 |
||Introduction||Tasks||Process||Resources||Standards||Learning Advice||Assessment||Conclusion||
|
|
||Introduction||Tasks||Process||Resources||Standards||Learning Advice||Assessment||Conclusion||
You have just been hired by the Environmental Agency of Vermont to investigate one of the many problems facing Lake Champlain. Your assignment is to discover all that you can about one of the ecological problems facing the Lake Champlain Basin.
Lake Champlain, the fourth largest freshwater lake in the United States, is situated between Vermont and New York and extends about six miles into Canada. Most of the water that flows into Lake Champlain comes from an area known as the Lake Champlain Basin which covers about 8,234 square miles. Although Lake Champlain is a vital lake with many assets, it has several serious environmental problems which need attention. Some of the ecological problems facing the lake include, but are not limited to, sea lamprey, zebra mussels, water chestnuts, Eurasian watermilfoil, purple loosestrife, flowering rush, mercury, phosphors and double crested cormorants. In addition, there are several nonnative species which are being watched to determine their impact on the lake.
Task #1: Research, Research, Research!!! Find as much information as you can about your specific topic. Information should include, but is not limited to:
B. Where can it be found?
C. What is currently being done to curb this problem?
D. Where on Lake Champlain did this problem originate?
E. What are the economical and ecological impacts?
F. What can you do to help solve this ecological problem?
Task #2: Use your research to create a fact sheet. Your fact sheet should contain information answering the questions provided to you in the above task.
Task #3: Write a business letter requesting information on your topic. Your letter should also be asking for ways in which you can be of assistance in helping to alleviate this ecological problem.
Task #4: Create a poster related to your topic and include information and pictures about the six questions above. Your poster needs to include, but is not limited to: photos, drawings, clear labels, samples, title, and researcher's name.
Task # 5: Be prepared to share your findings and poster in an oral presentation to the class of at least one minute, and not more than three minutes in length.
Once you have been given your topic to research, follow the steps below to complete your quest.
Step #1: Using the links provided to you, locate the address of an agency that you could contact for information on your topic of study. Once you have located your address, write a business letter requesting information. Be sure to include any questions that you were unable to answer using the links on this page. Before mailing your letter, make sure it has been edited according to the rubric.
Step #2: Use the links provided under resources to locate information.
Step #3: Make sure that your bibliography includes at least two Internet sources and one source other than the Internet.
Step #4: Create a fact sheet with the information that you gathered. (See detailed questions under Tasks.)
Step #5: Make a poster representing information about your ecological topic. (See directions/elements under Tasks.)
Step #6: Prepare an oral presentation of your findings for the class. (See details under Tasks.)
|
|
|
|
|
|
|
|
|
|
|
|
The following Vermont Standards will be addressed during this quest:
Vermont Standard 1.5- Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions: purpose, organization, details, voice and tone.
Vermont Standard 1.6- Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage and mechanics.
Vermont Standard 1.18- Students use computers, telecommunications, and other tools of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately.
Vermont Standard 1.16- Students use a variety of forms, such as dance, music, theater, and visual arts, to create projects.
Vermont Standard 1.19- Students use organizational systems to obtain information from various sources.
Vermont Standard 7.13- Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life.
Students will be assessed using the following rubrics:
|
|
|
|
|
|
|
|
Student was not able to draft, revise, edit, and critique their work. Work shows little evidence of purpose or organization. More than one of the questions listed under Tasks are unanswered and not all information is factual. |
Students draft, revise, edit, and critique their work, but there is little evidence of purpose or organization. All but one of the questions listed under Tasks are answered with factual information. |
Students draft, revise, edit, and critique their work so that final drafts are appropriate in terms of purpose and organization. All questions listed under Tasks are answered with factual information. |
Students draft, revise, edit, and critique their work so that final drafts are appropriate in terms of purpose and organization. Additionally, formatting makes fact sheet appealing and easy to read. All questions listed under Tasks are answered with factual information. |
|
|
Students have more than 3 spelling errors and more than 3 punctuation errors. |
Students have a maximum of 3 of the same spelling errors and 3 of the same punctuation errors. |
Students use at least two different types of sentence structures, and have no more than 3 spelling errors and 3 mechanical errors. |
Students use at least two different types of sentence structures, and have fewer than 3 spelling errors and fewer than 3 mechanical errors. |
|
|
Students are unable to navigate through the WebQuest to conduct research. |
Students are able to navigate through the WebQuest and conduct research with assistance. |
Students are able to navigate through the WebQuest to other sites on the Internet to conduct research and return to the WebQuest from at least an immediate link outside of the WebQuest without assistance. |
Students are able to navigate through the WebQuest to other sites on the Internet to conduct research and return to the WebQuest from several levels outside of the WebQuest without assistance. |
|
|
Students are unable to explain how their ecological topic impacts other ecosystems, and what they can do to help advocate solutions to help solve the problem. |
Students are able to explain how their ecological topic impacts ecosystems, and come up with one way in which they can help to solve this problem with questions and suggestions from the audience. |
Students are able to explain how their ecological topic impacts ecosystems, and come up with one way in which they can help to solve this problem. |
Students are able to explain how their ecological topic impacts ecosystems, and come up with more than one way in which they can help to solve this problem. |
Business Letter Rubric
|
|
|
|
|
|
|
|
More than one of the pieces needed to meet the standard is missing in your letter. |
One of the four pieces needed to meet the standard is missing in your letter. |
1. Letter states information needed and why it's needed. 2. Student located own organization and address. 3. Student located and wrote to the business. 4. Letter stated the timeline that you needed to receive your information by. |
More than one business letter was written and sent out using the criteria that meets the standard. |
|
|
Students have more than 3 spelling errors and more than 3 punctuation errors. |
Students have a maximum of 3 of the same spelling errors and 3 of the same punctuation errors. |
Students use at least two different types of sentence structures, and have no more than 3 spelling errors and 3 mechanical errors. |
Students use at least two different types of sentence structures, and have fewer than 3 spelling errors and fewer than 3 mechanical errors. |
Poster Rubric
Criteria At least one of the questions under Tasks is unanswered,
and information is very general. All questions under tasks are answered, but may contain
only general information. All but one question listed under tasks are answered with
clear, expert information. All questions listed under tasks are answered with clear,
expert information.
Oral
Presentation Rubric
Makes eye contact with the audience five or fewer
times. Makes eye contact with the audience six to nine different
times. Has good speaking stance- both feet on the floor and
standing straight. Makes eye contact with the audience ten different times.
Has a good speaking stance- both feet on the floor and
standing straight. Makes eye contact with the audience more than ten times.
Has a good speaking stance- both feet on the floor and
standing straight.
Now that you are aware of a few of the ecological problems facing our basin, you are ready to help educate your family and friends. Let's all do our part to make sure that our lake stays beautiful and that we are able to continue using this beautiful recreational area. What will you do to help take care of the Lake Champlain Basin?