This document provides instructions for a web quest assignment on biomes for 10th grade biology students. Students are tasked with researching different biomes, organizing the data, learning about a fictional species, and making a recommendation on which biome to reintroduce the species. They will complete excel sheets, a PowerPoint presentation, and paragraphs justifying their conclusion. The assignment is designed to teach students about biomes and scientific processes like gathering evidence and drawing conclusions.

1. Biomes Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A Web Quest for 10th Grade Biology Designed by Miss Testerman [email_address] Based on a template from The Web Quest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are a top scientist in your field. The North American Species Reintroduction Society is asking for your help. They would like you to gather information on a variety of North American biomes and organize the information appropriately. Based on you findings determine which biome you would recommend the fictional SpatulaTankWhozit be introduce to. The society had requested that you write a formal recommendation and prepare a brief presentation. Be sure to use the scientific method to complete your investigation.

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] There three parts to your assignment: -Organize data in excel -Create a very brief PowerPoint presentation -Write several paragraphs in Word informing the society of you decision (conclusion) Title

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Errors cause difficult understanding the majority of assignments. Errors cause difficultly understanding parts of assignments. Errors are present throughout and begin to effect flow. Noticeable errors but flow is still not effected. Almost completely error free ones that are present do not effect flow. Grammar/Spelling Technology is not used correctly. More that one assignment uses the technology incorrectly and enough information is missing to make them incomplete. At least one assignment use the technology incorrectly and more than one is missing information. All three assignments use the technology correctly but one is missing information. All three assignments are useful and support conclusion. Proper Use of Applications Conclusion is inappropriate and not based on information gathered. Conclusion is appropriate but not completely supported and proficient explanation. Conclusion is appropriate but lacks through support. Conclusion is appropriate and supported, but others may have trouble understanding it. Conclusion is thought through, supported and presented in a manner that others can follow. Supported Conclusion Presentation is missing or off topic. Presentation is missing enough information that it becomes difficult to follow. Presentation is difficult to understand due to lack of follow or missing information. Some information missing from presentation. The PowerPoint is still easy to follow. All aspects are cover in presentation. The power point is clear and easy to follow. Presentation Content More than one assignment missing. One assignment missing other two complete. Parts missing from several of the three assignments. All three assignments turned in, but some part of one missing. All three assignments completed and turned in on time. Assignment Completeness 2-0pts 4-3pts 6-5pts 8-7pts 10-9pts CATEGORY

7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Now that you have completed this assignment you have proven yourself as a scientist. You have gathered information on a real life subject (the biomes- some of which you live in) and made an educated guess from that information. You are on the road to becoming a real problem solver.

8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A big thanks to: http://www.nceas.ucsb.edu/nceas-web/kids/ and The Web Quest Page and The Web Quest Slide share Group that provide this template

9. Biomes (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A Web Quest for 10th Grade Biology Designed by Sophie Testerman [email_address] Based on a template from The Web Quest Page Evaluation Teacher Script Conclusion

10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This Biome Web quest is to help students familiarize themselves with the different biomes. These are specific to biomes that can be found in Colorado. This web quest is meant to come before the students study all of the different but after the definition of biomes has been explained. The students must investigate, organize data, problem solve and draw a conclusion. After students complete this assignment teachers should discuss how the students used scientific method in order to complete the assignment. Evaluation Teacher Script Conclusion

11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This course is for 10 th grade Biology students. The assignments require students to interrupt the graphs they create. This will require students to understand proportions. Students will need to understand the scientific method and the definition of a biome. The students should also be familiar with how animals adapt to their environments. Evaluation Teacher Script Conclusion

12. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Colorado State Standards Addressed: Standard 1: Students can use methods of science to design, create, evaluate and write about an experiment. Students should be able to understand: 1.9-12.1 : Form questions and create a hypotheses based on knowledge of science in order develop a plan or method for an investigation 1.9-12.2 : Choose and employ technologies to collect, manage and make sense of data obtained in an investigation and then use to describe the findings. 1.9-12.3 : Decide if information is valid and where possible errors may have come from within the investigation. 1.9-12.4 : See different possible explanations and models 1.9-12.5 : Produce and alter explanations and models with the help of evidence, logic and experiments while being sure demonstrate ability to pick out and control variables. 1.9-12.6 : Share and judge scientific ideas from which conclusions can be drawn. Standard 3: Life Science: Students should be able to understand the characteristics and structures of living things, life cycles and interactions between the biotic and abiotic factors in an environment. Students should be able to understand: 3.9-12.16 : An organism’s niche (role) in its environment is determined by its adaptations. 3.9-12.17 : Differences that exist within a population allow the species to have a better chance of survival if it is placed in an environment with different conditions. Evaluation Teacher Script Conclusion

14. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Facility needs: -Computer lab or one computer per student. -PowerPoint -Internet Access -Excel -Word Processing Software Kids Do Ecology, http://www.nceas.ucsb.edu/nceas-web/kids/ is the main website for this assignment. It is also available in Spanish. You can format the PowerPoint to fit your local biomes in order to make the assignment more meaningful for students. This assignment is meant to be taught and facilitated by one teacher. The connection between your local biomes and the assignment are meant to serve in place of a field trip. Evaluation Teacher Script Conclusion

15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This portion is up to the teacher. It should follow your classroom policies. Use student rubric to determine points to be awarded or create your own. Be sure students understand expectations. Grammar/Spelling Are all of the applications used effectively? Did the student demonstrate proper understanding of how to convey information with the applications? Use student rubric to determine points to be awarded. Proper Use of Applications Is the conclusion correct in assumptions? Did the student support the conclusion they made correctly and completely? Any assumption can be accepted as long as information supports it. Use student rubric to determine points to be awarded. Supported Conclusion Did students include all information necessary to complete the assignment in the introduction? What is complete and flowing? Use student rubric to determine points to be awarded. Presentation Content How complete is the assignment? Are all three parts included? Use student rubric to determine points to be awarded. Assignment Completeness 2-0pts 4-3pts 6-5pts 8-7pts 10-9pts CATEGORY

16. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Explain all of the following before students begin to work. Do not interupt after they begin for further instruction on the assignments. Only intervene if there is a reoccuring technical issuses. Introduction : Tell students to read carefully. Ask if there are any questions. Task : Ask students to read the three tasks. Explain briefly which programs will be needed for each task. Students will need a word processor and excel. Do not explain exactly what is included in each part, this is up to the student. Process : Use bold promts in Teacher Process . Do not over help. This is inquiry and trial in error. Evaluation : Ask students to look at their copy of the evalutation . Read to them what you are looking from your evaluatoin page . Conclusion : Tell student they can choose to read the conclusion and be done or they may peer edit with another student who has completed the assignment. Evaluation Teacher Script Conclusion

17. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This Web Quest should help students understand biomes. They should also understand the scientific process. Students should have a better appreciate how science can be relevant in their lives. Evaluation Teacher Script Conclusion

18. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A big thanks to: http://www.nceas.ucsb.edu/nceas-web/kids/ http://www.cde.state.co.us/cdeassess/documents/standards/science.pdf Picture from Flicker Rocky Mountain National Park 1 posted by OneofThem and The Web Quest Page and The Web Quest Slide share Group that provide this template Evaluation Teacher Script Conclusion