P1254325948uQHbo - PowerPoint PPT Presentation

Title: P1254325948uQHbo


1
Introduction
Task
Don't Have a Cow Design a Farm Around the World
Resources
Process
(Throughout the WebQuest you may click the
to hear the pages read aloud.)
Evaluation
Click the Cow to Continue
Conclusion
Teacher Page
2
Introduction
Introduction
Task
CONGRATULATIONS!!! You have been awarded a grant
by the Future Farmers of the World (FFW). The
grant will cover all costs, so money is not a
problem. In order to receive the grant, your
group must design a farm in a given biome chosen
by the FFW. What will your farm contain? What
are the natural resources you can use to your
advantage? Most importantly, what conformation
will it be? Good luck in your endeavor.
Process
Resources
Evaluation
Conclusion
Teacher Page
3
Introduction
Your Task
Design a farm in your given Biome using prior
knowledge of mathematical concepts and research
skills. Provided in this WebQuest is a field
journal for you and your group to record
necessary data and calculations to complete this
task successfully. On the resources page you
will find a link to your Biome and mathematical
sites you may use to your advantage. Once you
have completed your task do not feel like you
have to stop traveling the world. You and your
group may also look at the remaining Biomes. On
the evaluation page you will find a rubric that
will prove very useful in completing this task
successfully. Follow the guidelines under
rainforest to create the best farm possible using
the grant money. HAVE FUN!
Task
Process
Resources
Evaluation
Conclusion
Teacher Page
Field journal
4
Math Resources
Introduction
Resources
Resources
Click your Biome for related sources
Task
Tundra
Process
Coniferous Forest
Deciduous Forest
Resources
Grassland
Evaluation
Desert
Conclusion
Rain Forest
Teacher Page
5
Introduction
Process
To begin, open your field journal and save the
file as field_journal. As you research your
Biome answer the questions found in your field
journal. These questions focus on fauna, flora,
and environmental conditions. As the owners of
the farm it is very important that all of these
factors are paid close attention to, because they
are crucial to your farms success. Once you and
your group have become expert ecologists about
your given Biome you will begin to design the
layout of your farm. Before you begin to design
your layout, a teacher must first approve the
ecological information discussed in your field
journal. The layout must include a field for
plants, a pasture for animals, and they must both
be of a different shape, area, and perimeter.
Task
Process
Resources
Evaluation
Conclusion
Teacher Page
Field journal
Continue
6
Evaluation
Introduction
CRITERIA DESERT 50 pts TEMPERATE FOREST 70 pts RAINFOREST 100 pts
CONTENT 4-9 errors in temperature, location and average rainfall, plants and animals. 6-10 errors in calculations 35 pts 1-3 errors in temperature, location and average rainfall, plants and animals. 1-3 errors in calculations 45 pts Gave correct temperature, location and average rainfall. Correctly listed 3 plants and 3 animals. No errors in calculations. 60 pts
CREATIVITY Chose a rectangle, square, or no shape. 10 pts Chose a chose a shape that was a combination of squares and rectangles. 15 points Chose a compound or unusual shape such as circle triangle or organic shape for farm. 25pts
GROUP WORK Did not contribute to overall success of group and left 80 of role incomplete. 5 pts Did not contribute to overall success of group by not completing all of role, however finished 90 or more. 10 pts Contributed to the overall success of group by completing role in group. 15pts
Task
Process
Resources
Evaluation
Conclusion
Teacher Page
Member Evaluation
7
Introduction
Conclusion
Task
Now that your farm is built to the requirements
of the FFW, we would like to offer our thanks for
your hard work and dedication. We hope that you
and your group have not only become experts in
your given Biome, but have also widened your view
of the world. We also hope you have developed
superior mathematical skills and problem solving
ability.
Process
Resources
Evaluation
Conclusion
Teacher Page
8
Introduction
Teacher Page
Task
The intent of this web-quest was to allow
students to explore the different areas of the
world outside of their own. The students
accomplished this task by using the Internet and
technology to bring new worlds to life. In order
to create this quest, two Biology (SC-HS-4.7.1)
teachers, Miss Alderson and Mr. Hadley, along
with a Math (MA-HS-3.1.5)teacher, Mr. Booth,
collaborated to instill in young minds a working
knowledge of the world around them using minds on
activity. To meet the teachers click the cow.
