Energy Web Quest Project | Create WebQuest

Introduction

Introduction

You and your classmates work for a company called the Energy Kings, an environmental research and engineering firm. You have just received a letter from Ms. Timmer and Mrs. Goodman requesting your services. They would like you to conduct a research study to help determine if they should continue using their current sources of energy or use alternative forms. They are also asking you to design a multimedia presentation, that will be used to promote public awareness about energy and conservation. Now let’s begin your quest for energy.

Task

Task

Each energy researcher will become an expert on two forms of energy.

You will be accomplishing the following:

You will complete a fact sheet for each energy form you research.
You will work in your groups to decide which two energy sources are best for Ingham County Residents. You will write a written proposal, that informs Ms. Timmer and Mrs. Goodman of your group’s findings.
You will design a multimedia presentation, that will be used to promote public awareness to Ingham County residents informing them about the energy sources you chose (two sources) and energy conservation.

Process

Part 1

1. You will work together with your group.

2. Each group should define specific roles for each participant.

3. Each researcher is responsible for studying two of the energy sources shown below.

Solar Energy

Fossil Fuels

Wind

Tidal

Water

Nuclear

Geothermal

Biomass

4. Use the following list as a guide for note taking while researching your two energy sources:

1. How does this energy get its power? Explain the source of this energy form.
2. How is this energy transformed into usable energy?
3. List and describe the advantages to using this source of energy.
4. List the disadvantages to using this energy.
5. Where is this source of energy commonly used? Is Michigan using this type of energy?
6. Is this a renewable or non-renewable resource?
7. How can this energy resource be conserved? Is conservation necessary?
8. How does using this energy effect the environment?

Part 2

1. Go back to your group and discuss which two resources would be the best to use and why. Design a multimedia presentation (Part 3) along with a written proposal, which shows your findings for Dr. Beck, Dr. Ebert, and Dr. Guss. Your proposal should include but not be limited to the following:

Why did you choose these forms of energy?
Why are they better than the other sources?
Where can these energy sources be obtained?
How can they be conserved? Is conservation necessary?
Are there any effects on the environment?

Part 3

1. Promoting Public Awareness:

Remember, each group member decided on a role in Part 1 and is responsible for that role.

Choose two of the following options to get your information out to the public:

Write a newspaper article
Create a bi-fold brochure
Make a commercial (in the form of a skit)
Design a poster
Construct a model that best represents how these forms of energy are used.

2. All group members should review the rubrics for PowerPoint, Prezi, Oral and Written Presentations. You will each receive copies of the rubrics.

3. After completing your assignments you should be prepared to share your presentation with the rest of the class. Please prepare for a 10 minute presentation.

Good Luck!!!

Evaluation

Project Based Learning – WebQuest Rubric – Diorama – Group

3D Diorama	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Format	– Diorama is messy and lacks planning – Does not accurately depict subject – Little or no use of color – Little or no use of pictures and/or graphics – Begins to meet assigned expectations	– Some planning is evident, but still distracting format – Accurately depicts subject – Some use of color – Some use of pictures and/or graphics – Meets assigned expectations	– Format is balanced – Creatively depicts subject – Considerable use of color – Very good use of pictures and/or graphics – Meets assigned expectations	– Very well balanced – Exceeds assigned expectations – Extensive use of color – Many pictures and/or graphics	–
Language for Target Audience	Students were unable to explain technical terminology and content to their audience.	Students were able to explain some technical terminology and content to their audience.	Students were able to explain most technical terminology and content to their audience.	Students were always able to explain technical terminology and content to their audience.	–
Content	Presentation contains little accurate and relevant information.	Presentation contains some accurate and relevant information.	Presentation contains a considerable amount of accurate and relevant information.	Presentation contains an extensive amount of accurate and relevant information.	–
Originality of Presentation	Presentation contains little, if any, original ideas.	Presentation contains some original ideas.	Presentation contains mostly original ideas.	Presentation contains all new and original ideas.	–
Organization and Sequence of Information	Presentation is disorganized and illogical in its sequence of information.	Presentation contains some logical sequence of information and organization.	Information is presented in a logical sequence which the audience can follow.	Presentation is extremely well organized and very easy to follow.	–

