1. Student Page An Exploration into
[Teacher Page]
Global Warming
Title A WebQuest for 9th to 10th grade Earth Science/Biology
Introduction
Task
Process
Evaluation
Conclusion
Designed by
Jessica Quig
quig.jessica@gmail.com picture by woodleywonderworks
Credits
Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Title “Global warming” has been splashed across the news in recent years in connection
Introduction
with everything from changes in rainfall to an increase in numbers of hurricanes.
Many scientists are blaming humans for this phenomenon. Governments and
Task corporations worldwide are spending billions of dollars investing in „green
Process initiatives‟ such as wind power and biofuels to lessen the effects that humans have
Evaluation on the environment.
Conclusion
Yet it often seems unclear what global warming is, what causes it, and why your
(or any one person‟s) behavior can impact the climate of the entire Earth.
But the biggest question is “Why does any of this matter to us??”
You and your team of scientists have been asked to create a board game to share
the importance of global warming and what we as individuals can do about it.
Credits Background picture by divediva jade
http://www.flickr.com/photos/divedivajade/218467073

3. Student Page
[Teacher Page]
The Task
Title Your team‟s task is to create a board game to promote awareness about global
Introduction
warming by delving into four key questions:
Task 1) What is global warming?
Process 2) What causes global warming?
Evaluation 3) How can global warming effect our lives?
Conclusion
4) What can any one person do to minimize his or her contribution to global
warming?
To accomplish this, each team member will use evidence from Earth‟s past and
present to investigate questions within his or her field of expertise (these are
listed in the next section). Each expertise will represent a very important
component to your research, and they must all combine to form your final
product—the board game!
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4. Student Page
[Teacher Page]
The Process Part 1: Fields of Expertise
Title To begin, each team member must choose his or her field of expertise :
Introduction
Climatologist
Hydrologist
Task Zoologist
Process Botanist
Evaluation
Conclusion
-You must each click on your expertise above and investigate the questions in your
field.
-As the overseer of your taskforce, I have provided some important links to
websites—however, you can and should use your investigative skills to find the rest
(this can include the web, books, newspapers, and magazines).
AFTER COMPLETING YOUR INDEPENDENT RESEARCH, step into the next phase of your
task by clicking here!
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5. Student Page
[Teacher Page]
Climatologist
Title 1) Greenhouse gases like carbon dioxide are getting much of the blame for
Introduction
global warming. Make a list of things that people do that put carbon dioxide into
the atmosphere.
Task
Process 2) Now look at this graph, which shows how temperature and atmospheric carbon
Evaluation dioxide levels have changed over time. What has happened to carbon dioxide levels
Conclusion
recently, and why do you think this has happened? Why is this part of the graph
so different from the preceding 600,000+ years?
Click here to return to Process
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6. Student Page
[Teacher Page]
Hydrologist
Title 1) Your main focus is going to be the icecaps. Some scientists predict that if
Introduction
Earth‟s average temperature rises even a few degrees, entire islands and
continental coastlines will soon be underwater because of the melting of ice at our
Task poles—of course, not everyone agrees with this prediction.
Process What is happening to sea levels now compared to the past? Now look specifically
Evaluation at the past 100 years.
Conclusion
2) If enough polar melt were able to occur, who would be impacted by increased
sea levels? Describe where in the United States would feel the effects of rising sea
levels the most.
Click here to return to Process
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7. Student Page
[Teacher Page]
Zoologist
Title 1) Pick two animals that are feeling the effects of rising temperatures and why
Introduction
changes to their populations might matter to you.
Task 2) Now watch this video. Pick one of the species talked about in the video and
Process draw two pictures. 1) A picture of that species in their habitat today 2) A picture
Evaluation of the species in their habitat as may happen if global temperatures continue to
Conclusion
rise.
Click here to return to Process
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8. Student Page
[Teacher Page]
Botanist
Title 1) Different kinds of plants can survive in different temperatures. Find one
Introduction
example of a plant adapted to very warm temperatures, and one adapted to very
cold temperatures, and describe at least two adaptations for the climate that
Task each possesses. How would the plants of Fort Collins likely change in response to a
Process warmer climate?
Evaluation
Conclusion
2) In Colorado, warmer weather may be helping to allow the spread of the pine
beetle. Why are they such a significant problem, and how are warmer temperatures
worsening this problem?
Click here to return to Process
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9. Student Page
[Teacher Page]
The Process Part 2:
Sharing Your Knowledge!
Title
Introduction
AFTER COMPLETING YOUR INDEPENDENT RESEARCH:
-Report back to your team! In order to understand the process of global climate
Task change, and to convince the public of your findings, you will need the support of
Process everyone‟s research!
Evaluation -To begin, each team member will share his or her findings on each of the assigned
Conclusion
questions.
-Now you can return to the four central questions (listed in your Task)! Answer
these together—you will need to incorporate these questions into your final
product. You may put them on trivia cards, put them on the box, or use some other
creative means!
Now you are ready to start making your game!
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10. Student Page
[Teacher Page]
The Process Part 3:
Creating Your Board Game
Title -This is what I‟m looking for in your final product (see the rubric for specific point
Introduction distributions):
Task
Process
-Include RULES and QUESTIONS + ANSWERS: Others must be able to play your game
without you being there to explain it. Also, you will need at least 3 questions per field
Evaluation (for a total of 12) built into your game.
Conclusion
-Be AESTHETIC and CREATIVE: If your game looks good, people will want to play it and
your research efforts will be more greatly appreciated!
-WORK TOGETHER: You game must incorporate all of your fields, particularly your
findings from the questions. You may of course include extra information to make your
game more interesting!
AND FINALLY--Include those four central questions. (These can be incorporated into extra
question cards or on playing spaces on the board)
This video might help inspire you!
*If you feel unsure about where to start, The Game of Life, Monopoly, and Trivial Pursuit
Credits are all good templates--or you can create your own!

