Can our pond be saved

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Can our pond be saved?
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• WebQuest
• 4th grade Science Language Arts
• By Lynnie Brooke Taylor

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Introduction
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• When you woke up this morning you thought it
  was just going to be an ordinary day at school.
  While brushing your teeth, you noticed that the
  water tasted funny and smelled bad. This is
  strange, you thought, but continued with your
  morning routine. After getting dressed and
  eating breakfast, you gathered your books and off
  to school you went. On your way, you noticed
  that the air was a little thick and looked foggy.
  There werent many birds chirping either. You
  could see the school bus coming before it reached
  you because of the exhaust fumes coming out of
  the back. You boarded the bus and off you went!

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• When you got off the bus, you searched for your
  friends, found them waiting in the gym, and sat
  down. You could hardly hear them over the
  construction happening on the lot next to the
  school. The loud noise from the equipment being
  used gave you a headache! The bell rang way too
  soon and off to class you went. On the way you
  stopped at the water fountain for a sip. Ugh!
  you said to your friends because the taste of the
  water was as bad as it was when you brushed your
  teeth at home.

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• You and your friends walked into your homeroom
  where the morning news was turned on and you
  heard the announcer say, Our world is slowly
  become a dangerous place to live. Pollution is
  overtaking the environment and harming all living
  things and causing damage to non-living things.
  Oh well, you thought as you unpacked and found
  your desk. You were more concerned with what you
  did with your homework, until all of a sudden the
  announcer says, Dead fish have been seen
  floating to the surface in Taylor Pond. Health
  experts and investigators have decided to close
  the pond for further investigation. No fishing
  or swimming will take place in the pond until
  after the investigation. What? you say to
  your best friend beside you. We cant go
  swimming or fishing this weekend!

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• You and your three best friends have decided to
  investigate the no swimming or fishing policy
  that was put in place. You know that pollution
  is to blame, but how did it happen and what can
  be done about it?
• Click on the task button below to find out what
  you can do to help.

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Task
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• How can the pond be saved from pollution?
• The four of you will become pollution experts
  and try to help solve the problem. One of you
  will take on the role of air pollution expert.
  One of you will become a water pollution expert.
  One of you will become a noise pollution expert.
  One of you will become an expert on
  overpopulation. Did the new subdivision near the
  pond have anything to do with what happened?
• Your goal is to formulate ideas for solutions
  to existing pollution problems and educate those
  around you about the effects of pollution. Click
  on the tasks below to find out your specific job.

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Task 2
Task 3
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Task 1
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• Identify the causes of pollution in your area
  of expertise, how it affected the pond, and
  possible solutions for your pollution.

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Task 2
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• Letter to the Editor Write a persuasive letter
  to the editor that convinces the people in your
  community to do their part in cleaning up
  pollution and why it is important.

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Task 3
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• Pollution Solution Poster Create a poster for
  your area of expertise that shows people how they
  can help solve the pollution problem and what can
  happen if pollution continues.

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Process
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• To begin learning about your area of pollution,
  first you need to conduct research in your field.
  One report will be turned in for your group for
  task 1. You will complete tasks 2 and 3
  individually, although you will work with your
  group on editing and ideas. Click on resources
  below to begin. Dont forget to look at the Task
  1 handout on the resources page to take notes.
  Your teacher will give you a copy of this.

