Introduction

For some time, we’ve wanted to create a method for students to approach research in a different way. Instead of randomly gathering a lot of information about a subject – say, a biome, we wanted to find a way to give students a question and a framework within which they could answer it, using prior knowledge, brainstorming to assess what they still need to learn, links and print resources to use in their search, and ways to present their findings. We wanted to not only focus their search for information, but we also needed to grab their attention as well. Soooooo, after several frustrating attempts, we came up with the idea of giving them a crisis situation of ecological imbalance and asking their help in creating a creature to live in, and restore the balance of, their assigned biome.

The goal was to get them to critically think about the natural world , learn in a guided way about their assigned biome, contribute to a group effort and roleplay in a Jurassic Park-like scenario, meeting curriculum standards along the way.

Process

We’ve outlined four steps the students need to take in this webquest.

First, each student would be given a Pasauwinnikee Park folder in which to keep all information for this project. The teacher asks the each student to answer several questions ( we have four) about biomes in general ( #1 in Process) and to record their answers on worksgeet #1. Each student then charts the major features of a biome (climate, flora and fauna, topography, location, etc.)

Second, the teacher assigns students to a 4-person group and assigns biomes to the groups. Not all biomes will be used at once, unless three person groups share an extra role or 1 strong student shoulders more than 1 role herself. After these assignments have been made, allow the groups to choose roles (see Task) of Biologist, Botanist, Chemist, and Economist. Using the information gathered in Step #1, they can take the general biome facts and apply them to their specific biome. Using worksheet #2, they record what they already know and what they need to find out to accomplish their work. Encourage modification of these lists as students discover new directions to travel in their research and think of new questions to answer.

Introduce the resources available for this project – the print resources available in the classroom as well as in the Library, and the links included in #2.

Third, the students need to look at how animals adapt to life within a biome. Encourage them to explore the Adaptations link and critically think about what an organism needs to survive. Using worksheet #3, they should make a list of the adaptations they feel are necessary for survival. Have them organize these in a manner of their choosing, such as a mind web, a list, an outline, and a map, or another method of their choosing with your approval that gives evidence of their findings.

Finally, they should have the information they need to work together and put the pieces they’ve gathered to use in creating the creature. This should be the most enjoyable part for most students, as they come up with a new life-form that can live in balance within the biological, botanical, chemical and economical structure of their biome.

This project requires scheduling with the Library for resource availability, as well as computer availability. Students should cycle through computer use during each library visit. This project should take up at least 2 and possibly as long as 3 weeks of class time. The written portions can be part of the Language Arts material covered during the same marking period within the Team. Introduction of persuasive essay and citation writing can be taught and reinforced as another aspect of this webquest.

Resources

Besides the online resources linked within the webquest, available resources targeted for use include:

Exploring Earth’s Biomes series

Biomes of the World series (2 of these)

General Encyclopedias

Various nature and wildlife books

Learners

This webquest is geared to 7^th grade students toward the end of the school year. Coordination between the main Science component and ancillary work in Language Arts is helpful.

Students are expected to already be familiar with the arrangement of the Library and its resources. Perhaps a Library Orientation can be scheduled earlier in the school year and its use encouraged prior to the webquest assignment. This should be a fun project for not only the students but the teacher as well.