Ecological WebQuest using Google Earth

I finished my PBL for my 75 hour clinical and it seems to have been a success.  The URL to access my WebQuest if you are interested in using it in your classroom is:
https://sites.google.com/site/ecologicaldisasters/

The students really like using Google Earth to look at an environmental disaster.  The response was that 1st - it made it easier to view the disaster than reading about it in a textbook.  2nd - a textbook wouldn't be up-to-date with a current view of the Aral Sea.  I think there was an overwhelming response that Google Earth made this lesson exciting.  The students could explore the areas; see the posts the public has made; look at ship wrecks and the town; see the Biological Weapons Base...  This lesson plan worked. 

The lesson below is only an outline; the URL for the WebQuest that contains current links is:  https://w.taskstream.com/Lesson/View/D6BF73F4C99496D0A60AF17F41EB696B

Ecological Disasters WebQuest

Author:Jaime Ford
Based on lesson by: Jaime Ford
Date created: 03/05/2012 8:21 AM EDT ; Date modified: 03/22/2012 5:52 AM EDT

GENERAL COMMENT AREA
General Comments
Basic Information
Subject(s)	Biology, Science
Topic	Ecological Disasters
Time/Period	5 to 7, 50 minute class sessions
Grade/Level	Grade 10
Objective	Define ecology and man-made ecological disasters Find a coordinate of an ecological disaster using Google Earth Discover the reason the coordinate is defined as one of the world's worst disasters from an assigned scientific field Use the terms abiotic, biotic, limiting agent and carrying capacity while defining the location of the ecological disaster Use the technology Arc GIS to create a map
Assessment/Rubrics	Starter Question - 1 point/question (based on participation and paper record) Google Exploration/Observation - 10 points (based on content/completion and higher level thinking) Research - 10 points (based on content/completion and higher level thinking) Arc GIS - 10 points (based on content/completion and higher level thinking) PowerPoint Presentation - 20 points (see attachment called Presentation Rubric) Attachments: Presentation Rubric
Materials	Materials and resources: Observation and Research (Lab) Paper Technology resources: IE Explorer, Google Earth, Arc GIS Mapping Service, and PowerPoint Students will work in groups of 3 to 4
Content Specific Requirements	Students will become familiar with using Google Earth, Arc GIS, and PowerPoint
Standards and Key Concepts
Content Area Standards	Display: Collapse AllExpand All WV- West Virginia Content Standards and Objectives Subject: Science Grade or Course: Biology Standard: SC.S.B.2 Content of ScienceStudents will Objective: SC.O.B.2.18 evaluate environmental factors that affect succession, populations and communities. Objective: SC.O.B.2.19 propose ecosystem models that incorporate interactions of biotic and abiotic environmental variables (e.g., biogeochemical cycles). Objective: SC.O.B.2.22 analyze graphs, GIS data and traditional maps reflecting changes in population to predict limiting factors in ecosystems as they determine carrying capacity.
National Standards	A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.
Essential Questions	Most ecological disasters are not a result of nature but instead are created by man's hands. What are ecological disasters? How extreme do humans have to go before it upsets the natural ecological balance? Are ecological disasters reversible?
Instructional Process
Introduction	Brief introduction to finding ecological disasters using Google Earth. Share a few family kayaking photos and brief synopsis of the view of Mallow's Bay from Google Earth. Mallow's Bay went from ecological disaster to success. (see attachment below: PowerPoint Intro) Exploration: exploration phase can be found as part of the WebQuest https://sites.google.com/site/ecologicaldisasters/Home/process 1. Type 45N 60E into the Search or “Fly to” box on Google Earth and click "Search". Wait for the Earth to quit spinning and come to a complete stop. 2. The picture may be zoomed in too far. Use the (+/-) slider bar to zoom out enough to see a good aerial view of 45N 60E. This should be a clear image. --> Observation #1 - What do you and your group believe you are viewing at this location (example: desert, forest, ocean, town, etc…)? 3. The tool bar across the top of Google Earth contains several different pictures or icons. Choose the icon that looks like a clock (see picture below). A time line bar will appear that has a date range from December 1973 to November 2011. 4. Slide the time line bar to December 1973. --> Observation #2 - What does this location look like? 5. Slide the time line bar to December 1986. --> Observation #3- Does the picture change? How does it change? 6. Continue this process sliding the time line bar to December 1999, September 2003, October 2006, and September 2009. --> Observations #4 - Is the picture still the same? If not, what changed? 7. Continue sliding the time line bar until you reach present day August 2011. --> Observation #5 - How does this Google image compare to December 1973? 