Project Based Learning – WebQuest Rubric – Interview – Group

Interview	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Format	– Interview lacks planning – Interview is less than 30 minutes long – Questionnaire is lacking – Does not meet or only begins to meet assigned expectations	– Some planning is evident, but still distracting format – Questionnaire contains some appropriate questions – Just meets assigned expectations	– Format is balanced – Questionnare contains interesting and appropriate questions – Satisfactorily meets assigned expectations	– Very well balanced – Questionnaire contains interesting and thought provoking questions – Exceeds assigned expectations	–
Language for Target Audience	Students were unable to explain technical terminology and content to their audience.	Students were able to explain some technical terminology and content to their audience.	Students were able to explain most technical terminology and content to their audience.	Students were always able to explain technical terminology and content to their audience.	–
Content	Presentation contains little accurate and relevant information.	Presentation contains some accurate and relevant information.	Presentation contains a considerable amount of accurate and relevant information.	Presentation contains an extensive amount of accurate and relevant information.	–
Originality of Presentation	Presentation contains little, if any, original ideas.	Presentation contains some original ideas.	Presentation contains mostly original ideas.	Presentation contains all new and original ideas.	–
Organization and Sequence of Information	Presentation is disorganized and illogical in its sequence of information.	Presentation contains some logical sequence of information and organization.	Information is presented in a logical sequence which the audience can follow.	Presentation is extremely well organized and very easy to follow.	–

Project Based Learning – WebQuest Rubric – Poster – Group

Poster	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Format	– Poster is messy and lacks planning – Less than 50% coverage of poster – Little or no use of color – Little or no use of pictures and/or graphics – Begins to meet assigned expectations	– Some planning is evident, but still distracting format – 50 – 69% coverage of poster – Some use of color – Some use of pictures and/or graphics – Meets assigned expectations	– Format is balanced – 70 – 79% coverage of poster – Considerable use of color – Very good use of pictures and/or graphics – Meets assigned expectations	– Very well balanced – 80% coverage of poster – Extensive use of color – Many pictures and/or graphics – Exceeds assigned expectations	–
Language for Target Audience	Students were unable to explain technical terminology and content to their audience.	Students were able to explain some technical terminology and content to their audience.	Students were able to explain most technical terminology and content to their audience.	Students were always able to explain technical terminology and content to their audience.	–
Content	Presentation contains little accurate and relevant information.	Presentation contains some accurate and relevant information.	Presentation contains a considerable amount of accurate and relevant information.	Presentation contains an extensive amount of accurate and relevant information.	–
Originality of Presentation	Presentation contains little, if any, original ideas.	Presentation contains some original ideas.	Presentation contains mostly original ideas.	Presentation contains all new and original ideas.	–
Organization and Sequence of Information	Presentation is disorganized and illogical in its sequence of information.	Presentation contains some logical sequence of information and organization.	Information is presented in a logical sequence which the audience can follow.	Presentation is extremely well organized and very easy to follow.	–

Project Based Learning – WebQuest Rubric – PowerPoint or Prezi – Group

	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Format	– Students show little grasp of power point form, use few if any still images, animation, graphics, word and/or clip art and saved images from the internet. – Little or no use of background images.	– Students are uncomfortable with power point form, use some still images, animation, graphics, word and/or clip art and saved images from the internet. – Some use of background images.	– Students are at ease with power point form, use a considerable amount of still images, animation, graphics, word and/or clip art and saved images from the internet. – Very good use of background images.	– Students demonstrate full knowledge (more than required) of power point form, use many, many still images, animation, graphics, word and/or clip art and saved images from the internet. – Excellent use of background images.	–
Language for Target Audience	Students were unable to explain technical terminology and content to their audience.	Students were able to explain some technical terminology and content to their audience.	Students were able to explain most technical terminology and content to their audience.	Students were always able to explain technical terminology and content to their audience.	–
Content	– Presentation contains little accurate and relevant information. – No analysis of information.	– Presentation contains some accurate and relevant information. – Some analysis of information.	– Presentation contains a considerable amount of accurate and relevant information. – Good analysis of information.	– Presentation contains an extensive amount of accurate and relevant information. – Excellent analysis of information.	–
Originality of Presentation	Presentation contains little, if any, original ideas.	Presentation contains some original ideas.	Presentation contains mostly original ideas.	Presentation contains all new and original ideas.	–
Organization and Sequence of Information	Presentation is disorganized and illogical in its sequence of information.	Presentation contains some logical sequence of information and organization.	Information is presented in a logical sequence which the audience can follow.	Presentation is extremely well organized and very easy to follow.	–

