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EDUC331 Global Warming Webquest

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Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page ] A WebQuest for 9 th to 10 th grade Earth Science/Biology Designed by Jessica Quig [email protected] Based on a template from The WebQuest Page An Exploration into Global Warming picture by woodleywonderworks
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Page 1: EDUC331 Global Warming Webquest

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

A WebQuest for 9th to 10th grade Earth Science/Biology

Designed by

Jessica Quig

[email protected]

Based on a template from The WebQuest Page

An Exploration into

Global Warming

picture by woodleywonderworks

Page 2: EDUC331 Global Warming Webquest

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

“Global warming” has been splashed across the news in recent years in connection

with everything from changes in rainfall to an increase in numbers of hurricanes.

Many scientists are blaming humans for this phenomenon. Governments and

corporations worldwide are spending billions of dollars investing in „green

initiatives‟ such as wind power and biofuels to lessen the effects that humans have

on the environment.

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.

Introduction

Background picture by divediva jade

http://www.flickr.com/photos/divedivajade/218467073

Page 3: EDUC331 Global Warming Webquest

Student Page

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

Your team‟s task is to create a board game to promote awareness about global

warming by delving into four key questions:

1) What is global warming?

2) What causes global warming?

3) How can global warming effect our lives?

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!

Title

The Task

Page 4: EDUC331 Global Warming Webquest

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

To begin, each team member must choose his or her field of expertise :

Climatologist

Hydrologist

Zoologist

Botanist

-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!

The Process Part 1: Fields of Expertise

Page 5: EDUC331 Global Warming Webquest

ClimatologistStudent Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

1) Greenhouse gases like carbon dioxide are getting much of the blame for

global warming. Make a list of things that people do that put carbon dioxide into

the atmosphere.

2) Now look at this graph, which shows how temperature and atmospheric carbon

dioxide levels have changed over time. What has happened to carbon dioxide levels

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

Page 6: EDUC331 Global Warming Webquest

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

1) Your main focus is going to be the icecaps. Some scientists predict that if

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

poles—of course, not everyone agrees with this prediction.

What is happening to sea levels now compared to the past? Now look specifically

at the past 100 years.

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.

Hydrologist

Click here to return to Process

Page 7: EDUC331 Global Warming Webquest

ZoologistStudent Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

1) Pick two animals that are feeling the effects of rising temperatures and why

changes to their populations might matter to you.

2) Now watch this video. Pick one of the species talked about in the video and

draw two pictures. 1) A picture of that species in their habitat today 2) A picture

of the species in their habitat as may happen if global temperatures continue to

rise.

Click here to return to Process

Page 8: EDUC331 Global Warming Webquest

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

1) Different kinds of plants can survive in different temperatures. Find one

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

each possesses. How would the plants of Fort Collins likely change in response to a

warmer climate?

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?

Botanist

Click here to return to Process

Page 9: EDUC331 Global Warming Webquest

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

AFTER COMPLETING YOUR INDEPENDENT RESEARCH:

-Report back to your team! In order to understand the process of global climate

change, and to convince the public of your findings, you will need the support of

everyone‟s research!

-To begin, each team member will share his or her findings on each of the assigned

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!

The Process Part 2: Sharing Your Knowledge!

Now you are ready to start making your game!

Page 10: EDUC331 Global Warming Webquest

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

-This is what I‟m looking for in your final product (see the rubric for specific point

distributions):

-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

(for a total of 12) built into your game.

-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

are all good templates--or you can create your own!

The Process Part 3: Creating Your Board Game

Page 11: EDUC331 Global Warming Webquest

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]Evaluation

CATEGORY 4 3 2 1

Knowledge Gained All students in group

could easily and

correctly state several

facts about the topic

used for the game

without looking at the

game.

All students in the

group could easily and

correctly state 1-2 facts

about the topic used

for the game without

looking at the game.

Most students in the

group could easily and

correctly state 1-2 facts

about the topic used

for the game without

looking at the game.

Several students in the

group could NOT

correctly state facts

about the topic used

for the game without

looking at the game.