Process
Resources
Evaluation
Conclusion
References the Teachers Used
Teacher Page
9
Introduction
Math
To assist you in your farm project, the FFW has
released this list of valuable mathematical
resources. Use this website to help you convert
the area of your farm from square feet to
acres. http//cleanlake.com/treatment_calculations
.htm Use this website to help you calculate the
area and perimeter of your farm. http//math.about
.com/library/blmeasurement.htm
Task
Process
Resources
Evaluation
Conclusion
Teacher Page
10
Introduction
The Teachers
Task
Process
Resources
Evaluation
Conclusion
Front Row Rex Booth and Kyle Hadley Back Row
Morgan Alderson
Teacher Page
11
Introduction
Tundra
Task
Sites http//www.nhptv.org/natureworks/nwep8a.htm
http//www.blueplanetbiomes.org/tundra.htm http//
ths.sps.lane.edu/biomes/tundra5/tundra5.html
Process
Resources
Animals
http//curriculum.calstatela.edu/courses/builders/
lessons/less/biomes/tundra/tundragifs/snowyowlok.j
pg http//curriculum.calstatela.edu/courses/builde
rs/lessons/less/biomes/tundra/tundragifs/sitafox.g
if http//ths.sps.lane.edu/biomes/Images/pl.bear.
jpg http//www.nhptv.org/natureworks/graphics/tund
ramuskoxsm.jpg
Evaluation
Plants http//www.aktrekking.com/TundraGround3.jpg
http//www.arctic.uoguelph.ca/cpl/arcticnews/upda
tes/moss1.jpg http//library.thinkquest.org/TQ0310
225/graphics/arcticflower.jpg http//scaa.usask.ca
/gallery/northern/dommasch/images/600px/hans60_029
.jpg
Conclusion
Teacher Page
12
Sites http//inchinapinch.com/hab_pgs/terres/conif
erous/c_forest.htm http//www.fw.vt.edu/dendro/For
site/ncfbiome.htm http//earthobservatory.nasa.gov
/Laboratory/Biome/bioconiferous.html
Introduction
Animals http//www.naturarvskompaniet.se/moose.jpg
http//ths.sps.lane.edu/biomes/Images/bl.bear.jpg
http//dspace.dial.pipex.com/agarman/bco/images/b
obcat.jpg http//www.birderblog.com/bird/Graphics/
Screensaver/Birds/Bald-Eagle-01.jpg
Task
Process
Plants http//img.factmonster.com/images/treeGiant
Sequoia.jpg http//www.ecoland.ro/Webshots/Flori/F
ireweed,20Alaska.jpg http//www.woodslore.org/Ima
ges/photos/ferns/dryopterisfelixmas.jpg http//www
.creteplant.com/images/christmas_trees/EconomyGrad
eBalsam.JPG
Resources
Evaluation
Coniferous Forest
Conclusion
Teacher Page
13
Introduction
Deciduous Forest
Task
Sites http//earthob
servatory.nasa.gov/Laboratory/Biome/biotemperate.h
tml http//www.blueplanetbiomes.org/deciduous_fore
st.htm http//inchinapinch.com/hab_pgs/terres/d_fo
rest/td_forest.htm
Process
Animals
http//www.annunciationmonastery.org/white20tai
led20deer20fawn_small.jpg http//www.linsdomain.
com/totems/pictures/coyote.jpg http//www.in.gov/d
nr/fishwild/publications/lifeseries/rabbit.jpg htt
p//www.herpnet.net/Minnesota-Herpetology/salamand
ers/images/SalamanderSpotted_2.jpg
Resources
Deciduous Forest
Evaluation
Plants http//www.bcps.k12.va.us/wcms/dogwood20tr
ee.jpg http//agri.astate.edu/Faculty/Kim_Pittcock
/wildflowers203.jpg http//greenwoodnursery.com/i
mages/redmapleicon.jpg http//botit.botany.wisc.ed
u/images/veg/Cliffs_Dunes/Liverwort_I_VK.jpg
Conclusion
Teacher Page
14
Introduction
Rain Forest
Task
Sites http//www.blueplanetbiomes.org/rainforest.h
tm http//oncampus.richmond.edu/academics/educatio
n/projects/webunits/biomes/rainforest.html http//
www.cet.edu/ete/modules/msese/earthsysflr/rforest.