11. Student Page Evaluation
[Teacher Page]
CATEGORY 4 3 2 1
Title Knowledge Gained All students in group All students in the Most students in the Several students in the
could easily and group could easily and group could easily and group could NOT
Introduction correctly state several correctly state 1-2 facts correctly state 1-2 facts correctly state facts
facts about the topic about the topic used about the topic used about the topic used
Task
used for the game for the game without for the game without for the game without
Process without looking at the looking at the game. looking at the game. looking at the game.
game.
Evaluation Creativity The group put a lot of The group put some The group tried to Little thought was put
Conclusion thought into making thought into making make the game into making the game
the game interesting the game interesting interesting and fun, but interesting or fun.
and fun to play as and fun to play by some of the things
shown by creative using textures, fancy made it harder to
questions, game pieces writing, and/or understand/enjoy the
and/or game board. interesting characters. game.
Attractiveness Contrasting colors and Contrasting colors and Contrasting colors and Little or no color or
at least 3 original at least 1 original quot;borrowedquot; graphics fewer than 3 graphics
graphics were used to graphic were used to were used to give the were included.
give the cards and give the cards and cards and gameboard
gameboard visual gameboard visual visual appeal.
appeal. appeal.
Cooperative work The group worked well The group generally The group worked fairly The group often did
together with all worked well together well together with all not work well together
members contributing with all members members contributing and the game appeared
significant amounts of contributing some some work. to be the work of only
quality work. quality work. 1-2 students in the
Credits group.

12. Student Page
[Teacher Page]
Conclusion
Title Congratulations!
Introduction
You have created a tool for spreading knowledge of global warming, and gained a
bit of knowledge yourself. But this is not an issue of the past. Now you must ask
Task yourself:
Process
What role are you playing in global warming each day?
Evaluation Are you willing to challenge yourself to follow your own advice from this project?
Conclusion
Credits

13. Student Page Credits & References
[Teacher Page]
Title http://flickr.com/photos/wwworks/2222523486/
Introduction
Task
Process
http://flickr.com/photos/divedivajade/218467073/
Evaluation
Conclusion
http://flickr.com/photos/arib/152434894/
http://flickr.com/photos/cmichel67/84146617/
http://flickr.com/photos/bullish1974/564943824/
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14. Student Page Credits & References
[Teacher Page]
Title http://flickr.com/photos/tim_ellis/26360948/
Introduction
Task
Climatologist Links:
Process Greenhouse gases: http://www.eia.doe.gov/bookshelf/brochures/greenhouse/Chapter1.htm
Graph: http://www.epa.gov/climatechange/science/pastcc_fig1.html
Evaluation
Hydrologist Links:
Conclusion Changes in sea level:
http://news.bbc.co.uk/2/shared/spl/hi/pop_ups/04/sci_nat_climate_change___evidence_and_pr
edictions/html/3.stm
100 years: http://science.howstuffworks.com/question473.htm
Zoologist Links:
Animals: http://www.nwf.org/wildlifeandglobalwarming/effectsonwildlife.cfm
Video: http://www.nwf.org/wildlifeandglobalwarming/globalwarmingandwildlife.cfm
Botanist Links:
Pine beetle: http://en.wikipedia.org/wiki/Mountain_pine_beetle
Problem: http://www.ext.colostate.edu/pubs/insect/05528.html
Process Part 3 Video: (Discovery Channel)
http://dsc.discovery.com/video/?playerId=203711706&categoryId=210013699&lineupId=1
47010094&titleId=147012607
This WebQuest was created using The WebQuest Page template
The WebQuest Slideshare Group
Credits