Project Based Learning – WebQuest Rubric – Report – Group

Report	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Format	– Report lacks planning – Report is less than 4 pages – Subject matter is unrelated to topic – Does not meet or only begins to meet assigned expectations	– Some planning is evident, but still distracting format – Report meets length requirement – Subject matter is adequately covered – Just meets assigned expectations	– Format is balanced – Report meets length requirement – Subject matter is thoroughly covered – Meets assigned expectations	– Very well balanced – Report meets length requirement – Subject matter is thoroughly covered in a thought provoking way – Exceeds assigned expectations	–
Language for Target Audience	Students were unable to explain technical terminology and content to their audience.	Students were able to explain some technical terminology and content to their audience.	Students were able to explain most technical terminology and content to their audience.	Students were always able to explain technical terminology and content to their audience.	–
Content	Presentation contains little accurate and relevant information.	Presentation contains some accurate and relevant information. .	Presentation contains a considerable amount of accurate and relevant information.	Presentation contains an extensive amount of accurate and relevant information.	–
Originality of Presentation	Presentation contains little, if any, original ideas.	Presentation contains some original ideas.	Presentation contains mostly original ideas.	Presentation contains all new and original ideas.	–
Organization and Sequence of Information	Presentation is disorganized and illogical in its sequence of information.	Presentation contains some logical sequence of information and organization.	Information is presented in a logical sequence which the audience can follow.	Presentation is extremely well organized and very easy to follow.	–

Project Based Learning – WebQuest Rubric – Video – Group

Video	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Format	– Video lacks planning – Video is less than required length – Subject matter is unrelated to topic – Does not meet or only begins to meet assigned expectations	– Some planning is evident, but still distracting format – Video meets length requirement – Subject matter is adequately covered – Just meets assigned expectations	– Format is balanced – Video meets length requirement – Subject matter is thoroughly covered – Meets assigned expectations	– Very well balanced – Video meets length requirement – Subject matter is thoroughly covered in a thought provoking way – Exceeds assigned expectations	–
Language for Target Audience	Students were unable to explain technical terminology and content to their audience.	Students were able to explain some technical terminology and content to their audience.	Students were able to explain most technical terminology and content to their audience.	Students were always able to explain technical terminology and content to their audience.	–
Content	Presentation contains little accurate and relevant information.	Presentation contains some accurate and relevant information. .	Presentation contains a considerable amount of accurate and relevant information.	Presentation contains an extensive amount of accurate and relevant information.	–
Originality of Presentation	Presentation contains little, if any, original ideas.	Presentation contains some original ideas.	Presentation contains mostly original ideas.	Presentation contains all new and original ideas.	–
Organization and Sequence of Information	Presentation is disorganized and illogical in its sequence of information.	Presentation contains some logical sequence of information and organization.	Information is presented in a logical sequence which the audience can follow.	Presentation is extremely well organized and very easy to follow.	–

Project Based Learning – WebQuest Rubric – Diorama – Individual

3D Diorama	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Student Works Toward the Achievement of Group Goals	Student did little, if anything, to help group move forward with project – did not carry out assigned roles.	Student occasionally worked well in group, but usually did not contribute or carry out assigned roles.	Student consistently worked well in group, usually contributed to group progress, and usually carried out assigned roles.	Student always worked well in group, always contributed to group progress, & always carried out assigned roles.	–
Quality of Work	Contributes work that usually needs to be checked/redone by others to ensure accuracy.	Contributes work that occasionally needs to be checked/redone by other group members.	Consistently contributes work that meets the assigned expectations.	Contributes work that not only meets but exceeds the assigned expectations and inspires the work of others on the team.	–
Demonstrates Effective Interpersonal Skills	Rarely listens to, shares with, and supports the efforts of others. Usually is not a good team player.	Sometimes listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Consistently listens to, shares, with, and supports the efforts of others. Does not cause difficulties or conflict within the group.	Always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	–
Focuses on the Task	Rarely focuses on the task and what needs to be done. Lets others do the work.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Consistently focuses on the task and what needs to be done. Other group members can count on this person.	Always stays focused on the task and what needs to be done. Very self-directed.	–
Problem Solving	Does not try to solve problems or help others solve problems. Lets others do the work.	Does not suggest or refine solutions, but is willing to try out solutions suggested by others.	Consistently refines solutions suggested by others. Does not suggest solutions.	Actively looks for and suggests solutions to problems.	–

