biomes webquest
DESCRIPTION
This is for a 10th grade biology class studying biomes in Colorado.TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A Web Quest for 10th Grade Biology
Designed by
Miss [email protected]
Based on a template from The Web Quest Page
Biomes
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
You are a top scientist in your field. The North American Species Reintroduction Society is asking for your help. They would like you to gather information on a variety of North American biomes and organize the information appropriately. Based on you findings determine which biome you would recommend the fictional SpatulaTankWhozit be introduce to. The society had requested that you write a formal recommendation and prepare a brief presentation. Be sure to use the scientific method to complete your investigation.
Introduction
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
There three parts to your assignment:
-Organize data in excel
-Create a very brief PowerPoint presentation
-Write several paragraphs in Word informing the society of you decision (conclusion)
Title
The Task
Student Page
Title
Introduction
Task
Process
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[Teacher Page]
1. Click on each of the following biomes. Gather the average temperature, the average rainfall, most common weather conditions, basic plant life and unique characteristics. Temperate Grassland Temperate Forest Alpine Taiga
2. Create tables and graphs to display the information you gathered in an appropriate way.
3. Once your information on the biomes is gathered visit the following link to learn about the SpatulaTankWhozit.
4. Based on what you read create a recommendation for which biome the species should be reintroduced to. You must support your recommendations with facts.
5. Create a short PowerPoint that will provide proof and explanation of your findings. This should be something you could present to the society.
The Process
SpatulaTankWhozit
• Size of toaster oven• Fang-like teeth• Feed on grub (worms/
bugs) and small rodents• Thick layer of insulating
fur
Click Here to Return
Student Page
Title
Introduction
Task
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Credits
[Teacher Page] CATEGORY 10-9pts 8-7pts 6-5pts 4-3pts 2-0pts
Assignment Completeness
All three assignments completed and turned in on time.
All three assignments turned in, but some part of one missing.
Parts missing from several of the three assignments.
One assignment missing other two complete.
More than one assignment missing.
Presentation Content
All aspects are cover in presentation. The power point is clear and easy to follow.
Some information missing from presentation. The PowerPoint is still easy to follow.
Presentation is difficult to understand due to lack of follow or missing information.
Presentation is missing enough information that it becomes difficult to follow.
Presentation is missing or off topic.
Supported Conclusion
Conclusion is thought through, supported and presented in a manner that others can follow.
Conclusion is appropriate and supported, but others may have trouble understanding it.
Conclusion is appropriate but lacks through support.
Conclusion is appropriate but not completely supported and proficient explanation.
Conclusion is inappropriate and not based on information gathered.
Proper Use of Applications
All three assignments are useful and support conclusion.
All three assignments use the technology correctly but one is missing information.
At least one assignment use the technology incorrectly and more than one is missing information.
More that one assignment uses the technology incorrectly and enough information is missing to make them incomplete.
Technology is not used correctly.
Grammar/Spelling
Almost completely error free ones that are present do not effect flow.
Noticeable errors but flow is still not effected.
Errors are present throughout and begin to effect flow.
Errors cause difficultly understanding parts of assignments.
Errors cause difficult understanding the majority of assignments.
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Credits
[Teacher Page]
Now that you have completed this assignment you have proven yourself as a scientist. You have gathered information on a real life subject (the biomes- some of which you live in) and made an educated guess from that information. You are on the road to becoming a real problem solver.
Conclusion
Student Page
Title
Introduction
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[Teacher Page]
A big thanks to:http://www.nceas.ucsb.edu/nceas-web/kids/andThe Web Quest Page and The Web Quest Slide share Group that provide this template
Credits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A Web Quest for 10th Grade Biology
Designed by
Sophie [email protected]
Based on a template from The Web Quest Page
Evaluation
Teacher Script
Conclusion
Biomes (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
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Credits
Teacher Page
This Biome Web quest is to help students familiarize themselves with the different biomes. These are specific to biomes that can be found in Colorado. This web quest is meant to come before the students study all of the different but after the definition of biomes has been explained. The students must investigate, organize data, problem solve and draw a conclusion. After students complete this assignment teachers should discuss how the students used scientific method in order to complete the assignment.
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Introduction (Teacher)
[Student Page]
Title
Introduction
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Teacher Page
This course is for 10th grade Biology students. The assignments require students to interrupt the graphs they create. This will require students to understand proportions.
Students will need to understand the scientific method and the definition of a biome. The students should also be familiar with how animals adapt to their environments.
