This webquest guides students in conducting research on pollution and its effects on the environment. Students calculate their individual ecological footprints and investigate ways to reduce pollution. Working in groups, students plan a community clean-up project by developing a list of clean-up and preventative activities. They also create a flyer to promote the project. The goal is for students to gain knowledge about environmental issues and inspire others in the community to help address pollution problems.

1. It’s Easy Being Green
Help Save Our Planet!
A WebQuest for 4th
Grade Science
Moriah Bader, Lisa Boerboom, Katherine Decell, Kimberly Harston

2. Introduction
The most respected and intelligent scientists
in the world have asked your team to help
them in their fight to save our planet.
It is up to all of you to recruit others in your
community to clean up the environment
and prevent further pollution!

3. What is “Green”?
In order to help the scientists you must first conduct some
research on pollution and its effects on our planet. Before
you begin click here to print the worksheet for recording
your information. Now, CLICK on the pictures below to get
started.
As you move through these websites ask yourselves:
1. Have I seen this information before or is it completely new to me?
2. What have I learned from researching this topic?
3. What are the most important pieces of information I have found?
*Discuss your individual opinions with your group members.

4. Calculate your “Ecological Footprint”
Now that you have done your research, calculate the
impact you currently have on our environment
~click on the tree to get started!
Were you surprised by your findings?
What can you do differently to reduce your impact on the planet?
*use the provided worksheet for your answers.
Discuss your individual results with your group members and together
decide on the five easiest ways for an individual to leave a smaller
“ecological footprint”.

5. Recruit the community
• Conduct additional research on various ways to clean up
and prevent pollution.
• Click on the 3 pictures below to help get you started.
• Once you have investigated the problem, you must design a
community clean up project.
• Finally you must create a flyer to promote “going green”.

6. The Process
• Students will work in groups of three to complete this task. Each
student will take on one of the following role:
investigator/researcher, project coordinator, flyer design
coordinator.
• The investigator/researcher will utilize the group’s previous
research to choose what “green” ideas will be used in the
community project. This person will make a list of at least 10 clean-
up activities and at least 10 preventative measures.
• The project coordinator will then decide how the ideas will be
implemented in the community. This person will write a one page
summary of how the community project will be conducted. Please
include who will participate, which “green” ideas will be used, how
long the project will take, and what the desired outcome is.
• The flyer designer coordinator will incorporate the “green” ideas in
a visually appealing flyer to promote the community project.

7. Conclusion
• After completing this WebQuest your group should have a greater
understanding of the causes and effects of pollution.
Can the effects of pollution be reversed?
If so, what measures must be taken?
• You should now be armed with information on how to clean up current
pollution and prevent further environmental damage.
Will you make changes to your lifestyle? If so, what will you change?
• You can use your knowledge to recruit others to join you in the fight to
save the planet and help people understand that they can make a
difference regardless of their age or size!
Will you take on this challenge?
Do you want to learn more about ways to help our
planet and become an “EARTH SCOUT”?
If so, then click on the picture to get started!

8. Evaluation
1.) Team members will complete a peer evaluation
form for each member of the group. Click here for
the peer evaluation.
2.) Team members will be evaluated by the teacher
using a rubric. Click here for the teacher evaluation.

9. GPS
• S4CS1 Students will be aware of the importance of
curiosity, honesty, openness and skepticism in science and
will exhibit these traits in their own efforts to understand
how the world works.
S4CS1c. Offer reasons for findings and consider reasons
suggested by others.
• Type: Georgia Performance Standard
• Status: State Approved
• Grade Level: 4th
Grade
• Subject/Focus Area: Science

10. Credits and References
• Earth Scouts. (2007). Retrieved June 8, 2008, from Earth Charter, U.S. Web site:
www.earthscouts.org
• Environmental Kids Club. (2007). Retrieved June 8, 2008 from United State
Environmental Protection Agency Web site: http://epa.gov/kids/
• Environmental Education for Kids. (2008). Retrieved June 8, 2008 from
Wisconsin Department of Natural Agency Web site:
http://www.dnr.state.wi.us/org/caer/ce/eek/index.htm
• Google.com(2008). [Kermit the frog image] (2007). Retrieved May 31, 2008 from
www.gadgetell.com/images/2007/05/kermit.jpg
• The Green Guide for Kids (2007). Retrieved June 5, 2008 from
www.greenguideforkids.bogspot.com

11. • The Green Squad (n.d.). Retrieved June 8, 2008 from The National Resources
Defense Council Web site: http://www.nrdc.org/GREENSQUAD/intro/intro_2.asp
• Hot Earth. Our Planet’s climate is changing. (n.d.). Retrieved June 8, 2008 from
oneclimate.net Web site: http://tiki.oneworld.net/global_warming.climate_home.html?gclid+CND1gtbQ0ZMCFQGfhgodSkYwig
•IslandWood (2008). Retrieved June 8, 2008 from
http://www.island.org/kids/impact.footprint/index.php
• Living a greener life. (2007). Retrieved June 8, 2008 from
eco savvy Website: www.ecosavvykid.com/Home_Page.html
• Reduce waste. If not you, who? (n.d.). Retrieved June 8, 2008 from
Minnesota Pollution Control Agency. Web site: www.reduce.org

12. Group Evaluation
Group # Beginning
1
Developing
2
Accomplished
3
Score
CLEAN-UP &
PREVENTATIVE
INITIATIVES
(20 TOTAL)
Do not
address
problem
Not complete
Difficult to
understand the
benefit
Complete
Complete and
Clearly
addresses the
problem
COMMUNITY
PROJECT
PROPOSAL
Proposal is
disorganized,
difficult to
understand,
or
incomplete
Proposal is
complete, but
may lack
organization
Proposal is well
thought out,
organized, and
creative.
FLYER
Incomplete
Does not
relate to
project
proposal
Complete but
does not clearly
relate to project
proposal
Complete,
clearly relates
to project
proposal
Click on the bee to
return to the webquest

13. WebQuest Peer Evaluation Form
Please rate your team members on the relative contributions that were made
in completing your WebQuest assignment. Your ratings will not be disclosed
to other students. Be honest in this evaluation!
Your Name: _______________________
In rating yourself and your peers, use a one to five point scale, where
5 = Superior
4 = Above Average
3 = Average
2 = Below Average
1 = Weak
EVALUATION ITEM Group Member
Name:
____________
Group Member
Name:
____________
Group Member
Name:
____________
Participated in group
discussions or meetings
Helped keep the group focused
on the task
Contributed useful ideas
Quality of work done
Enter total scores here
ADDITIONAL COMMENTS:
Click on the bee to
return to the webquest

14. It’s easy being green webquest name______________________
What is “green”? (Look through the first websites before answering that question.)
What have I learned from researching this topic?
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________
What are the most important pieces of information I have found?
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________
My definition of green.
__________________________________________________________________________________
______________________________________________________
My ecological footprint: The amount of land needed to support one person with this lifestyle- the land needed to
grow all the food, provide materials to make everything they use, wear and then clean and recycle all the waste and
by products for one person
My current ecological footprint is_________ football fields.
Shade in the number of football fields to illustrate your current ecological footprint.
Change one behavior to see what happens with your footprint.
What behavior did you change?______________________________________________
My new ecological footprint_______
Shade in the number of football fields to illustrate this footprint.
Now go back to your original answers and change a different behavior to see what happens
What behavior did you change this time?________________________________________
My new ecological footprint_______
Shade in the number of football fields to illustrate this footprint.
As a group decide on the 5 easiest ways for an individual to leave a smaller ecological footprint.
_________________________________________________________________
Click here to return
to the webquest