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Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 8th Grade (Science)
Designed by
Jean R. Duer [email protected]
Based on a template from The WebQuest Page
Elk Populations in Rocky Mountain National Park
Do your Research
Pick a Role
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] Introduction
Pick a Role
Do your Research
The elk population has boomed in the last several years as the natural predators have declined some time. This has caused an unhealthy number of elk to populate the park and surrounding areas. The only factors currently controlling the population are disease and starvation. Proposed solutions have been met with varying responses from various groups. These proposed solutions include fertility management, thinning the herd with the use of sharpshooters, and wolf reintroduction. There are pros and cons to each of these “solutions.”
Best Management Practices, BMPs, are the methods or techniques found to be the most effective and practical means in achieving an objective (such as preventing or minimizing population growth) while making the optimum use of the firm's (Rocky Mountain National Park) resources.
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Assume a position/role on the over population of elk in Rocky Mountain National Park. You are responsible to represent this group and their concerns surrounding elk populations. Every problem needs a solution. You, in your role, will research the problem, brainstorm solutions, make a flier or write a letter to the editor of the newspaper and present your position at a city council meeting. Remember though there are four different positions in your group, there is a person with the same role as you in every group and you may collaborate to be more effective in your argument.
Title
The Task
Pick a Role
Do your Research
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Wildlife viewer- What over- population problem? This person loves seeing the Elk. It has never gotten old or less majestic to see a bull elk in all his glory, or a cow with a calf. This person checks up on the elk regularly using binoculars and telescope off of their porch, and with more observation believes they are beginning to recognize specific elk and families, even giving a few nicknames. This person has even become known for their bugle parties, where friends from out of town come to hear the bugle of the elk. The walls of this person’s house are filled with large photographs of the very best pictures they have taken over the years, and every Christmas card sent since moving to Estes in 1997 has been of the beautiful scenery and elk.
Park resource manager- This person believes something needs to be done, but what. The problem is overwhelming. This person would like to see the least obtrusive solution employed to solve the problem. Our National Parks are our National Treasures and should be kept wild. However he/ she is tired of seeing spring flora crushed by the elk and has concerns for the park visitors who take more and more risks for a photograph, or feed the heard. You have been assigned the task of public relations and education, so you have been in it up to your neck with EVERYONES concerns.
Hunter- This person feels as though this animal should be open to hunting, seasonally on park grounds. The hunter has been raised on the ethical philosophies of hunting to thin a heard, and comes from a family of ranchers. He has seen the elf destroy crops and gardens large and small. This person has seen too many unhealthy looking elk and seen the health of the heard rapidly deteriorate; it pains this person to see such a waste
Estes Park Resident- This person rarely visits the park, more of a business oriented, workaholic. He/ She has hit elk on two occasion causing extensive damage to their car, and has been late to work waiting for them to cross road and their own driveway, as well as having to wait for all the tourist who slow or stop for pictures. This person sees the elk population as a source of frustration, and ill management by the park.
Pick a Role
Pick a Role
Do your Research
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Do your Research
Pick a Role
Do your Research
Try some of these sights or find some of your own… remember your perspective as you read through this, educate yourself, you will be expected to defend your stance. • Rocky Mountain News• RMN 2• Denver Post• National Parks Traveler • National Parks Service• Rocky Mountain National Park
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Process
Pick a Role
Do your Research
-Do your research, and find the most valid argument in favor of your stance on elk population.
-Develop these arguments. What solutions would you be most opposed to? How can you argue against these solutions?
-Make your flier, it should be eye-catching and convincing, it should negate the arguments of other positions (roles). Appeal to emotion, and be based in fact, or…
-Prepare your letter to the editor; your facts should be even more developed.
-Finally prepare to present your position, or your roles argument to the city council and park management.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
It is very difficult to determine the best management practices in nature. Human interference always has consequence. A thorough understanding and foresight is the best way to determine what interference will have the least costly consequence on the given population or environment. It is often a situation of trail and error and so no decision can easily be made. For extra credit give me examples of BMPs in use currently and/or other human interferences that have had dire consequence.
Conclusion
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Student Page
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Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] EvaluationCATEGORY 4 3 2 1
Information All information presented in the debate was clear, accurate and thorough.
Most information presented in the debate was clear, accurate and thorough.
Most information presented in the debate was clear and accurate, but was not usually thorough.