8. Now that you are back to present day, close out the timeline bar and begin exploring the area around 45N 60E. You can do this by "grabbing" or left clicking the mouse to move the Google Earth image. 9. You and your group should see several information tags/icons that look like a blue “i” along with square picture tags. If the "i" tags do not appear this means that the correct layer has not been selected for optimum viewing of all information. Go over to the bottom left corner of the screen under the title "Layers" and scroll down until you see "Gallery" and click. Under "Gallery" scroll down until you find "Google Earth Community" and click to turn it on. At this point "i" tags or information tags should be visible on Google Earth. 10. Pass your mouse pointer over the "i" icons and phrases will appear such as, "Military Base?", “Ship waiting for water...”, "possible shipwreck", “Biological Weapons Base”, "Dead Ship Cemetary", "Landlocked Ships", etc... Click on these icons to see if there is information or pictures available to view. Take your time and tour the area to see what you and your group can find to help you on your quest. -->Observation #6 - Have you noticed that many of the information tags are in another language? See if you and your group can figure out what language this may be. **Note: It is okay to click on these tags. Although the tags are in a different language they may have pictures that are useful.** 11. If you have not found the information tag labeled "The dying Aral Sea" copy and past the location 46°10'0.92"N 61°11'41.02"E into the Google Earth search bar. This should bring you to the location. Does it look brown and blotchy? If so then you have arrived at the correct spot. Click on the "i" tag to find out more about this location. -->Observation #7 - Write in your own words what has happened in this particular spot. 12. Another good location to view is the "Dead Ship Cemetary". If you have not found it in your personal tour copy and past the location 46°10'0.92"N 61°11'41.02"E into your Google Earth search bar. Once Google Earth has found this location hover over the tags until you find it. Once you do, double click on the tag. A gallery of six photos should appear. View each photo and take notice of where the boats are placed. -->Observation #8 - Where does it look like the boats are sitting? Is this a natural setting for a boats? How did the boats get into this location? 13. Next locate the "Seaport on dry land". The location is 46°47'37.28"N 61°40'11.43"E if you need to copy and paste. In this vicinity are other "Dead Ports". Tour this area. -->Observation #9 - If this area at one point in time had ports and docks, what kind of economy would the people rely on? What do you think are the implications of having dry docks on this town's economy today? Attachments: PowerPoint Intro
Procedure	Concept Development (see attachments for lab papers which consist of each scientific role: Ecologist, Biologist, Economist, Agriculturalist, Conservationist, Historian I, and Historian II): Can be found in the Procedure section of the WebQuest https://sites.google.com/site/ecologicaldisasters/Home/process Phase III: Research *In this section students take the role of Ecologist, Biologist, Economist, Agriculturalist, Conservationist, and 2 different Historians Phase IV: Arc GIS Mapping *Students us Arc GIS Mapping to express their findings from the research section Concept Application: Can be found in the Procedure section of the WebQuest https://sites.google.com/site/ecologicaldisasters/Home/process Phase V: Creation You have now explored one of the world's largest ecological disaster using Google Earth; it is time to move on to the creation phase so that you can present your findings to the scientific community. 1. You and your group can now begin organizing the information you have collected on your lab sheet, making sure to use information that exemplifies or emphasizes what makes this location an environmental disaster from the view of your groups scientific field. 2. Once you have chosen several facts it’s time to choose pictures for your PowerPoint Presentation “poster”. **Note use your research questions as a guide for you important facts.** 3. *Remember* you have to include at least one snapshot from Arc GIS Map. 4. For your remaining pictures you can use the Google image search engine. This location has several images that can be used for your PowerPoint “posters”. As a group, use the image search engine to support the facts that you have decided to use. Once you have chosen an image you can save it to your desktop by placing your mouse cursor over your image and then right clicking. A menu will appear. Choose “save image as”. Your computer will then give you a choice as to where you want to save your image. Make sure you save it somewhere you can find it later. The best place would be to your desktop. Your group should choose at least 2 images from the Google image search engine. 5. Now that you have collected your facts and images, it is time to start your PowerPoint “poster”. Arrange your artifacts anyway you would like to best represent your location. Make sure to use all PowerPoint has to offer to your advantage. In PowerPoint you can create backgrounds, shapes, word art, etc... All this can be used to make a unique and colorful presentation “poster”. 