1. Exploring Fish Populations In Colorado Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 12th Grade Environmental Studies Classes Designed by Paul Erker [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You and your team of Biologist are going to begin a research project on the distribution of fish species in Colorado. Each member of the team will have a role. There are several species that your team can concentrate on. You will be asked to find out what these species are and use your research to implement management practices. Are there any problems with fish populations in Colorado? Are there species of concern that your team should be worried about? What are some solutions to these problems? Use your resources to find ways to implement solutions.

6. Evaluation: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score 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. Content - Accuracy All content throughout the presentation 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. Sequencing of Information Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. Most information is organized in a clear, logical way. One card or item of information seems out of place. Some information is logically sequenced. An occasional card or item of information seems out of place. There is no clear plan for the organization of information. . Effectiveness Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. Project is missing more than two key elements. It would make an incomplete study guide. Project is lacking several key elements and has inaccuracies that make it a poor study guide. Graphic Sources Graphics are hand-drawn. The illustrator(s) are given credit somewhere in the presentation. A combination of hand-drawn and HyperStudio graphics are used. Sources are documented in the presentation for all images. Some graphics are from sources that clearly state that non-commercial use is allowed without written permission. Sources are documented in the presentation for all "borrowed" images. . Some graphics are borrowed from sites that do not have copyright statements or do not state that non-commercial use is allowed, OR sources are not documented for all images.

7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Upon finishing your proposal project your team will have developed a plan that could potentially help fish populations throughout Colorado. If implemented by a state or federal agency your team and school will be awarded a grant. The grant will used to improve the science technology of your school.

8. C redits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Picture provided by Paul Erker Website references: http://wildlife.state.co.us/Fishing/SpeciesID/ http://www.coloradofishing.net/species.htm http://wildlife.state.co.us/Fishing/Reports/StatewideConditions/ http://ndis.nrel.colostate.edu/mapindex.asp http://www.fws.gov/coloradoriverrecovery/doc/nnfq&aCO.pdf http://www.cpluhna.nau.edu/Biota/fishes.htm http://www.fws.gov/coloradoriverrecovery/ http://wildlife.state.co.us/ http://www.fs.fed.us/ http://www.fws.gov/ http://parks.state.co.us/ http://www.nps.gov/ http://www.nature.org/ The WebQuest Page The WebQuest Slideshare Group

9. Exploring Fish Populations In Colorado [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 12th Grade Environmental Studies Designed by Paul Erker [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You and your team of Biologist are going to begin a research project on the distribution of fish species in Colorado. Each member of the team will have a role. There are several species that your team can concentrate on. You will be asked to find out what these species are and use your research to implement management practices. Are there any problems with fish populations in Colorado? Are there species of concern that your team should be worried about? What are some solutions to these problems? Use your resources to find ways to implement solutions Evaluation Teacher Script Conclusion

11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for higher lever thinkers at the high school level. It is designed to integrate different subject s like biology, ecology, and earth science. The proposal portion of the project will allow students to learn and practice Power Point presentations. Before starting this project student should have developed cooperative group skills. They will also have to integrate different subjects and information to make one proposal. Student will need know ledge of computers including web search, Word, Excel, and Power Point. Evaluation Teacher Script Conclusion

12. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Standard 1 Students apply the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. Standard 2 Physical Science: Students know and understand common properties, forms, and changes in matter and energy. (Focus: Physics and Chemistry) Standard 3 Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology-- Anatomy, Physiology, Botany, Zoology, Ecology) Standard 4 Earth and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space. (Focus: Geology, Meteorology, Astronomy, Oceanography) Standard 5 Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world.

16. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Use the rubric found in the student section to evaluate your students. Evaluation Teacher Script Conclusion

18. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Upon finishing your proposal project your students will have developed a plan that could potentially help fish populations throughout Colorado. If implemented by a state or federal agency your team and school could be awarded a grant or other accommodation. The grant could be used to improve the science technology of your school. Each student will now have experience working cooperatively to reach one goal. Evaluation Teacher Script Conclusion

19. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Picture provided by Paul Erker Website references: http://wildlife.state.co.us/Fishing/SpeciesID/ http://www.coloradofishing.net/species.htm http://wildlife.state.co.us/Fishing/Reports/StatewideConditions/ http://ndis.nrel.colostate.edu/mapindex.asp http://www.fws.gov/coloradoriverrecovery/doc/nnfq&aCO.pdf http://www.cpluhna.nau.edu/Biota/fishes.htm http://www.fws.gov/coloradoriverrecovery/ http://wildlife.state.co.us/ http://www.fs.fed.us/ http://www.fws.gov/ http://parks.state.co.us/ http://www.nps.gov/ http://www.nature.org/ Evaluation Teacher Script Conclusion