Biomes WebQuest

This is for a 10th grade biology class studying biomes in Colorado.

1. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A Web Quest for 10th Grade Biology
Designed by
Miss Testerman
[email protected]
Based on a template from The Web Quest Page
Biomes

2. 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

3. 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

4. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
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
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

5. 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

6. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Errors cause
difficult
understanding
the majority of
assignments.
Errors cause
difficultly
understanding
parts of
assignments.
Errors are
present
throughout and
begin to effect
flow.
Noticeable
errors but flow
is still not
effected.
Almost
completely
error free ones
that are present
do not effect
flow.
Grammar/Spelli
ng
Technology is
not used
correctly.
More that one
assignment
uses the
technology
incorrectly and
enough
information is
missing to
make them
incomplete.
At least one
assignment use
the technology
incorrectly and
more than one
is missing
information.
All three
assignments
use the
technology
correctly but
one is missing
information.
All three
assignments
are useful and
support
conclusion.
Proper Use of
Applications
Conclusion is
inappropriate
and not based
on information
gathered.
Conclusion is
appropriate but
not completely
supported and
proficient
explanation.
Conclusion is
appropriate but
lacks through
support.
Conclusion is
appropriate and
supported, but
others may
have trouble
understanding
it.
Conclusion is
thought
through,
supported and
presented in a
manner that
others can
follow.
Supported
Conclusion
Presentation is
missing or off
topic.
Presentation is
missing enough
information that
it becomes
difficult to
follow.
Presentation is
difficult to
understand due
to lack of follow
or missing
information.
Some
information
missing from
presentation.
The
PowerPoint is
still easy to
follow.
All aspects are
cover in
presentation.
The power
point is clear
and easy to
follow.
Presentation
Content
More than one
assignment
missing.
One
assignment
missing other
two complete.
Parts missing
from several of
the three
assignments.
All three
assignments
turned in, but
some part of
one missing.
All three
assignments
completed and
turned in on
time.
Assignment
Completeness
2-0pts4-3pts6-5pts8-7pts10-9ptsCATEGORY

7. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
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

8. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A big thanks to:
http://www.nceas.ucsb.edu/nceas-web/kids/
and
The Web Quest Page and The Web Quest Slide share Group that provide this template
Credits & References

9. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A Web Quest for 10th Grade Biology
Designed by
Sophie Testerman
[email protected]
Based on a template from The Web Quest Page
Evaluation
Teacher Script
Conclusion
Biomes (Teacher)

10. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
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.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)

11. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This course is for 10
th
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.
Evaluation
Teacher Script
Conclusion
Learners (Teacher)

12. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
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 investigation
1.9-12.2: 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 models
1.9-12.5: 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)

13. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
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
Teacher Script
Conclusion
The Process (Teacher)

14. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
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)

15. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
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.
Grammar/Spelli
ng
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.
Proper Use of
Applications
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.
Supported
Conclusion
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.
Presentation
Content
How complete is the assignment? Are all three parts included? Use student
rubric to determine points to be awarded.
Assignment
Completeness
2-0pts4-3pts6-5pts8-7pts10-9ptsCATEGORY

16. [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)

17. [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)

18. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
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.pdf
Picture from Flicker Rocky Mountain National Park 1 posted by OneofThem
and
The Web Quest Page and The Web Quest Slide share Group that provide this
template
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)