Project Based Learning – WebQuest Rubric – Interview – Individual

Interview	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Student Works Toward the Achievement of Group Goals	Student did little, if anything, to help group move forward with project – did not carry out assigned roles.	Student occasionally worked well in group, but usually did not contribute or carry out assigned roles.	Student consistently worked well in group, usually contributed to group progress, and usually carried out assigned roles.	Student always worked well in group, always contributed to group progress, & always carried out assigned roles.	–
Quality of Work	Contributes work that usually needs to be checked/redone by others to ensure accuracy.	Contributes work that occasionally needs to be checked/redone by other group members.	Consistently contributes work that meets the assigned expectations.	Contributes work that not only meets but exceeds the assigned expectations and inspires the work of others on the team.	–
Demonstrates Effective Interpersonal Skills	Rarely listens to, shares with, and supports the efforts of others. Usually is not a good team player.	Sometimes listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Consistently listens to, shares, with, and supports the efforts of others. Does not cause difficulties or conflict within the group.	Always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	–
Focuses on the Task	Rarely focuses on the task and what needs to be done. Lets others do the work.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Consistently focuses on the task and what needs to be done. Other group members can count on this person.	Always stays focused on the task and what needs to be done. Very self-directed.	–
Problem Solving	Does not try to solve problems or help others solve problems. Lets others do the work.	Does not suggest or refine solutions, but is willing to try out solutions suggested by others.	Consistently refines solutions suggested by others. Does not suggest solutions.	Actively looks for and suggests solutions to problems.	–

Project Based Learning – WebQuest Rubric – Poster – Individual

3D Diorama	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Student Works Toward the Achievement of Group Goals	Student did little, if anything, to help group move forward with project – did not carry out assigned roles.	Student occasionally worked well in group, but usually did not contribute or carry out assigned roles.	Student consistently worked well in group, usually contributed to group progress, and usually carried out assigned roles.	Student always worked well in group, always contributed to group progress, & always carried out assigned roles.	–
Quality of Work	Contributes work that usually needs to be checked/redone by others to ensure accuracy.	Contributes work that occasionally needs to be checked/redone by other group members.	Consistently contributes work that meets the assigned expectations.	Contributes work that not only meets but exceeds the assigned expectations and inspires the work of others on the team.	–
Demonstrates Effective Interpersonal Skills	Rarely listens to, shares with, and supports the efforts of others. Usually is not a good team player.	Sometimes listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Consistently listens to, shares, with, and supports the efforts of others. Does not cause difficulties or conflict within the group.	Always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	–
Focuses on the Task	Rarely focuses on the task and what needs to be done. Lets others do the work.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Consistently focuses on the task and what needs to be done. Other group members can count on this person.	Always stays focused on the task and what needs to be done. Very self-directed.	–
Problem Solving	Does not try to solve problems or help others solve problems. Lets others do the work.	Does not suggest or refine solutions, but is willing to try out solutions suggested by others.	Consistently refines solutions suggested by others. Does not suggest solutions.	Actively looks for and suggests solutions to problems.	–