Resources
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Resource List 1
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Here are some resources that can be used to find
the information you need to complete all of your
tasks.
http//www.epa.gov/kids/ US EPA's Kid's
Site--games, stories, facts on the environment
http//www.arb.ca.gov/knowzone/knowzone.htm What
's in the Air Resources Board's (ARB) Know Zone?
It's all about the air we breathe, air pollution
and how to keep the air clean and
healthy. http//www.aqmd.gov/kidspage/ South
Coast (Los Angeles region) Air Quality Management
District kids' page -- history of air pollution
in southern California, stuff to do, air
pollution levels http//www.epa.gov/globalwarmin
g/kids/index.html US EPA's Global Warming Kid's
Site
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Task 1 Handout
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Resource List 2
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http//www.epa.state.il.us/kids/index.html
Illinois state environmental page for kids
games and stories http//www.planetpolluto.com/i
ndex1.html It's an educational, interactive
adventure that teaches the causes of air
pollution and how to improve air quality.
http//www.smogcity.com/welcome.htm Build
understanding of air pollution with this
interactive game showing effect of weather,
population, and types of pollution sources
http//www.energy.ca.gov/education/index.html
California Energy Commission Kids' Web
Page--games, puzzles, stories, facts
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Task 1 Handout
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Resource List 3
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http//www.ecokidsonline.com Earth Day Canada's
Environmental Education Program for youth--Play
Errand Run to learn how you can reduce your
idling habits.  Other interactive games, and a
storybook where you chose your own environmental
path. http//www.niehs.nih.gov/kids/baylor/homea
ir.htm National Institute of Environmental
Health Sciences Kids' Pages-Play games, paint the
body's airways, learn tips for healthy living,
and much more.  http//www.oneworld.net/penguin/p
ollution/pollution_home.html Examines the various
pollutants in the world, from toxic chemicals to
food waste.
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View of Task 1 Handout
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Directions Complete the questions below for your
area of expertise on pollution. After each
expert in your group has located his/her
information, then complete a group report
together. Type of pollution _____________________
_____________ ?????????????????????????????????? C
ause 1 of pollution _____________________________
_____________________________ Effect(s) of cause
1 ________________________________________________
__________ Solution(s) for cause
1 ________________________________________________
__________ Source(s) of information
__________________________________________
_ ___________________________________________
___________________________________________
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Evaluation
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You will be graded on each task. Each of you
will receive the same group grade on task 1.
Individual grades will be given on tasks 2 and 3,
although you will work together for editing and
ideas to complete these tasks. Click on each
task below to see how you will be graded. Your
teacher will give you a copy of each grading
rubric.
Task 1 Evaluation
Task 2 Evaluation
Task 3 Evaluation
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Task 1 Evaluation
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You will write an introduction to the report
that explains the problem and why you think it is
important to help with the problem. This should
be one paragraph. The body of the report should
explain what each type of pollution is, what the
biggest cause of that pollution is, and how that
pollution affects the pond. One paragraph should
be written for each type of pollution. The
conclusion of the report should describe ways to
reduce each type of pollution, and why it is
important to not pollute the environment. This
should be one paragraph.
Task 1 Grading Rubric
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Task 1 Rubric
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Task 1
Task 2
Task 3
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Task 2 Evaluation
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Write a persuasive letter to the editor that
convinces the people in your community to do
their part in cleaning up pollution and why it is
important.
Task 2 Grading Rubric
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Task 2 Rubric
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Task 1
Task 2
Task 3
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Task 3 Evaluation
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Create a poster for your area of expertise that
shows people how they can help solve the
pollution problem and what can happen if
pollution continues.
Task 3 Grading Rubric
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Task 3 Rubric
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Your grade will be based on the following
criteria 1. Shows possible solutions for
pollution that include recycling Possible
points 30 points Points received ________ 2.
Shows effects of pollution Possible points 30
points Points received ________ 3. Question
sheet completed and attached to back of
poster Possible points 30 points Points
received ________ 4. Neatness Possible points
5 points Points received ________ 5.
Creativity Possible points 5 points Points
received ________
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Teacher Page
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This WebQuest is designed around the fourth
grade social studies and language arts Georgia
QCCs and Georgia Performance Standards. The
standards are listed below according to each task
with which they are aligned.
Task 1 Standards
Task 2 Standards
Task 3 Standards
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Conclusion
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• Congratulations! I hope that you and your
  friends enjoy swimming and fishing in Taylor
  Pond. Im proud that you have become an expert
  in your field of pollution and have learned the
  effects and ways to prevent all types of
  pollution. Please continue to share with those
  around you ways that they can help our
  environment and reasons why they should. I know
  that with your knowledge and the knowledge you
  will continue to share with others, problems like
  those in Taylor Pond will be few and far between.