Creativity The group put a lot of

thought into making

the game interesting

and fun to play as

shown by creative

questions, game pieces

and/or game board.

The group put some

thought into making

the game interesting

and fun to play by

using textures, fancy

writing, and/or

interesting characters.

The group tried to

make the game

interesting and fun, but

some of the things

made it harder to

understand/enjoy the

game.

Little thought was put

into making the game

interesting or fun.

Attractiveness Contrasting colors and

at least 3 original

graphics were used to

give the cards and

gameboard visual

appeal.

Contrasting colors and

at least 1 original

graphic were used to

give the cards and

gameboard visual

appeal.

Contrasting colors and

"borrowed" graphics

were used to give the

cards and gameboard

visual appeal.

Little or no color or

fewer than 3 graphics

were included.

Cooperative work The group worked well

together with all

members contributing

significant amounts of

quality work.

The group generally

worked well together

with all members

contributing some

quality work.

The group worked fairly

well together with all

members contributing

some work.

The group often did

not work well together

and the game appeared

to be the work of only

1-2 students in the

group.

Page 12: EDUC331 Global Warming Webquest

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

Congratulations!

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

yourself:

What role are you playing in global warming each day?

Are you willing to challenge yourself to follow your own advice from this project?

Conclusion

Page 13: EDUC331 Global Warming Webquest

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]Credits & References

http://flickr.com/photos/cmichel67/84146617/

http://flickr.com/photos/wwworks/2222523486/

http://flickr.com/photos/divedivajade/218467073/

http://flickr.com/photos/arib/152434894/

http://flickr.com/photos/bullish1974/564943824/

Page 14: EDUC331 Global Warming Webquest

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page] Credits & References

This WebQuest was created using The WebQuest Page template

The WebQuest Slideshare Group

http://flickr.com/photos/tim_ellis/26360948/

Climatologist Links:

Greenhouse gases: http://www.eia.doe.gov/bookshelf/brochures/greenhouse/Chapter1.htm

Graph: http://www.epa.gov/climatechange/science/pastcc_fig1.html

Hydrologist Links:

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

Page 15: EDUC331 Global Warming Webquest

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

A WebQuest for xth Grade (Put Subject Here)

Designed by

Put Your Name Here

Put Your E-mail Address Here

Based on a template from The WebQuest Page

Evaluation

Teacher Script

Conclusion

Put the Title of the Lesson Here (Teacher)

A WebQuest for 9th to 10th grade Earth Science/Biology

Designed by

Jessica Quig

[email protected]

Based on a template from The WebQuest Page

An Exploration into

Global WARMING

picture by woodleywonderworks

Page 16: EDUC331 Global Warming Webquest

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This WebQuest was developed at part of the EDUC331 Education Technology course

at Colorado State University.

This WebQuest is intended to give students a base knowledge of global warming,

as well as develop some ideas of how this phenomenon plays into their own lives.

While most students will likely be familiar with the term, they may not know what

global warming means in terms of impact on their daily lives.

Evaluation

Teacher Script

Conclusion

Introduction (Teacher)

Page 17: EDUC331 Global Warming Webquest

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This WebQuest is intended for tenth grade biology or ninth grade earth sciences.

The students should not need to have more than a familiarity with global warming

before beginning this lesson.

Evaluation

Teacher Script

Conclusion

Learners (Teacher)

Page 18: EDUC331 Global Warming Webquest

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Learning outcomes for this lesson will include:

Colorado State Standards:

-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 3)

-Students understand that the nature of science involves a particular way of

building knowledge and making meaning of the natural world. (Standard 5)

Thinking and Communication Skills:

-Critical thinking

-Creative production

-Teamwork

-Academic thinking on real-world issues

Evaluation

Teacher Script

Conclusion

Curriculum Standards (Teacher)

Page 19: EDUC331 Global Warming Webquest

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Student Process:

To begin, each team member must choose his or her field of expertise :

Climatologist

Hydrologist

Zoologist

Botanist

-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).

Teacher:

-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.