15. [Student Page]
An Exploration into
Teacher Page Put the Title of the Lesson Here (Teacher)
Global WARMING
A WebQuest for xth Grade (Put Subject Here)
Title A WebQuest for 9th to 10th grade Earth Science/Biology
Introduction Designed by
Learners Put Your Name Here
Standards Put Your E-mail Address Here
Process
Resources
Evaluation
Teacher Script
Conclusion
Designed by
Jessica Quig
quig.jessica@gmail.com picture by woodleywonderworks
Credits Based on a template from The WebQuest Page
Based on a template from The WebQuest Page

16. [Student Page]
Teacher Page Introduction (Teacher)
Title This WebQuest was developed at part of the EDUC331 Education Technology course
Introduction
at Colorado State University.
Learners This WebQuest is intended to give students a base knowledge of global warming,
Standards as well as develop some ideas of how this phenomenon plays into their own lives.
Process While most students will likely be familiar with the term, they may not know what
Resources
global warming means in terms of impact on their daily lives.
Evaluation
Teacher Script
Conclusion
Credits

17. [Student Page]
Teacher Page Learners (Teacher)
Title This WebQuest is intended for tenth grade biology or ninth grade earth sciences.
Introduction
The students should not need to have more than a familiarity with global warming
Learners before beginning this lesson.
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

18. [Student Page]
Teacher Page Curriculum Standards (Teacher)
Title Learning outcomes for this lesson will include:
Introduction
Colorado State Standards:
-Students know and understand the characteristics and structure of living
Learners things, the processes of life, and how living things interact with each other
Standards and their environment (Standard 3)
Process -Students understand that the nature of science involves a particular way of
Resources
building knowledge and making meaning of the natural world. (Standard 5)
Evaluation
Thinking and Communication Skills:
Teacher Script -Critical thinking
Conclusion -Creative production
-Teamwork
-Academic thinking on real-world issues
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19. [Student Page]
Teacher Page The Process (Teacher)
Student Process:
Title
To begin, each team member must choose his or her field of expertise :
Introduction Climatologist
Hydrologist
Learners Zoologist
Standards Botanist
Process -You must each click on your expertise above and investigate the questions in your field.
-As the overseer of your taskforce, I have provided some important links to websites—however, you can
Resources
and should use your investigative skills to find the rest (this can include the web, books, newspapers, and
Evaluation magazines).
Teacher Script Teacher:
Conclusion -This lesson is organized so as to be flexible with class time. For example, the research may be completed
in class and the game completed outside of class—which would probably require one or two class
periods, depending on grade level.
-Group Division: The students will need to be in groups of four. They will do both independent research
and a cooperative project, so it is important that they be able to work together. If the game component
is to be completed outside of class, it is also important that the students be able to communicate and
meet up.
-Teacher Skills: The most important thing in operating this WebQuest is to facilitate cooperation within the
groups. An understanding of internet searches and how to locate reliable sources is also helpful.
Credits

20. [Student Page]
Teacher Page Resources (Teacher)
Title -Computers, with internet, available for each student will be needed.
Introduction
-If you would like students to complete the game in class, you will also need
poster boards, markers, scissors, colored paper, glue, and any other creative
Learners materials.
Standards
Process -This WebQuest is intended to only require one teacher (additional assistance
Resources
should be based on your comfort with internet use)
Evaluation
Teacher Script
Conclusion
Credits

