DESERTQUEST-
DESERT
QUEST: To Build a Desert
a WebQuest for Middle School Life Science Students
by Tracy
Moore
Introduction | Task
| Process | Resources
| Evaluation | Conclusion
| Teacher
Page
Imagine. Before there was a school here on this spot, there were yuccas and sages. Your computer lab sits upon what used to be the home of a pair of burrowing owls. Your math classroom is sitting over a desert fox den. The lunch room sits over a rattlesnake's former home. Before this school was built, there was a living desert.
Your job is to replenish some of this lost desert.
"Why?" you ask. The desert is just a boring vast wasteland right?
WRONG! You will begin a journey on which you will discover the beauties
of the desert.
Your task is to research the plants and animals that are native to your desert. Use your new knowledge to create a blueprint for a Desert Conservatory Garden to be built on school grounds. You will make a presentation to the principal as to why we should have a desert conservatory and what we will have in it.
You have been assigned a role. Click on your role to see what you need to do.
BOTANIST
Day 1 and 2
Use the resource
links to do research and complete the following tasks.
If you are on a team of Botanists
you may want to divide the resource list and combine your information later.
1. Open up a notebook to keep daily
notes and information. If you'd like, you can open up a ClarisWorks
word processing document and keep your notes there. You will be graded
on daily journaling. At the end of each day you will need to write
about your successes and failures, your problems and solutions.
2. Define desert. (ask
jeeves)
3. Study this diagram
and write a one paragraph explanation of the relationships you see.
4. Which desert do we live in?
(click
here!)
5. Make a spreadsheet of desert
plants, shrubs, flowers, trees that are native to our desert. Include the
following: Common Name, Genus species, approximate size, description:
adaptations, colors, soil and water needs, animal symbiosis, anything else
of interest....
6. Did you find any plants
that are threatened or endangered? Explain why they are threatened
or endangered and what is being done to save them.
Day 1 and 2
Use the resource
links to do research and complete the
following tasks.
If you are on a team of Botanist
you may want to divide the resource list and compile your information later.
1. Open up a notebook to keep daily
notes and information. If you want, you can open up a ClarisWorks
word processing document and keep your notes there. You will be graded
on daily journaling. At the end of each day you will need to write
about your successes and failures, your problems and solutions.
2. Define desert. (ask
jeeves)
3. Study this diagramand
write a one paragraph explanation of the relationships you see.
4. Which desert do we live in?
(click
here!)
5. Make a chart in your notebook
(or using ClarisWorks Spreadsheet) of desert animals that are native to
our desert. Include the following: Common Name, Genus species, class
(birds, insects, mammals, reptiles ) approximate size, description:
habitat, adaptations, colors, food and water needs, anything else
of interest....include photos if possible.
6. Which animals are endangered?
Explain why they are endangered and what is being done to save them. Where
did you get your information?
Day 3 ZOOLOGISTS AND BOTANISTS WORK TOGETHER FROM NOW ON......
Get together with the others on your team, you will now all work together as a team to come up with a presentation to convince the principal that we should have a desert conservatory.
7. Review your chart and decide which species you would like to put in the conservatory. Narrow it down to animals or plants that can be purchased or rescued and animals that may naturally come to the conservatory if they are attracted to certain plants.
8. "Mini presentation" Share your information with the other team members, explain why you chose the animals/plants that you did for the conservatory. Each person will share, taking about 3-5 minutes each.
9. Together, as a TEAM, discuss the blue print of the conservatory. As you have listened to others speak, you may have changed your mind as to which species that you want to choose. AS A TEAM make a list of all the plants and animals you plan to put in the conservatory.
10. AS A TEAM, design the actual layout of the conservatory. Your teacher will provide the dimensions and shape of the plot of land. You will need to show walking paths, plants, animal habitats that are man made. Make a rough draft on butcher paper or use a marker board so it is easy to keep changing your plan until the whole group is happy and proud of the plan. **Keep in mind plant sizes and soil needs, if a plant grows in rocky slopes, then you must provide a rocky slope. Think about the space in 3 dimensions, it does not have to be flat, you can build in hills and valleys.
11. Think about how the animals that are put in by man are going to eat and drink. Who will provide food for them? Are there plants that they will naturally eat included in your plan? Do they need shade? Do they need certain soil or terrain?
12. Begin writing your speech persuading the principal to accept your proposal. Include facts about endangered species and what we can do to save them. Include facts about desert plants and animals. How can the school and neighborhood benefit from a desert conservatory?
DAY 4
13. Draw up your blue print on a poster board ( or use a draw program if available). You should provide a key/legend that symbolizes each plant. You should make an inventory (typed up and printed out) of each species and how many are needed to fulfill your plan.
14. As a TEAM practice your presentation. Decide who will present each part. This may be a speech or done as a ClarisWorks slide show ( or any other presentation software) using an LCD panel and overhead. The purpose of the presentation is to persuade the listener that conserving the desert is an important endeavor, be sure to back up your opinions with facts.
15. Print out individual charts and journals, turn them in for individual grades. Your presentation will be a group grade.
Day 5 and 6
PRESENTATIONS
Your group will present to the
rest of the class. Click here to see how you'll
be graded.
The following web sites will help you in your search for desert knowledge. They are not necessarily in order of importance. Some sites may be more useful to you than others. You do not have to visit every site. Once in a site you can explore that site by hitting the home button (many of these links go directly to a page in a large site.)
If you choose to search a specific topic using this search engine, be sure to write down the URL of the sites you visit.
Ask
Jeeves- What is a desert?
Desert
Animals research at the very least 5 animals (the
more the better!)
Desert
Plants research at the very least 5 plants (the more
the better!)
What's
it like where you live? - a slightly simpler site.
Living
Desert Park- a real life conservatory.
Tortoise
barriers - government study
Experimental
shooting of ravens - government study
Desert
Relief map
You will be scored as follows:
5= Greatly exceeds expectations
4= Exceeds expectations
3= Meets expectations
2= Some expectations lacking
1= Many expectations lacking
Individual grades will be given for the following:
Daily journal of progress;
successes, failures, detailed notes, questions for yourself, teacher, others.
Chart; showing at the very
least 5 species with at the very least 3 facts each.
Group grades will be given for the following:
Collaboration: Information
is shared politely, no arguing, all team members actively participating.
Blueprint: Clear, attractive,
detailed, well thought out plan of site. Legend or key providing
symbols for each species. Inventory printed out and attached
to back (if a poster) or included (if presentation software is used.)
Presentation: Clear,
detailed, well rehearsed speech, persuasive, using many facts to back up
opinions, fair distribution of work among teammates.
Grading Scale:
25 points total
A= 22-25
B= 20-21
C= 17-19
D= 15-16
F= 14-0
Hopefully you have learned to appreciate the desert by
completing this lesson. Use your newfound knowledge and appreciation
for the rest of your life by being conscious of our environment and what
we, as humans can do to destroy or save it as we choose.
Last updated July 9, 1999 by Tracy Moore
Based on a template from The
Webquest Page.
Graphics courtesy of Octagamm
