M E N U

Introduction
Aim
Rationale
Learner Description
Prerequisites
Learning Objectives
Materials
Instructional Plan
Plans for Assessment and Evaluation

 

I N T R O D U C T I O N

This webquest was designed to have students pick a non-renewable source and look for an alternative renewable source that students think should be used more in the future, they will compare them, and defend their choice with detailed and examples from this webquest. Top

A I M

This WebQuest aims to promote understanding of the use of non-renewable and renewable resources among ninth grade students by sending them on fact-finding mission to web sites and multimedia. The module (is multidisciplinary) especially stresses the use of Microsoft application software.

R A T I O N A L

Human are using up non-renewable natural resources at great rate and a great cost to the health of the natural environment and life on Earth.  The burning of fuels in factories and transportation has caused acid raid and a great increase in carbon dioxide and pollution in the atmosphere. Scientist believe that human activities such as these have led to global warming.
The job is to develop a plan to reduce the use of non-renewable natural resources in our country.  Students will need to search for products and technologies that use clean energy sources, which come from renewable resources and create a campaign to advertise their products or technologies and their benefits to the environment.  Their goal is to inform and persuade people to change their thinking and refuse products that damage the environment.

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L E A R N E R S

The activities in this webquest are designed for high-school students (grade nine). However, it can be used with younger, motivated students, or older students who have yet to develop an understanding of the use of natural resources in the United States.

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P R E R E Q U I S I T E S

Before using the webquest, students should be able to:

• Be able to use search engines to surf the web
• Be proficiently in the use of Excel, Word, and PowerPoint
• Be able to work cooperatively in teams to accomplish shared goals

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L E A R N I N G - O B J E C T I V E S

At the end of this webquest students should be able to:

• Use the Internet to do research
• Identify two categories of natural resources
• Develop an understanding of our natural resources, where they come from, and how they are created
• Investigate alternative renewable resources
• Generalize the relationship among natural resources, environment, and economic
• Describe the relationship between the use of non-renewable resources and its economic and environmental effect in our society
• Develop a plan to reduce the use of non-renewable resources in our country
• Use Excel charts to present data to the audience
• Exhibit effective collaboration skills while working in groups to share information and develop a solution to a real-world problem.
• Create a newsletter to persuade and inform people about their findings
• Develop a PowerPoint Presentation

This WebQuest meets the following Illinois Learning Standards:

Language Arts

• Reading:1.A.4a, 1.B.4a, 1.B.4b, 1.C.4a, 1.C.4b, 1.C.4f
• Writing: 3.A.4, 3.B.4a, 3.B.4b, 3.C.4a, 3.C.4b
• Listening and Speaking: 4.A.4a, 4B.4a
• Research: 5.B.4a, 5.B.4b, 5.C.4a, 5.C.4b

Science:

• Inquiry and Design: 11.A.4c,11.A.4d, 11.A.4f, 12.E.3c

Social Science:

• Economics: 15.B.4b, 15.C.4b

ISTE National Educational Tech. Standards for Students (NETS'S)

Grades 9 to 12

• Make informed choices among technology systems, resources, and services. (1, 2)
• Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)
• Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2)
• Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)
• Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity. (4, 5, 6)
• Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning. (4, 5)
• Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

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M A T E R I A L S

• Computers with Internet access and a web browser
• Microsoft Office XP installed
• LCD projector for students to present their projects.

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I N S T R U C T I O N A L - P L A N

• Students will be assigned to a team of four students. Student will learn about the two categories of natural resources
• Students will design a newsletter, using Microsoft Word, and prepare a presentation, using PowerPoint, to persuade and inform people about their findings     

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A S S E S S M E N T - E V A L U A T I O N

The final assessment will be a PowerPoint presentation and a newsletter. The students will receive rubrics for the PowerPoint presentation, newsletter, and oral presentation so they have a clear idea of expectations.