Cora Hiebinger

Evander Childs High School

Living Environment

"At the simplest level, biodiversity is the sum total of all the plants, animals, fungi and microorganisms in the world, or in a particular area; all of their individual variation and all of the interactions between them. It is the set of living organisms that make up the fabric of the planet Earth and allow it to function as it does, by capturing energy from the sun and using it to drive all of life's processes; by forming communities of organisms that have, through the several billion years of life's history on Earth, altered the nature of the atmosphere, the soil and the water of our planet; and by making possible the sustainability of our planet through their life activities now."

--- Peter H Raven 1994

You are hired by the Environmental Protection Agency (EPA) to increase people’s awareness of the biodiversity loss. You are to provide information and research the causes behind the rapid loss of various species.

The loss of a species can have various effects on the remaining species in an ecosystem--what kind and how many depends upon the characteristics of the ecosystem and upon the species' role in its structure. Cascade effects occur when the local extinction of one species significantly changes the population sizes of other species, potentially leading to other extirpations. You can find more information on biodiversity, what it is and why it should be protected at websites listed below in the resources section.

A. You will be working as a team of 4. Your team is to prepare

1. a typed report (at least 5 pages) using the Public Policy Analyst (PPA) model

2. a Power Point Presentation (at least 10 slides) providing information about biodiversity, causes of biodiversity loss, and policies to protect biodiversity.

You will use the internet (some useful websites are listed below) and other resources to find your information. You need to use at least 5 different internet websites and 2 print media (newspaper or magazine articles).

The PPA will aid and advise your team step by step in accomplishing your task.

3. Your team will do an oral presentation using the PPP as a visual aid.

B. In addition, each team member is to keep a journal during the process of this project. You have to have at least 10 journal entries. Write down what challenges you faced in doing this web quest, what worked well, what didn’t work well, what you would do differently next time and why, what were the highlights, what did you enjoy,……..

The report (including all PPA worksheets), presentation and PPP will count for 200 points (two tests). The rubric you find under “Evaluation” will tell you exactly how your team’s work will be graded. The journal entries will count for 10 points each (per individual).

1. Break up into groups of 4. Choose a team leader, recorder of information, research specialist and timekeeper to keep the group on task.

2. The following T.I.P.S. links (1. - 6.) will guide you in completing the six steps-PPA process for your report. You will use the internet websites listed below to complete the steps.

Click onto the link, read the information provided and fill out the worksheets for each step. Use the internet resources provided below as needed.

§ Define and describe the problem as a group.

§ Gather evidence for this problem – split up and research at least one internet site each.

§ Identify causes for this problem – split up and research at least one internet site each.

§ Describe and evaluate the existing policy for this problem. Rejoin in your group and discuss your findings. Together, you will then:

§ Develop solutions/policies for the problems for this existing policy and:

§ Select the best policy for this problem

3. Once your group has thoroughly researched your topic and completed each worksheet, you will write your research paper. The following guidelines must be implemented when writing:

· at least 5 typed pages, not counting the PPA worksheets

· double spacing

· font type of your choice

· font size of 12

· page numbers on the bottom of each page with the exception of page one.

· incorporation of your research information and data within the Public Policy Analyst format and worksheet guidelines.

· cite references

4. Your report must contain a cover page with the following information:

q Title of project

q Name of individuals in the group

q Teacher name

q Date submitted

q Class name and type

q Be creative and colorful: include clip art, graphic art and pictures from the website and your computer program.

5. Each group member must be prepared to orally present an area of his/her research to EPA officials. Each individual should be prepared to answer any questions posed to them regarding the topic of biodiversity loss.

6. In preparing the PPP, follow the guidelines below:

· Open Microsoft Power Point and provide a title and subtitle on your first slide.

· Set up at least 9 more slides to support your oral presentation. Use pictures, clip art, and graphs imported from the hard-drive and/or internet.

· Choose a design, layout (go to Format), color scheme, animation scheme, custom animation, and slide transition (the last three: go to Slide Show)

1. First deadline: ten days from now

Hand in a rough draft of your written report.

2. Second deadline: - two weeks and three days from now

Hand in a rough draft of your PPP

3. Final deadline: - three weeks from now

Hand in the final items:

§ Your written report

§ Power Point Presentation

Your oral presentations will be scheduled on an individual basis on or after the final deadline.

The websites below will help you in answering your questions. Be specific in what you are looking for!

You can also do your own search, by typing in keywords (Ex. “Diabetes” + teenagers) in the following search engines: Google, AltaVista, and Lycos.

Note: To return to this webquest from the respective websites, click on the “back” button

Glossary

http://www.npc.edu/Bio105/resource/glossary.htm

General Information:

http://www.wri.org/wri/biodiv/bri-ntro.html

http://www.botany.uwc.ac.za/Envfacts/facts/biodiversity.htm

http://www.ciesin.org/docs/002-616/002-616.html

http://www.eco-online.qld.edu.au/novascotia/index.html

Causes for Biodiversity Loss:

http://www.panda.org/about_wwf/what_we_do/policy/macro_economics/root_causes.cfm

http://www.fern.org/pages/cbd/bioloss.html

http://www.iucn.org/themes/ssc/news/invasives.html

http://www.iisd.org/agri/nebraska/focus4.htm

http://www.ibiblio.org/london/agriculture/forums/Patricia-Dines/msg00044.html

Integrated Pest Management

http://www.epa.gov/pesticides/food/ipm.htm

http://www.irri.org/Biodiversity/sustainable.htm

http://www.irri.org/Biodiversity/teaching.htm

http://www.iisd.org/agri/nebraska/focus4.htm#Question2

http://www.iisd.org/agri/nebraska/focus4.htm#Question3

News Releases:

http://www.cec.org/news/details/index.cfm?varlan=english&ID=2441

The following rubric will be used to grade your written report and the educational pamphlet:

Points	5	4	3	2	1
Facts and information	From at least 9 different sources per group	From at least 7 different sources per group	From at least 5 different sources per group	From at least 3 different sources per group	Only 1 or 2 different sources per group
Synthesis of information from multiple references	The report shows clear evidence that team members have done their research, discussed their findings with each other and molded their findings into something of their own.	The report shows some evidence that team members have done their research, discussed their findings with each other and molded their findings into something of their own.	The report shows little evidence that team members have done their research, discussed their findings with each other and molded their findings into something of their own.	The report shows that team members have done little research, but failed to discuss and synthesize their findings into a coherent final product. Some sections are merely copied from the sources.	There is no evidence for any serious research, discussion, or synthesis. Whole passages are copied from the source(s).
Conclusions drawn from the results of the investigation	Numerous detailed conclusions are reached from the evidence offered.	Several detailed conclusions are reached from the evidence offered.	Some detailed conclusions are reached from the evidence offered.	A conclusion is made from the evidence offered.	No valid conclusion is made from the evidence offered.
Organization	Well organized, demonstrates logical sequencing and sentence structure.	Well organized, but demonstrates illogical sequencing or sentence structure.	Well organized, but demonstrates illogical sequencing and sentence structure.	Weakly organized.	No organization discernible.
Grammar and Spelling	Punctuation, spelling and capitalization are correct.	There are two to three errors in punctuation, spelling, and/or capitalization.	There are three to four errors in punctuation, spelling and/or capitalization.	There are five or more errors in punctuation and/or capitalization.	There are numerous errors. You did not use a spell check.
Neatness, Format, Completeness	The report is neatly typed in the format specified. A cover page according to instructions is provided. All steps/questions are covered extensively. All worksheets are completed.	The report is neatly typed. A cover page is provided. All steps/questions are covered. All worksheets are completed.	The report is typed. A cover page is provided. All steps/questions are covered. Some worksheets are not completed.	The report is not typed. No cover page is provided. All steps/questions are covered. Some worksheets are not completed.	The report is sloppy and incomplete.

Your oral presentation will be graded according to the following rubric:

Points	5	4	3	2	1
Eye Contact	Holds attention of entire audience with the use of direct eye contact	Consistent use of direct eye contact with audience.	Displayed little eye contact with audience.	Displayed minimal eye contact with audience.	No eye contact with audience
Pacing	Excellent use of drama and student meets apportioned time interval	Good use of drama and student meets apportioned time interval	Delivery is patterned, but does not meet apportioned time interval.	Delivery is in bursts and does not meet apportioned time interval.	Delivery is either too quick or too slow to meet apportioned time interval
Voice	Use of fluid speech and inflection maintains the interest of the audience.	Satisfactory use of inflection, but does not consistently use fluid speech.	Displays some level of inflection throughout delivery.	Consistently uses a monotone voice.	Whispers or mumbles, hardly audible.
Introduction and Closing	Student delivers open and closing remarks that capture the attention of the audience and set the mood.	Student displays clear introductory or closing remarks.	Student clearly uses either an introductory or closing remark, but not both.	Student does not display clear introductory or closing remarks.	No introduction or closing remarks.
Visuals	Student made excellent use of visuals to reinforce screen text and presentation.	Visuals related to text and presentation.	Student occasional used visuals that support text and presentation.	Student occasional used visuals that rarely support text and presentation.	Student used no visuals.

New York State Performance Standards: 

This web quest focuses on the following Science Performance Standards:

S5 Scientific Thinking

S5d: Proposes, recognizes, analyzes, considers, and critiques alternative explanations; and distinguishes between fact and opinion.

S5e: Identifies problems; proposes and implements solutions; and evaluates the accuracy, design, and outcomes of investigations.

S5f: Works individually and in teams to collect and share information and data.

S6 Scientific Tools and Technologies

S6d: Acquires information from multiple sources.

S7 Scientific Communication

S7a: Represents data and results in multiple ways.

S7b: Argues from evidence.

This web quest also focuses on the following English Language Arts Performance Standards:

E1c: Read and comprehend informational materials.

E2a: Produce a report of information.

E3c: Prepare and deliver an individual presentation.

E4b: Analyze and subsequently revise work to improve its clarity and effectiveness.

Through researching and analyzing data regarding biodiversity, you will understand why biodiversity is important and why its rapid loss is a social problem that is affecting all of us. You will list some of the known causes for biodiversity loss and maybe come up with your own reasons as well.

In writing your research paper and preparing the Power Point Presentation, you will be able to present some of the policies that are already in place and suggest new approaches in policy-making in order to stop a further biodiversity decrease.

You will understand the need of intermediate intervention and show possibilities in which every one of us can make a contribution to saving biodiversity for ourselves and future generations.

You will be introduced to the PPA-format for future Web Quests and Power Point Presentations.