Evaluation

Teacher Script

Conclusion

The Process (Teacher)

Page 20: EDUC331 Global Warming Webquest

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

-Computers, with internet, available for each student will be needed.

-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

materials.

-This WebQuest is intended to only require one teacher (additional assistance

should be based on your comfort with internet use)

Evaluation

Teacher Script

Conclusion

Resources (Teacher)

Page 21: EDUC331 Global Warming Webquest

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

How will you know that this lesson was successful? Describe what student products

or performances you'll be looking at and how they'll be evaluated. This, of course,

should be tightly related to the standards and objectives you cited above.

You may want to just copy and paste the evaluation section of the student page

(Evaluation) into this space and add any clarifications needed for another teacher to

make use of this lesson.

Evaluation

Teacher Script

Conclusion

Evaluation (Teacher)CATEGORY 4 3 2 1

Knowledge Gained All students in group

could easily and

correctly state several

facts about the topic

used for the game

without looking at the

game.

All students in the

group could easily and

correctly state 1-2 facts

about the topic used

for the game without

looking at the game.

Most students in the

group could easily and

correctly state 1-2 facts

about the topic used

for the game without

looking at the game.

Several students in the

group could NOT

correctly state facts

about the topic used

for the game without

looking at the game.

Creativity The group put a lot of

thought into making

the game interesting

and fun to play as

shown by creative

questions, game pieces

and/or game board.

The group put some

thought into making

the game interesting

and fun to play by

using textures, fancy

writing, and/or

interesting characters.

The group tried to

make the game

interesting and fun, but

some of the things

made it harder to

understand/enjoy the

game.

Little thought was put

into making the game

interesting or fun.

Attractiveness Contrasting colors and

at least 3 original

graphics were used to

give the cards and

gameboard visual

appeal.

Contrasting colors and

at least 1 original

graphic were used to

give the cards and

gameboard visual

appeal.

Contrasting colors and

"borrowed" graphics

were used to give the

cards and gameboard

visual appeal.

Little or no color or

fewer than 3 graphics

were included.

Cooperative work The group worked well

together with all

members contributing

significant amounts of

quality work.

The group generally

worked well together

with all members

contributing some

quality work.

The group worked fairly

well together with all

members contributing

some work.

The group often did

not work well together

and the game appeared

to be the work of only

1-2 students in the

group.

Page 22: EDUC331 Global Warming Webquest

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

-You may start by opening the WebQuest and clicking on Introduction in the left-

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

(or allow students to choose). This will give the student a clearer sense of

direction before moving on to the Process.

-After reading through the Process page, the students should be able to work on

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

(or perhaps how to identify reliable sources) at this point.

**The students may take different amounts of time to complete their research, so

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

Evaluation

Teacher Script

Conclusion

Teacher Script (Teacher)

Page 23: EDUC331 Global Warming Webquest

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Understanding the process of global warming becomes increasingly important as

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

behavioral changes is also becoming increasingly clear. Students today will play an

incredibly significant role in dealing with these problems and implementing

necessary change.

Evaluation

Teacher Script

Conclusion

Conclusion (Teacher)

Page 24: EDUC331 Global Warming Webquest

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Evaluation

Teacher Script

Conclusion

Credits & References (Teacher)

http://flickr.com/photos/cmichel67/84146617/

http://flickr.com/photos/wwworks/2222523486/

http://flickr.com/photos/divedivajade/218467073/

http://flickr.com/photos/arib/152434894/

http://flickr.com/photos/bullish1974/564943824/

Page 25: EDUC331 Global Warming Webquest

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Evaluation

Teacher Script

Conclusion

Credits & References (Teacher)

This WebQuest was created using The WebQuest Page template

The WebQuest Slideshare Group

http://flickr.com/photos/tim_ellis/26360948/

Climatologist Links:

Greenhouse gases: http://www.eia.doe.gov/bookshelf/brochures/greenhouse/Chapter1.htm

Graph: http://www.epa.gov/climatechange/science/pastcc_fig1.html

Hydrologist Links:

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


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