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
Based on a template from The WebQuest Page
An Exploration into
Global Warming
picture by woodleywonderworks
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
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
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
ClimatologistStudent Page
Title
Introduction
Task
Process
Evaluation
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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
Student Page
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Introduction
Task
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[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
ZoologistStudent Page
Title
Introduction
Task
Process
Evaluation
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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
Student Page
Title
Introduction
Task
Process
Evaluation
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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
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!
Student Page
Title
Introduction
Task
Process
Evaluation
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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
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.
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
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/
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
[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
Based on a template from The WebQuest Page
An Exploration into
Global WARMING
picture by woodleywonderworks
[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)
[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)
[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)
[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)
[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)
[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.
[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)
[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)
[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/
[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