html
Process
Animals http//www2.lhric.org/kat/parrots.gif http
//www.magikbirds.com/ctf/graphics/facts/snake.jpg
http//www.magikbirds.com/ctf/graphics/facts/lori
s.jpg http//www.uoregon.edu/amaxwel1/rainforestg
allery/picturegallery_files/image002.jpg
Resources
Evaluation
Plants http//www.kidcyber.com.au/IMAGES/Rafflesia
label.jpg http//www.visitandlearn.co.uk/factfiles
06/images/rainforest5.jpg http//www.cocoasustaina
bility.mars.com/images/origins/big_origins.jpg htt
p//www.aguilaharpia.org/photos3/Panama-Rainforest
-Tree.jpg
Conclusion
Teacher Page
15
Introduction
Grassland
Task
Process
Resources
Sites http//earthobservatory.nasa.gov/Laboratory/
Biome/biograssland.html http//www.blueplanetbiome
s.org/grasslands.htm
Animals http//www.mbgnet.net/sets/grasslnd/animal
s/zebra.jpg http//www.hamiltonnature.org/habitats
/habitat_images/Garter-Snake.jpg http//jnweb.type
pad.com/photos/grassland_animals/cover-image-CH004
.jpg http//www.northrup.org/Photos/prairie-dogs/l
ow/prairie-dog-on-watch20(3).jpg
Evaluation
Conclusion
Plants http//www.tarleton.edu/range/Ram20Pictur
es/04248B20robust20plant20crested.jpg http//ww
w.chatburnwildlife.org.uk/plants/pics/coltsfoot.jp
g http//www.yorkshiredales.org.uk/webthumbyellowr
attle-2.jpg http//www.savannabushlodge.co.za/clie
nt/36/image_lib/open20grassland20-20120tree20
image.jpg
Teacher Page
16
Sites http//www.mbgnet.net/sets/desert/index.htm
http//www.cet.edu/ete/modules/msese/earthsysflr/d
esert.html http//www.blueplanetbiomes.org/desert.
htm
Introduction
Task
Animals http//www.hickerphoto.com/data/media/40/a
d_30768n.jpg http//www.gigglepotz.com/images/phto
rtoise.jpg http//wc.pima.edu/bfiero/tucsonecolog
y/animals/Images/Thumbnails/mt_moli.jpg http//nhn
m.unm.edu/kids/Images/Species/Desert20Bighorn.jpg
Process
Resources
Evaluation
Desert
Conclusion
Plants http//www.windows.ucar.edu/earth/images/ca
ctus_sm.jpg http//images.wildmadagascar.org/pictu
res/berenty/spiny_desert_flora_0038.jpg http//z.a
bout.com/d/phoenix/1/0/r/K/tumbleweeds01.jpg http
//i1.trekearth.com/photos/11352/desert-flora.jpg
Teacher Page
17
Process Continued
Introduction
As part of the grant received from the FFW you
may NOT chose a square or rectangle as the shape
of your farm. If you do chose a rectangle or
square your grant will be revoked. The FFW
recommends using shapes found on the mathematical
resource page. Before completing your farm sketch
you must first have your calculations approved by
the teacher. Finally to complete the farm, your
group must include all calculations, all ideas,
and a final sketch of the farm. To make work
fair, there is a group member role page to
clearly define the roles of each group member.
(The link can be found at the bottom of this
page.) Also a member evaluation form can be found
on the evaluation page. Save this file along with
the field journal and print it out once you have
completed it. Once you have completed the
questions please print out your finished work
sheet and member evaluation form so you can
complete the diagram of your farm and turn it in
for a grade. The FFW believes you all have proven
yourselves worthy of this grant and have full
confidence in your abilities to complete this
project well.
Task
Process
Resources
Evaluation
Conclusion
Teacher Page
Group member roles
18
Introduction
Group Member Roles
Task
Scribe The one who records the data into the
field journal. Mathematician The one who
performs the calculations, and insures they are
accurate. Ecologists The group as a whole
conducts the research for their farm. Surveyor
The one who designs the layout of the farm, and
sketches all the components of the farm. Head
Ecologist Keeps the group on track.
Process
Resources
Evaluation
Conclusion
Teacher Page
19
Introduction
Core Content
Task
SC-HS-4.7.1 Students will      analyze
relationships and interactions among organisms in
ecosystems      predict the effects on other
organisms of changes to one or more components of
the ecosystem. Organisms both cooperate and
compete in ecosystems. Often changes in one
component of an ecosystem will have effects on
the entire system that are difficult to predict.
The interrelationships and interdependencies of
these organisms may generate ecosystems that are
stable for hundreds or thousands of years.
MA-HS-3.1.5 Students will classify and apply
properties of two-dimensional geometric figures
(e.g., number of sides, vertices, length of
sides, sum of interior and exterior angle
measures). DOK 2
Process
Resources
Evaluation
Conclusion
Teacher Page