21. [Student Page]
Teacher Page Evaluation (Teacher)
CATEGORY 4 3 2 1
Title Knowledge Gained you know that in group All was successful?Most studentswhat student productsin the
How will All students this lesson students in the Describe in the Several students
or performances you'll be looking at and how they'll group could easily This,group could NOT
could easily and group could easily and be evaluated. and of course,
should be tightly related to the standards and objectives you cited above.
Introduction correctly state several correctly state 1-2 facts correctly state 1-2 facts correctly state facts
Learners You may want to just copytopic paste the topic used about the topic used about the topic used
facts about the and about the evaluation section of the student page
(Evaluation) into thisthe gameand add any clarifications needed for another the game without
used for space for the game without for the game without for teacher to
Standards make use of this lesson. at the looking at the game. looking at the game. looking at the game.
without looking
game.
Process Creativity The group put a lot of The group put some The group tried to Little thought was put
Resources thought into making thought into making make the game into making the game
the game interesting the game interesting interesting and fun, but interesting or fun.
Evaluation and fun to play as and fun to play by some of the things
Teacher Script shown by creative using textures, fancy made it harder to
questions, game pieces writing, and/or understand/enjoy the
Conclusion and/or game board. interesting characters. game.
Attractiveness Contrasting colors and Contrasting colors and Contrasting colors and Little or no color or
at least 3 original at least 1 original quot;borrowedquot; graphics fewer than 3 graphics
graphics were used to graphic were used to were used to give the were included.
give the cards and give the cards and cards and gameboard
gameboard visual gameboard visual visual appeal.
appeal. appeal.
Cooperative work The group worked well The group generally The group worked fairly The group often did
together with all worked well together well together with all not work well together
members contributing with all members members contributing and the game appeared
significant amounts of contributing some some work. to be the work of only
quality work. quality work. 1-2 students in the
Credits group.

22. [Student Page]
Teacher Page Teacher Script (Teacher)
Title -You may start by opening the WebQuest and clicking on Introduction in the left-
Introduction
hand navigation. Read through the introduction with the class, and then the task.
-Before proceeding further, you may want to assign groups and fields of expertise
Learners (or allow students to choose). This will give the student a clearer sense of
Standards direction before moving on to the Process.
Process -After reading through the Process page, the students should be able to work on
Resources
their own. You may walk them through the rest of the pages if you like, or they
can explore on their own. You may also choose to demonstrate an internet search
Evaluation
(or perhaps how to identify reliable sources) at this point.
Teacher Script **The students may take different amounts of time to complete their research, so
Conclusion if they are working in class it may be helpful to have ideas for how they can fill
any waiting time.
**Also, if any work is being completed outside of class, it is important that group
members exchange any necessary contact information
This page is linked to the Process segment off of the Teacher Page
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23. [Student Page]
Teacher Page Conclusion (Teacher)
Title Understanding the process of global warming becomes increasingly important as
Introduction
our knowledge of its implications grows. As populations continue to grow and the
pressures on the Earth rise, our need to be aware of our role and enact
Learners behavioral changes is also becoming increasingly clear. Students today will play an
Standards incredibly significant role in dealing with these problems and implementing
Process necessary change.
Resources
Evaluation
Teacher Script
Conclusion
Credits

24. [Student Page]
Teacher Page Credits & References (Teacher)
Title http://flickr.com/photos/wwworks/2222523486/
Introduction
Learners
Standards
http://flickr.com/photos/divedivajade/218467073/
Process
Resources
Evaluation
Teacher Script http://flickr.com/photos/arib/152434894/
Conclusion
http://flickr.com/photos/cmichel67/84146617/
http://flickr.com/photos/bullish1974/564943824/
Credits

25. [Student Page]
Teacher Page Credits & References (Teacher)
Title http://flickr.com/photos/tim_ellis/26360948/
Introduction
Learners
Climatologist Links:
Standards Greenhouse gases: http://www.eia.doe.gov/bookshelf/brochures/greenhouse/Chapter1.htm
Graph: http://www.epa.gov/climatechange/science/pastcc_fig1.html
Process
Hydrologist Links:
Resources Changes in sea level:
Evaluation http://news.bbc.co.uk/2/shared/spl/hi/pop_ups/04/sci_nat_climate_change___evidence_and_pr
edictions/html/3.stm
Teacher Script 100 years: http://science.howstuffworks.com/question473.htm
Conclusion Zoologist Links:
Animals: http://www.nwf.org/wildlifeandglobalwarming/effectsonwildlife.cfm
Video: http://www.nwf.org/wildlifeandglobalwarming/globalwarmingandwildlife.cfm
Botanist Links:
Pine beetle: http://en.wikipedia.org/wiki/Mountain_pine_beetle
Problem: http://www.ext.colostate.edu/pubs/insect/05528.html
Process Part 3 Video: (Discovery Channel)
http://dsc.discovery.com/video/?playerId=203711706&categoryId=210013699&lineupId=1
47010094&titleId=147012607
This WebQuest was created using The WebQuest Page template
The WebQuest Slideshare Group
Credits