Designing a proposal to save a biome that needs help
Introduction Task Process Evaluation Conclusion Standards
Sylvia Ray, Rutland High School
The students are to be split up into groups and are to write a proposal about how they can save an environment or biome from further human destruction. They are to use the websites to do research and get the information that they need about that specific biome and there will be one website that explains how to write the proposal and give an example. It is important that they think like scientist that have set out to save a habitat that our future generations deserve to have around. The students are going to have to learn everything that they can about that biome and the vegetation, animal interactions and how humans affect that particular biome.
Introduction
Imagine that you are a scientist that is trying to save an habitat that contains species that are going extinct. Scientists do not just go out and do the field work they have to start with the research. They launch themselves into their work by research and going out into the field and observing the animal interactions and the habitat. Scientists try to put restrictions on what we can do in that habitat. they take notes as they observe that habitat and record important information about whether or not the habitat can be saved.
In this WebQuest your task is to write a proposal on how you would go about saving that habitat. You are to include how the humans are affecting the environment and what you can impose to save the environment. You are to also, include how you would punish the people that do not follow these restriction, you would you try and pass a bill to make this area a state park and why. It is up to you to think about how you to save this habitat. You need to explain in this proposal the condition of the environment, what types of animals and vegetation are found and why it is important that we preserve this biome for the future. You also, need to include how the living and nonliving elements of the environment interact. Plus, you are responsible for coming up with creditable sources for all the information that you use in the paper.
SEV2. Students will demonstrate an understanding that the Earth is one interconnected system.
SEV5. Students will recognize that human beings are part of the global ecosystem and will evaluate the effects of human activities and technology on ecosystems
Each member in each group will be assigned a role and the roles are: materials/observer, advice seeker/checker, manager, and the relater/summarizer. Each member is responsible for his/her individual duties and each member will be giving the teacher a peer evaluation on other group members, so remember to keep up with your responsibilities. Each member will assist with the research; no one group member is to gather all the information on their group’s biome. Each group member will turn in a list of cited sources to the teacher.
Explanation of your roles in the group.
You will research using the different links.
The world's biomes
Introduction to biomes
You will be expected to read all the information about brainstorming, building consensus, evaluating web pages, primary source documents, and time management because you are expected to use these techniques in the project. All this information will help you determine which sources are creditable and which ones you can use. It will also, help you manage your time on the project.
Brainstorming
Building Consensus
Evaluating Web Pages
Primary Source Documents
Time Management
You will need to print the example of a proposal and the information about writing a proposal.
Writing Your Proposal
Example
Evaluation
This is how your work will be evaluated.
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Beginning
1 |
Developing
2 |
Qualified
3 |
Exemplary
4 |
Score |
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Stated Objective or Performance |
No group participation |
Minimum group participation |
Participating in class sessions with group, but not getting the work done outside of class. |
Participates fully in group work and takes it home to work on it more. |
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Stated Objective or Performance |
Does not show any knowledge about the biome. The proposal contains no information about the biome. |
The proposal only shows a minimum about the biome. It does not give details or all the information asked for. |
The proposal shows an outline of the information about the biome with no details. Does not contain all the information needed. |
Proposal shows that the group is knowledgeable about the biome and has put a great deal of research into it. It contains details and the information needed. |
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Stated Objective or Performance |
The proposal lacks creativeness on restriction on what humans can do in the specified biome. Does not state anything clearly. |
The proposal shows no creativity, neatness or organization when it comes to presenting ideas on restrictions for humans. Does not explain the restrictions clearly. |
The restriction on human section is clear, creative, and organized, but it lacks supporting information to show it is necessary to help the environment to recover. |
the restriction on humans section of the proposal is clear, organized, creative and contains supporting information on why it should be in place to help the environment recover. |
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Stated Objective or Performance |
No creativity on how to punishments humans for not following restrictions. it shows no one has done no research on this section. |
Shows that you have done research, but is not clearly explained or understood. No examples of how serious the punishments are. |
Clearly explains the punishment for not following the restrictions and gives examples, but are not detailed enough in your example. |
Clearly explains the punishment for not following restrictions and gives detailed and understood examples. It is thought out and researched. |
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Stated Objective or Performance |
There is no explanation of why you would make this area a state park, but is an answer to if you would pass a bill to make this area a state park, but not an understood answer. |
The answer is stated clearly, but there is no explanation of why you would make this area a state park. |
The answer is stated clearly, but the explanation is not clearly explained or understood. The reasons do not make sense for your biome. |
There is a clearly stated answer, and explanation. The reasons make sense for your assigned biome and include examples of how fast this habitat is disappearing. |
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Stated Objective or Performance |
Your group shows no knowledge of rate of destruction or the condition of the environment. Your group only stated facts with no creativity. |
Your group shows some development of creativity and development of writing. |
Your group shows knowledge of the condition of your biome or habitat and is creative. The writing is above and beyond my standards. |
The group shows an expanded knowledge of the condition of the biome and includes example of what is causing the biome or habitat destruction. the examples are very detailed and as if someone can see it in their head. |
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Stated Objective or Performance |
Does not contain any relevant reason why your specified biome or habitat is important for the future generations. |
Contains relevant information why the specified biome is important for future generations, but gives no clear explanation. |
States relevant and clearly the reasons why the specified biome or habitat is important for future generations, but lacks detailed examples. |
States relevant reasons why and in great detail explains why the biome is important for future generations. Plus, it gives detailed examples. |
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You will need to reflect on what you have learned about biomes to understand some of the further concepts of biology or science. It is important that you use this knowledge to grow and learn how we impact the world around us. Take time to reflect on what you learned and write it down. You will hand this in, so please be honest I would like to know if this project has helped any of you expand your knowledge and point of view on the different biomes. If you are further interested in the topic here are some more links to place that discuss different proposals of saving endangered or at risk of extinction species.
The Golden LionTamarin
The Bamboo Lemur
The Orchids and Hummingbirds
This was adapted from an original WebQuest created by Corey Norton, Austin Peay State University