Information had several inaccuracies OR was usually not clear.
Use of Facts/Statistics
Every major point was well supported with several relevant facts, statistics and/or examples.
Every major point was adequately supported with relevant facts, statistics and/or examples.
Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.
Every point was not supported.
Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.
Arguments were not clearly tied to an idea (premise).
Letter to the Editor Letter contained facts, persuasive argument, and clearly stated perspective.
Letter contained some facts, some persuasive argument, perspective was clear.
Letter contained very little facts or persuasive argument, perspective was unclear.
Letter contained no facts, perspective was unclear and did not persuade.
City Council Meeting Facts clearly stated and backed, statistics used, delivery was professional.
Some facts were clear, some statistics used, delivery not very professional.
Very little facts presented, no statistics to back facts, not professional.
No facts or statistics used, no professionalism.
Ideal Solution Presented
A creative and thoughtful solution presented. Solution considered more than one point of view.
A solution presented, only considered one point of view.
Solution presented was not realistic, would not really provide solution.
No solution provided.
Overall Participation Participation and cooperation was more than evident, ideas were developed.
Some cooperation and participation evident, ideas were partially developed.
Very little cooperation or participation, ideas were not developed.
No cooperation or participation, student did not add to the debate.
Pick a Role
Do your Research
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Thanks to the photographers who shared the photos I used, all found on www.Flickr.com• Introduction Photo and Task Photo- Scorpions and centaurs • Do your Research Photo- polarpaul• Conclusion Photo – lakewentworth(all of these were used again on the corresponding “teacher” pages)
Thanks to WebQuest
Thanks to SlideShare where you can check for updates to this Webquest
Thanks to Educational Technology and Assessment and the School of Education at Colorado State University, and a special thanks to Dr. James Folkestad
Credits & References
Pick a Role
Do your Research
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 8th Grade (Science)
Designed byJean R. Duer
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Elk Populations in Rocky Mountain National Park (TEACHER)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This was created as an assignment for the Educational Technology and Assessment class at Colorado State University.
This is intended for a 8th grade general science class as a lesson on population growth, carrying capacity and introduction to resource management
The elk population has boomed in the last several years as the natural predators have declined for some time. This has caused an unhealthy number of elk to populate the park and surrounding areas. The only factors currently controlling the population are disease and starvation. Proposed solutions have been met with varying responses from various groups. These proposed solutions include fertility management, thinning the herd with the use of sharpshooters, and wolf reintroduction. There are pros and cons to each of these “solutions.”
Best Management Practices, BMPs, are the methods or techniques found to be the most effective and practical means in achieving an objective (such as preventing or minimizing population growth) while making the optimum use of the firm's (Rocky Mountain National Park) resources.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Although the activity is intended for 8th grade science, it incorporates language skills as well, with the evaluative assignments of the flier or letter to the editor, as well as presenting skills for the city council meeting.
This activity can be adjusted to suit other grades, you may use it to teach carrying capacity at even a fourth grade level, however it may be best to assist these students with the research.
Students may need to be told that there has already been a adapted plan by the park on the management of the elk, but do remind them that the controversy has not ended. They should not simply agree with the parks decision unless as a group they decide based on the facts that this is the best solution.
Evaluation
Teacher Script
Conclusion
Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Students will be able to use critical thinking skills to pose solutions to the park’s problem with over population of elk. Students will be able to consider various points of views from different park users and local residents. Students will understand carrying capacity and impacts of over population. Students will prepare written solutions based on their assigned perspective. Students will discuss all sides and chose the BMP (best management practice) democratically.
Colorado Model Content Standards AddressedCMCS: 1• asking questions and stating hypotheses that lead to different types of scientific investigations• interpreting and evaluating data in order to formulate conclusions;• communicating results of their investigations in appropriate waysexplaining that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations; and•giving examples of how collaboration can be useful in solving scientific problems and sharing findings.CMCS: 2• describing the importance of plant and animal adaptations, including local examples;• creating and interpreting food chains and food webs• describing how an environment’s ability to provide food, water, space, and essential nutrients determines carrying capacity.CMCS 5:• describing how the use of technology can help solve an individual or community problem
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Any science teacher can teach this lesson, as it is largely student directed. The groups should be organized ahead of time rather than having the students select friends to work with, as each of roles should be developed individually. However you may suggest that all of the “Hunters”, “Wildlife viewers” etc. meet together before the council meeting and if any of the students get stuck.
