic and answer links are the most important ones and should be the focus of the explanation. Explain how the links work and also be sure to show them how to find the answers to the FAQ’s in the answer link. When you get to the What can we do link be sure to explain to students that it is okay to use a different language then English if there are any ESL students. Also this is the link that will help them find their solution and also has information regarding what causes global warming. Students will most likely use a Microsoft office program to design their brochure but be sure to mention that it is okay if they feel the need to hand draw the project. Students should be encouraged to explore these sites beyond the first link. This page is linked to the Process segment off of the Teacher Page Evaluation Teacher Script Conclusion

16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students will get experience searching on the web which is possibly the most useful tool one can have in this age. They will also have a chance to collaborate with their peers and this is known to increase learning and comprehension. Also the assignment is to be done in a visual format and this also increases the likelihood that they will remember especially since there will be so many different variations. Having them present their brochure at the end will get them used to being up front with everyone watching but I think that if possible I would have them sit in a circle. Doing this may lead them to debate their solutions at the end of presentations. When it comes to having a reference section I believe that after having done many that there is no reason that I do not need more practice referencing. Evaluation Teacher Script Conclusion

17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page http://rubistar.4teachers.org/index.php was used to make the rubric…mine is listed under Stearman this is only listed in the teacher pages. Earth egg picture= http://www.flickr.com/photos/azrainman/2047910540/ Carbon Planet= http://www.flickr.com/photos/davesag/529643554/ Global Warming graphic= http://media.learningfundamentals.com.au/combating-global-warming-map.jpg Graphic Organizer example= http:// exploringafrica.matrix.msu.edu/images/pillarsorg.jpg North= http:// www.natureserve.org /explorer/ on polar bears Graphic organizer= http:// www.rit.edu/~comets/gowritingpatterns.html Basics= http:// www.epa.gov/climatechange/science/pastcc.html Answers= http:// www.ncdc.noaa.gov/oa/climate/globalwarming.html#INTRO Adventure= http://globalwarming101.com/ Individual level= http://tinyurl.com/2ak3ty What can we do= http:// www.climatechange.eu.com / www.gengreen.org Washington= http:// tinyurl.com/ytdndg Polar bear picture= http://www.flickr.com/photos/stijnvogels/379043186/ http:// webquest.org/index.php the webquest home page. http://oncampus.richmond.edu/academics/education/projects/webquests/lewisclark/index.htm is an excellent example of a webquest. Evaluation Teacher Script Conclusion