Project Based Learning – WebQuest Rubric – PowerPoint or Prezi – Individual

	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Student Works Toward the Achievement of Group Goals	Student did little, if anything, to help group move forward with project – did not carry out assigned roles.	Student occasionally worked well in group, but usually did not contribute or carry out assigned roles.	Student consistently worked well in group, usually contributed to group progress, and usually carried out assigned roles.	Student always worked well in group, always contributed to group progress, & always carried out assigned roles.	–
Quality of Work	Contributes work that usually needs to be checked/redone by others to ensure accuracy.	Contributes work that occasionally needs to be checked/redone by other group members.	Consistently contributes work that meets the assigned expectations.	Contributes work that not only meets but exceeds the assigned expectations and inspires the work of others on the team.	–
Demonstrates Effective Interpersonal Skills	Rarely listens to, shares with, and supports the efforts of others. Usually is not a good team player.	Sometimes listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Consistently listens to, shares, with, and supports the efforts of others. Does not cause difficulties or conflict within the group.	Always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	–
Focuses on the Task	Rarely focuses on the task and what needs to be done. Lets others do the work.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Consistently focuses on the task and what needs to be done. Other group members can count on this person.	Always stays focused on the task and what needs to be done. Very self-directed.	–
Problem Solving	Does not try to solve problems or help others solve problems. Lets others do the work.	Does not suggest or refine solutions, but is willing to try out solutions suggested by others.	Consistently refines solutions suggested by others. Does not suggest solutions.	Actively looks for and suggests solutions to problems.	–

Project Based Learning – WebQuest Rubric – Report – Individual

Report	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Student Works Toward the Achievement of Group Goals	Student did little, if anything, to help group move forward with project – did not carry out assigned roles.	Student occasionally worked well in group, but usually did not contribute or carry out assigned roles.	Student consistently worked well in group, usually contributed to group progress, and usually carried out assigned roles.	Student always worked well in group, always contributed to group progress, & always carried out assigned roles.	–
Quality of Work	Contributes work that usually needs to be checked/redone by others to ensure accuracy.	Contributes work that occasionally needs to be checked/redone by other group members.	Consistently contributes work that meets the assigned expectations.	Contributes work that not only meets but exceeds the assigned expectations and inspires the work of others on the team.	–
Demonstrates Effective Interpersonal Skills	Rarely listens to, shares with, and supports the efforts of others. Usually is not a good team player.	Sometimes listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Consistently listens to, shares, with, and supports the efforts of others. Does not cause difficulties or conflict within the group.	Always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	–
Focuses on the Task	Rarely focuses on the task and what needs to be done. Lets others do the work.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Consistently focuses on the task and what needs to be done. Other group members can count on this person.	Always stays focused on the task and what needs to be done. Very self-directed.	–
Problem Solving	Does not try to solve problems or help others solve problems. Lets others do the work.	Does not suggest or refine solutions, but is willing to try out solutions suggested by others.	Consistently refines solutions suggested by others. Does not suggest solutions.	Actively looks for and suggests solutions to problems.	–

Project Based Learning – WebQuest Rubric – Video – Individual

Video	Basic 1	Somewhat Proficient 2	Proficient 3	Advanced 4	Score –
Student Works Toward the Achievement of Group Goals	Student did little, if anything, to help group move forward with project – did not carry out assigned roles.	Student occasionally worked well in group, but usually did not contribute or carry out assigned roles.	Student consistently worked well in group, usually contributed to group progress, and usually carried out assigned roles.	Student always worked well in group, always contributed to group progress, & always carried out assigned roles.	–
Quality of Work	Contributes work that usually needs to be checked/redone by others to ensure accuracy.	Contributes work that occasionally needs to be checked/redone by other group members.	Consistently contributes work that meets the assigned expectations.	Contributes work that not only meets but exceeds the assigned expectations and inspires the work of others on the team.	–
Demonstrates Effective Interpersonal Skills	Rarely listens to, shares with, and supports the efforts of others. Usually is not a good team player.	Sometimes listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Consistently listens to, shares, with, and supports the efforts of others. Does not cause difficulties or conflict within the group.	Always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	–
Focuses on the Task	Rarely focuses on the task and what needs to be done. Lets others do the work.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Consistently focuses on the task and what needs to be done. Other group members can count on this person.	Always stays focused on the task and what needs to be done. Very self-directed.	–
Problem Solving	Does not try to solve problems or help others solve problems. Lets others do the work.	Does not suggest or refine solutions, but is willing to try out solutions suggested by others.	Consistently refines solutions suggested by others. Does not suggest solutions.	Actively looks for and suggests solutions to problems.