This project could take several class periods to work effectively, however if you do not have the time you may have students do research and prepare for the “council’ meeting at home and devote no more than one class period to the activity.
Assume a position/role on the over population of elk in Rocky Mountain National Park. You are responsible to represent this group and their concerns surrounding elk populations. Every problem needs a solution. You, in your role, will research the problem, brainstorm solutions, make a flier or write a letter to the editor of the newspaper and present your position at a city council meeting. Remember though there are four different positions in your group, there is a person with the same role as you in every group and you may collaborate to be more effective in your argument.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Students will need access to the internet you may add pertinent resources to this list, also Project Wild has some activities on carrying capacity that could be used along with or in addition to this activity
Rocky Mountain News RMN 2 Denver Post National Parks Traveler National Parks Service Rocky Mountain National Park
You, as the teacher, will need to be prepared to facilitate the city council meeting. You should be prepared to make this as real as possible.
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)CATEGORY 4 3 2 1
Information All information presented in the debate was clear, accurate and thorough.
Most information presented in the debate was clear, accurate and thorough.
Most information presented in the debate was clear and accurate, but was not usually thorough.
Information had several inaccuracies OR was usually not clear.
Use of Facts/Statistics
Every major point was well supported with several relevant facts, statistics and/or examples.
Every major point was adequately supported with relevant facts, statistics and/or examples.
Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.
Every point was not supported.
Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.
Arguments were not clearly tied to an idea (premise).
Letter to the Editor Letter contained facts, persuasive argument, and clearly stated perspective.
Letter contained some facts, some persuasive argument, perspective was clear.
Letter contained very little facts or persuasive argument, perspective was unclear.
Letter contained no facts, perspective was unclear and did not persuade.
City Council Meeting
Facts clearly stated and backed, statistics used, delivery was professional.
Some facts were clear, some statistics used, delivery not very professional.
Very little facts presented, no statistics to back facts, not professional.
No facts or statistics used, no professionalism.
Ideal Solution Presented
A creative and thoughtful solution presented. Solution considered more than one point of view.
A solution presented, only considered one point of view.
Solution presented was not realistic, would not really provide solution.
No solution provided.
Overall Participation
Participation and cooperation was more than evident, ideas were developed.
Some cooperation and participation evident, ideas were partially developed.
Very little cooperation or participation, ideas were not developed.
No cooperation or participation, student did not add to the debate.
If you have the time you may ask students to make fliers and write the editor. This rubric is designed for the letter to the editor and council meeting.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This can be modified for younger students and students who struggle with reading by partnering these students with others in the same role. Also with younger students you may want to navigate the web pages with the class as a whole and then have them work separately on the letter or the flier.
Facilitator should:•Introduce the population problem at Rocky Mountain National Park•Define key concepts- population growth, carrying capacity, and resource management •You may have to define the word “culling”• You should expect a class period spent on research, and letter or fliers, and another class period spent on the city council meeting, unless modified• Facilitate the meeting• You may want to follow up with the activity by providing the most current information on the progress of the adapted management plan. You may compare with the progress of the wolf reintroduction at Yellowstone
Evaluation
Teacher Script
Conclusion
Teacher Script (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
An understanding of human impact on natural environments is essential for our students. In their future it is fair to expect that they will be faced with increasing resource management issues. This activity helps to convey the difficulty of developing management plans that satisfy the public and resolve the resource problem.
It is very difficult to determine the best management practices in nature. Human interference always has consequence. A thorough understanding and foresight is the best way to determine what interference will have the least costly consequence on the given population or environment. It is often a situation of trail and error and so no decision can easily be made. For extra credit give me examples of BMPs in use currently and/or other human interferences that have had dire consequences
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)
Thanks to the photographers who shared the photos I used, all found on www.Flickr.com•Introduction Photo and Task Photo- Scorpions and centaurs • Do your Research Photo- polarpaul• Conclusion Photo – lakewentworth(all of these were used again on the corresponding “teacher” pages)
Thanks to WebQuest
Thanks to SlideShare where you can check for updates to this Webquest
Thanks to Educational Technology and Assessment and the School of Education at Colorado State University, and a special thanks to Dr. James Folkestad