6. On a second slide place a "Source Citation" for your 2 to 3 most important websites used during your research. If you need help citing a webpage use Son of a Citation Machine. This website is easy to use and with a few prompts your citation is done. Begin by double clicking "webpage" on the left hand side of the page. After this page appears follow the prompts to create your citation. 7. You will have 5-8 minutes to present your “poster” to the classroom. The goal is to make sure the class understands the devastation of the 45N 60E from your science field of study. Attachments: Agriculturalist Biologist Conservationist Ecologist Economist Historian I Historian II
Closure/Conclusion	Summarize human created ecological disasters. Discuss disrupting ecosystems and the biotic/abiotic factors, limiting agent, and carrying capacity. Discuss the technology used while researching the Aral Sea.
Responsive Strategies	Not needed in my classroom yet.
Resources
Text Book	N/A
Websites or other resources (if applicable)	Google Earth: http://www.google.com/earth/index.html ArcGIS: http://www.arcgis.com/home/ Son of a Citation Machine: http://citationmachine.net/index2.php?start=&reqstyleid=2&newstyle=2
21st Century Skills/ Technology	Student will learn to use Google Earth as a tool used to view the world in a scientific manner and as a beginning for research. Students will have hands-on experience with the ArcGIS mapping tool. Students will learn how to follow a WebQuest.
Daily Reflection (may be used for your Task Stream Journaling)
Daily Reflection	**Note: A Starter Question was given every day beginning the second day of instruction to activate knowledge from the prior day.** Day 1: Make sure to do a thorough initial run through for the Process section of the WebQuest. Students had many questions about the Observations. Day 2: Students seem to have trouble with the numbering of the Observations. Maybe they should correlate with the number in the Exploration. I should change this before I try this WebQuest again. Starter Question: What happens when a components in the ecosystem is gone? Possible Answers: Decomposers - Pile up of dead organisms, loss of nutrients in the soil; Predators - loss of key predator = take over from other harmful predators or too many prey; Prey - loss of food for predator; Plant - loss of food for herbivores. Day 3: Same as Day 2. The students are excelling at learning the content. In fact, they are teaching me things I did not know. *Note: I think in the future I am going to modify the application to be a Photostory instead of a PowerPoint poster. In this case we can upload the videos to a social media where their stories of the Aral Sea can be viewed by the world. This will make the students Ecologists for all intended purposes.* Starter Question: What are the effects of a human-made ecological disaster? Possible Answer: Breakdown in the ecosystem; endangered and extinct species Day 4: Students seem to enjoy GIS mapping. They are more creative than I am at figuring out how to implement it with the lesson. Starter Question: What two countries border the Aral Sea? Answer: Kazahstan & Uzbekistan Day 5: Students did not work on PowerPoint presentations over the weekend with the exception of a handful. No one was able to present a rough draft to me which set the presentation off another day. Starter Question: What are the causes behind man-made environmental disasters? Possible Answers: Laziness; Easy; War; Greed; Ignorance; Impatience Day 6: Worked on rough drafts of presentation Starter Question: Explain the Abiotic and Biotic factors in the Aral Sea. Day 7: Presentations. Many students did get the full meaning of the project. The ones that didn't, it was obvious that they did not put effort into the project. A few students surprised me; especially one that I thought would not gain anything from this project due to observations I made in the past. First he was able to show me things I had not see on Google such as the Biological Weapons Base on an island in the middle of the Aral Sea. Second, I saw him take the initiative to help his group with the premise behind the "poster". He put a lot of effort into this part. Third, his presentation with his group was perfect. Fourth, he had a lot of input into other people's projects. He asked questions and answered many other questions. When asked about this project, he seemed very receptive. I'm proud of that. I also urged that the students look at Google Earth in another 10, 20 years to see if the Aral Sea has changed at all. I'm not sure if they will but I hope that the way this lesson has gone that possibly it will stick and if they hear it in the News they will think back to what we did. In the future if I continue to do a "poster", it may be helpful to turn to pixton.com. This website seems to have a lot to offer when creating posters or comic strips. Starter Question: What is the primary limiting factor in the Aral Sea. Secondary?