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Save the Fish: A WebQuest on Water Pollution 


A WebQuest for 3rd Grade (Environmental Science)

Designed by
Kristi Corrigan: KC592123@wcupa.edu
Nicole Stevenson: NS621582@wcupa.edu 

Fish swimming in pollution

Introduction | Task | Process | Evaluation | Conclusion | Standards


Introduction

 Why is my family sick? Why did my best friend move away? You are a fish in the Atlantic Ocean and these are questions you find yourself asking a lot lately. Your parents tell you that all of these things are happening because of water pollution. The pollution is destroying your home and neighborhood. You and others in the school of fish are sick of living in the miserable conditions caused as a result of water pollution. You decide you want to gather information about water pollution and its harmful effects. Ultimately, your goal is to educate the public about this issue in an attempt to promote awareness and hopefully put an end to the water pollution that has made life so difficult for you.



The Task


~ First, you will form your groups, based on assignments by the teacher.

~ Second, you will research water pollution.

~After collecting your research, you will work together to create a handout for the class about water pollution.

~Finally, you will create a short skit about water pollution and its effects and perform your skit in front of the class.



The Process

1. First, you will be assigned to a team of four fish. Each fish will choose one of the colors below and use the websites provided for you to answer the questions that match that color:
    • Red Fish:  What is water pollution? Give a definition.
    • Blue Fish: List at least three different types of water pollution  and the definition for each one.
    • Yellow Fish: Name one specific event in which water pollution occured and write about what happened in that event. Be a reporter and get the following information about the event: Who? What? Where? When? Why? How?
    • Green Fish: Name three different ways to prevent water pollution or suggestions for a sollution to water pollution that has already happened.
Websites
http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/peril_pollution1.html
 
http://edugreen.teri.res.in/explore/water/pollu.htm

http://www.freewebs.com/sciencerj/theages.htm
 
http://library.thinkquest.org/CR0215471/ocean_pollution.htm

2. When you are finished collecting information, you will work together to create a handout for the class. This handout should contain all of the important facts each fish collected about their topic. The handout will be an excellent way for you to help the class really understand water pollution. Use the handout provided for you below.

Handout

3. Finally, your group will create a short skit (about 2-3 minutes) to perform in front of the class. You will all play fish that are sick and tired of living in polluted water. Discuss what you have experienced in your lifetime to make you realize just how terrible water pollution really is. You may be creative with your skit, but also make sure to include information about the harmful effects of water pollution. Assign specific roles to each group member and write a script for the skit. Make sure each person knows exactly what they are going to say before you present your skit to the class. In the end, the class should be able to see why pollution is bad, and everyone should understand why it is important for humans to try to stop pollution.

Water Pollution Sign



Evaluation


The Award Goes to You!


4

You're a Star!


3

Try Rehearsing Some More.

2

Audition Again.


1

Score

 

Originality

 

Presentation shows considerable originality and inventiveness. The content and ideas in the handout and th           e skit are presented in a unique and interesting way.
Presentation shows some originality and inventiveness. The content and ideas in the handout and the skit are presented in an interesting way.
Presentation shows an attempt at originality and inventiveness -The content and ideas within the context of the handout and the skit are presented thoroughly.
Presentation is a rehash of other people's ideas.
-The content and ideas within the context of the handout and skit show very little attempt at original thought.


 

Content Accuracy

 

 

All content throughout the presentation and handout is accurate. There are no factual errors.
Most of the content is accurate but there is one piece of information that might be inaccurate.
The content is generally accurate, but one piece of information is clearly flawed or inaccurate.
Content is typically confusing or contains more than one factual error.

 

Spelling and Grammar

 

 

Handout and skit have less than 1-2 misspellings or grammatical errors.
Handout has 1-2 misspellings, but no grammatical errors.
Handout has 1 grammatical error and 1-2 misspellings.
Handout has more than 2 grammatical and/or spelling errors. 

 

Sequencing of Information

 

All information is organized in a clear, logical way. Skit is presented with regard to appropriate classroom behavior and is polished in a formal manner.
Most information is organized in a clear, logical way. Skit is presented with regard to appropriate classroom behavior and polished in a formal manner.
Some information is logically sequenced. Skit is presented with regard to appropriate classroom behavior, but is not polished formally.
There is no clear plan for the organization of information.  Inappropriate behavior occurs during the skit.

 

Cooperation
Group delegates tasks and shares responsibility effectively all of the time.
Group delegates tasks and shares responsibility effectively most of the time.
Group delegates tasks and shares responsibility effectively some of the time.
Group often is not effective in delegating tasks and/or sharing responsibility.


http://rubistar.4teachers.org/index.php



Conclusion


In doing this WebQuest you should all be experts on water pollution. Hopefully, you have taken a real interest in this topic. As you should now know, water pollution is a serious problem on earth and humans can make a difference. Every little bit helps. Maybe in your free time you will even look into helping stop pollution. Who knows? Maybe one of you will even grow up and decide to work in a group or organization that tries to prevent pollution!


Globe and Water Pollution



Standards, Credits & References


The following are standards from the Pennsylvania Department of Education:

Environment and Ecology

4.3.4
   A. Know that plants, animals and humans are dependent on air and
       water.
      •    Know that all living things need air and water to survive.
      •    Identify things that cause sickness when put into the air, water
            or soil.
      •    Identify different areas where health can be affected by air,
            water or land pollution.
      •    Identify actions that can prevent or reduce waste pollution.

   B.     Identify how human actions affect environmental health.
 
       •     Identify pollutants.
       •    Identify sources of pollution.
       •    Describe how people can reduce pollution.


Reading, Writing, Speaking, and Listening

1.2.3
   A.    Read and understand essential content of informational texts and
          documents in all academic areas.
       •    Differentiate fact from opinion within text.
       •    Distinguish between essential and nonessential information
             within a text.
       •    Make inferences from text when studying a topic (e.g., science,
             social studies) and draw conclusions based on text.
       •    Analyze text organization and content to derive meaning from
            text using established criteria.
   B. Use and understand a variety of media and evaluate the quality of
       material produced.
       •     Use electronic media for research.

1.6.3

   A. Listen to others.
       •    Ask questions as an aid to understanding.
       •    Distinguish fact from opinion.

   C. Speak using skills appropriate to formal speech situations.
       •    Use appropriate volume.
       •    Pronounce most words accurately.
       •    Pace speech so that is understandable.
       •    Demonstrate an awareness of audience.
   D. Contribute to discussions.
       •    Ask relevant questions.
       •    Respond with appropriate information or opinions to questions
             asked.
       •    Listen to and acknowledge the contributions of others.
       •    Display appropriate turn-taking behaviors.

   E. Participate in small and large group discussions and presentations.
      •    Participate in everyday conversation.
      •    Present oral readings.

More information about these standards can be found at: http://www.pde.state.pa.us/stateboard_ed/cwp/view.asp?A=3&Q=76716


Credits and References:

Pictures

http://www.surfrider.org/makingwaves/makingwaves8/editorial.htm
http://www.sacredspring.com/water_pollution.htm
http://www.oznet.ksu.edu/swr/Module1/cwa_npdes.htm



  Based on a template from The WebQuest Page

WebQuest @ West Chester University