Introduction
Dear Researchers,
You are New York Zoological Society Wildlife Conservation and Animal Rights Activists. As such you are aware of human impact on animals in different biomes. You need to convince people in general of your belief that human impact on biomes needs to change for the betterment of our environment and the animals we share it with. The challenge involves dealing with researching a deeper understanding into the biome of your choice from the short list of six major terrestial (land) ones: 1) Tundra 2) Taiga 3) Rain Forest-tropical and temperate 4) Desert 5) Grasslands-tropical and temperate 6) Temperate Deciduous Forest in order to find evidence to support your Annual Wildlife Conservation and Animal Rights Fund Raising March. You will create a informative persuasive brochure and, an inspirational poster to hand out and. carry in the march in a effort to convince people to agree with your positions. You can self-evaluate your brouchure with the checklist provided. There is a rubric in the Evaluation section to evaluate the whole group work.
Task
You are responsible for creating a informative persuasive brochure and inspirational poster to share the evidence you have found that supports your beliefs as a New York Zoological Society Wildlife Conservation and Animal Rights Activist for the Annual Wildlife Conservation and Animal Rights Fund Raising March.
You will have questions and websites to work from. You will be encouraged to create your own questions and. find additional websites that support your beliefs. After you have worked individually you will share your work with your classmates with the intent of combining the best elements of all students work to create the most powerful and persuasive brichures and posters for the march. The final work will be evaluated by the quality of the work presented. Your presentation will show your chosen biome(s), the affect(s) of human interaction with the given biome and, your recommendation(s) for changes you feel necessary by humans to improve their interaction with the given biome(s).
Process
After choosing your biome, use the checklist, questions and, websites provided to do your research. Add any questions and websites you want. Take notes you think will help you persuade the reader to agree with your beliefs in your notebook. Be as careful as you can to accurately record the supportive text and or data so you can make the most convincing informstive persuasive brochure and, inspirational poster you can. As a group you will share your individual research, brochures and, posters. All students will vote on the best pieces to use in the anual Fund Raising March.
Brochure checklist;
_____title
_____all names of all participants
_____6 slides (one of each biome)
_____causes of negative/positive impact of human interaction in each biome
_____solutions for positive changes in human interaction in each biome
Questions;
1. What did the biome look like before human interaction?
2. How have animals been affected by human interaction in the biome you chose to study?
3. Did any animals become extinct because of human interaction with the biome you chose?
4. How can humans change their interaction with the biome to have a positive impact on the biome?
5. Where in general is your biome located?
6. Why did you choose the biome you did?
7. How did the weather change before and after human interaction in your biome?
Resources;
1. www.windows2 universe.org/earth/ecosystems.html
2 .biome-tundra.weenly.com/human-influences/html
3. tropicalforestscience10.weebly.com/human-impacts.html
4. desertbiomes.weebly.com/human-impacts.html
5. classroom.synonym.com/impacts-humans-grasslandbiomes
6. www.mde.state.md.us/programs/water/wetlandsandwaterways
8. studyjams.scholastic.com
9. NOVELNY/Gale Engage scholasticgo.grolier.com
10. NOVELNY/Gale Engage elibrary.bigchalk.com
Evaluation
Rubric
Criteria Outstanding Commendable Satisfactory Below Expectation
Content Extensive Thourough Adequate Inadequate
Creativity Unique Perceptive Fulfilled Inadequate
Task Always on Usually on Generally on Off
Conclusion
Congratulations! You have completed your first webquest to support your belief(s) as New York Zoological Society Conservation and Wildlife Activists. Stand tall, speak clearly and walk together (all6 biome groups) united on your Annual Conservation and Wildlife Fund Raising March.
Credits
Julie Siestreem
My name is Julie Siestreem, I am a student in the Long Island University Palmer School Library and Information Science LIS 620 : Instructional Design and Leadership Spring 2016: NYCDOE Cohort (Blended) class. I am currently the teacher assigned to the Robin Hood library in my PS/MS 46 Arthur Tappan School in NYC grades PreK-8.
Permissions
We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposed as long as the original aithourhsip is credited. The modified Webquest may be shared only under the same conditions. See the Creative Commons Attribution, Non-Commercial, Share-Alike license for details
This Webquest was created in QuestGarden.
Teacher Page
Teacher Introduction
Unit Overview
Grade 8 Unit 4
Humans and the Environment:Needs and Tradeoffs
April-June 12 weeks
(NYCDOE ScienceScope and Sequence 6-12)
This unit studies energy and materials needs, and how the use of resources of energy impacts the environment for living things. At the end of this unit, students should be able to discuss the impact of the use of energy resources and publish written sources about solutions to differnt environmental issues, and pose the use of alternative energy resources.
Standards:
ELA Common Core
Reading:Literature 1. Cite textual evidenc to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading:Informational Text 7. Integrate information presented in different media of formats (e.G., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Writing: 2. Write inormative/explanatory texts to examine a topic and convey ideas, concepts,and information through the selction, organization, and analysis of relevant content.
Science (NYS Science Standards)
3.2a In all environments, organisms with similar needs may complete with one another for resources.
3.2b Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to permit its survival. Extinction is common. Fossils are evidence that a great variety of species extsed in the past
Technology:
Standard 5 Students will apply technological knowledge and skills to design, construct , use and, evaluate products and systems to satisfy human and environmental needs.
ISTE (International Society for Technology in Education 2016)
1. Facilitate and inspire student learning and creativity.
NETS (National Education Technology Standards for students 2016)
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency