Teacher Process
Lesson 1 - Anticipatory Set:
Tell students that you just received an important letter addressed to them in the mail today. You can print out a copy of the letter and seal it in an envelope or simply show the introduction letter on the LCD projector. Read the letter aloud to students and have a class discussion about what they think their assignment will include.
Go over the concept of a webquest and explain the assignment to students. Facilitate discussion on what student's already know about key ideas: conservation, sustainability, renewable vs. non-renewable resource.
Create a KWL (Know, Want to learn, Learned) chart whole class to assess students prior knowledge. Hand out a blank KWL chart, 1 to each pod of desks. Have students, in their pods, work collaboratively for 5-10 minutes to enter as much as they can in point form.
Exit ticket: After watching the two videos on the Introduction Page on the Albertan Oil Sands, Have students write a couple of sentences on file cards answering the question, "Are the Albertan Oil Sands good or bad for Canada."
Lesson 2 - Starting Task 2:
Have students complete Task 1 individually and finish the lesson with the journal entry.
Divide students into groups of 5-6 and assign each group a specific topic.
Review concepts from yesterday and have students discuss their journal entries from Task 1 in the small groups.
Students should decide which website(s) they will become an "expert" on, and a group recorder should be selected.
Explain to students that the recorder is responsible for keeping the answers to questions for the duration of the project.
Have students turn in their responses after completing the entire sheet and finishing their research. Allow students to start research.
Contingent Activity 1
It is anticipated that the computer lab may not always be available at convenient times. A couple of contingent activities that support the learning goals of this webquest have therefore been included.
If the computer lab is not available, print out this activity and complete with a partner.
Lessons 3- 6 - Internet Research
Give students at least 3 class work periods to complete their internet research and t-chart exercises.
As an assessment tool, periodically collect student notebooks to check for progress and understanding.
As students research make yourself available to answer questions and provide guidance to individual groups.
If you would like, think of guiding questions to help students focus their research and gain a more in depth understanding of their topic.
Lessons 7-8 - Creating the Brochure
Model whole group how to create a brochure using Microsoft Office. Create an example brochure with students. Make sure to discuss why you include what you do and explain how you decide what important useful information is.
Lesson 9 - Presentation & Presentation Brochure
After students complete their group brochures print enough brochures for each student to have a copy for all 6 topics.
Allow students to create their presentation boards and give them a class work period to prepare their presentation for the Conservation Convention.
Lesson 10 - Conservation Convention
Each group should create an "exhibit" at the convention.
Their exhibit should include their presentation board and their informational brochures.
Allow students 15-20 minutes to circulate the classroom independently and explore the information provided on each topic.
Then, have each group make their 5-10 minute presentation to the rest of their class.
Lesson: 11-12
3 Paragraph Essay
Lesson 13 - Conclusion
Revisit and complete KWL chart from Lesson 1. Have students complete their reflection essay and collect student journals one final time to give them an overall grade.