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Task 1 Standards
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Topic Ecology Cycles of Matter and Flow of
Energy Standard Discusses causes and possible
solutions for pollution. Identifies types of
pollution, such as air pollution, water pollution
and noise pollution, and discusses how
overpopulation contributes to pollution.
Formulates ideas for solutions to existing
pollution problems. The student listens to and
views various forms of text and media in order to
gather and share information, persuade others,
and express and understand ideas. When responding
to visual and oral texts and media (e.g.,
television, radio, film productions, and
electronic media), the student Demonstrates an
awareness of the presence of the media in the
daily lives of most people. Evaluates the role of
the media in focusing attention and in forming an
opinion. Judges the extent to which the media
provides a source of entertainment as well as a
source of information. The student uses research
and technology to support writing. The
student Acknowledges information from
sources. Locates information in reference texts
by using organizational features (e.g., prefaces,
appendices). Uses various reference materials
(e.g., dictionary, thesaurus, encyclopedia,
electronic information) as aids to writing.
Task 1 Standards
Task 2 Standards
Task 3 Standards
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Task 2 Standards
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Click on the area below for standards in that
category arranged according to the rubric
headings.
Presentation Standards
Format Standards
Content Standards
Following Directions Standards
Task 1 Standards
Task 2 Standards
Task 3 Standards
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Format Standards
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Topic Writing Standard Writes selections
(compositions) of three or more paragraphs about
a topic. The student produces writing that
establishes an appropriate organizational
structure, sets a context and engages the reader,
maintains a coherent focus throughout, and
signals a satisfying closure. The
student Selects a focus, an organizational
structure, and a point of view based on purpose,
genre expectations, audience, length, and format
requirements. Uses traditional structures for
conveying information (e.g., chronological order,
cause and effect, similarity and difference, and
posing and answering a question). Uses
appropriate structures to ensure coherence (e.g.,
transition elements).
Task 1 Standards
Task 2 Standards
Task 3 Standards
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Content Standards
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The student demonstrates competence in a variety
of genres. The student produces a persuasive
essay that Engages the reader by establishing a
context, creating a speakers voice, and
otherwise developing reader interest. States a
clear position. Supports a position with relevant
evidence. Excludes extraneous details and
inappropriate information. Creates an organizing
structure appropriate to a specific purpose,
audience, and context. Provides a sense of
closure to the writing. Topic Writing Standard
Writes in a variety of genres to produce
paragraphs and compositions -Correspondence
(including writing letters and addressing
envelopes).
Task 1 Standards
Task 2 Standards
Task 3 Standards
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Presentation Standards
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Topic Writing Standard Applies correct
principles of grammar, parts of speech, usage,
and mechanics. Topic Writing Standard Uses
correct spellings for frequently used sight
vocabulary. Topic Writing Standard Uses
available technology to assist in writing. The
student uses research and technology to support
writing. The student Demonstrates basic
keyboarding skills and familiarity with computer
terminology (e.g., software, memory, disk drive,
hard drive).
Task 1 Standards
Task 2 Standards
Task 3 Standards
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Following Directions Standards
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Topic Writing Standard Communicates ideas by
using the writing process PREWRITING DRAFTING
REVISING EDITING PUBLISHING The student
consistently uses a writing process to develop,
revise, and evaluate writing. The student Plans
and drafts independently and resourcefully. Revise
s selected drafts to improve coherence and
progression by adding, deleting, consolidating,
and rearranging text. Edits to correct errors in
spelling, punctuation, etc.
Task 1 Standards
Task 2 Standards
Task 3 Standards
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Task 3 Standards
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Topic Ecology Cycles of Matter and Flow of
Energy Standard Discusses causes and possible
solutions for pollution. Identifies types of
pollution, such as air pollution, water pollution
and noise pollution, and discusses how
overpopulation contributes to pollution.
Formulates ideas for solutions to existing
pollution problems. Predict how changes in the
environment would affect a community (ecosystem)
of organisms. Topic Ecology Cycles of Matter
and Flow of Energy Standard Discusses the
importance of recycling and identifies examples
of recycled products. Identifies and collects
examples of materials that can be reused or
recycled and those that cannot. Shows examples of
products and materials that are biodegradable and
those that are non-biodegradable Topic Writing
Standard Writes legibly -Correctly forms
letters and numbers-Correctly spaces words and
sentences.
Task 1 Standards
Task 2 Standards
Task 3 Standards
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