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Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
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Teacher Page
Colorado State Standards Addressed:
Standard 1: Students can use methods of science to design, create, evaluate and write about an experiment. Students should be able to understand:1.9-12.1: Form questions and create a hypotheses based on knowledge of science in order develop a plan or method for an investigation1.9-12.2: Choose and employ technologies to collect, manage and make sense of data obtained in an investigation and then use to describe the findings.1.9-12.3: Decide if information is valid and where possible errors may have come from within the investigation.1.9-12.4: See different possible explanations and models1.9-12.5: Produce and alter explanations and models with the help of evidence, logic and experiments while being sure demonstrate ability to pick out and control variables.1.9-12.6: Share and judge scientific ideas from which conclusions can be drawn.
Standard 3: Life Science: Students should be able to understand the characteristics and structures of living things, life cycles and interactions between the biotic and abiotic factors in an environment.Students should be able to understand:3.9-12.16: An organism’s niche (role) in its environment is determined by its adaptations.3.9-12.17: Differences that exist within a population allow the species to have a better chance of survival if it is placed in an environment with different conditions.
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
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Credits
Teacher Page
1. Click on each of the following biomes. Gather the average temperature, the average rainfall, most common weather conditions, basic plant life and unique characteristics. Temperate Grassland Temperate Forest Alpine Taiga Explain to students how the hyperlinks work.
2. Create tables and graphs to display the information you gathered in an appropriate way. Circulate through the computer lab to help students if they have trouble with this step. Do not tell them how to organize. Only help with technical problems.
3. Once your information on the biomes is gathered visit the following link to learn about the SpatulaTankWhozit.
4. Based on what you read create a recommendation for which biome the species should be reintroduced to. You must support your recommendations with facts.
5. Create a short PowerPoint that will provide proof and explanation of your findings.
This should be something you could present to the society.
This is meant to be similar to an inquiry lab. Do not provide too much help with the thought process. Only intervene when absolutely necessary to avoid too much frustration.
This assignment is meant to take at least one class period for students to collect the information. The interpretations data may take place at home or in class which would require extra days. It is recommended that students have several days to complete the assignment for homework as well. This assignment is meant to be completed individually however groups may be used if you are concerned about the students abilities and needs.
Teachers must have secure classroom management skills in order to trust students to work individually in a computer lab.
If you are lacking computers you could divide the class into groups and give them separate assignments and rotate groups through activities.
Evaluation
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Conclusion
The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
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Credits
Teacher Page
Facility needs:-Computer lab or one computer per student.-PowerPoint-Internet Access-Excel -Word Processing Software
Kids Do Ecology, http://www.nceas.ucsb.edu/nceas-web/kids/ is the main website for this assignment. It is also available in Spanish. You can format the PowerPoint to fit your local biomes in order to make the assignment more meaningful for students.
This assignment is meant to be taught and facilitated by one teacher. The connection between your local biomes and the assignment are meant to serve in place of a field trip.
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
CATEGORY 10-9pts 8-7pts 6-5pts 4-3pts 2-0pts
Assignment Completeness
How complete is the assignment? Are all three parts included? Use student rubric to determine points to be awarded.
Presentation Content
Did students include all information necessary to complete the assignment in the introduction? What is complete and flowing? Use student rubric to determine points to be awarded.
Supported Conclusion
Is the conclusion correct in assumptions? Did the student support the conclusion they made correctly and completely? Any assumption can be accepted as long as information supports it. Use student rubric to determine points to be awarded.
Proper Use of Applications
Are all of the applications used effectively? Did the student demonstrate proper understanding of how to convey information with the applications? Use student rubric to determine points to be awarded.
Grammar/Spelling
This portion is up to the teacher. It should follow your classroom policies. Use student rubric to determine points to be awarded or create your own. Be sure students understand expectations.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Explain all of the following before students begin to work. Do not interupt after they begin for further instruction on the assignments. Only intervene if there is a reoccuring technical issuses.
Introduction: Tell students to read carefully. Ask if there are any questions.
Task: Ask students to read the three tasks. Explain briefly which programs will be needed for each task. Students will need a word processor and excel. Do not explain exactly what is included in each part, this is up to the student.
Process: Use bold promts in Teacher Process. Do not over help. This is inquiry and trial in error.
Evaluation: Ask students to look at their copy of the evalutation. Read to them what you are looking from your evaluatoin page.
Conclusion: Tell student they can choose to read the conclusion and be done or they may peer edit with another student who has completed the assignment.
Evaluation
Teacher Script
Conclusion
Teacher Script (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This Web Quest should help students understand biomes. They should also understand the scientific process. Students should have a better appreciate how science can be relevant in their lives.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
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Credits
Teacher Page
A big thanks to:http://www.nceas.ucsb.edu/nceas-web/kids/http://www.cde.state.co.us/cdeassess/documents/standards/science.pdfPicture from Flicker Rocky Mountain National Park 1 posted by OneofThem andThe Web Quest Page and The Web Quest Slide share Group that provide this template
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)