Great Canadian Oil Challenge

by

Andrew Purdy

Wayne West

Carla Brake

CBU 537March 2007

Dr. D. Janes

Table of Context

TopicPg

  1. Table of Context2
  2. Purpose/ Thesis3
  3. Background to lessonOverview and Student Interaction6
  4. Materials/ Tools6
  5. Lesson/TasksSummary of Tasks7
  6. Theory- Multiple Intelligence8

- Constructivist Theory9

  1. Technology Integration11
  2. Evaluation11
  3. Web Quest Creativity12
  4. Permissions14
  5. References15
  6. Appendix A: Curriculum Outcomes16
  7. Appendix B: Task/ Teachers Resources19
  8. Appendix C: Process Checklist21
  9. Appendix D: Individual/Group Work Performance22
  10. Appendix E: Collaboration Rubric23
  11. Appendix F: Grading Rubric for Presentations24
  12. Appendix G: Student Attitude Scale25
  13. Appendix H: Research & Collaboration: Group Participation27
  14. Appendix I: Individual Work Performance28
  15. Appendix J: Sample Student Spreadsheet29

Title:The Great Canadian Oil Challenge

Grade level:Grades 9-12

Subject Area(s):Canadian Geography 1202, Power Mechanics 2103, English Language Arts3202, General Science 3200 (Chemistry Unit)

Authors:Andrew Purdy ()

Wayne West()

Carla Brake ()

URL:

Suggested Time Frame:6-8 hour sessions, including final presentations

Purpose/Thesis:

In this WebQuest each team will have to find a way to get from Halifax, Nova Scotia to anywhere that is on the Pacific Ocean. In order to win the challenge, the team must do it with a minimal impact on the environment. Each team will investigate alternative fuels that are available in Canada. If they cannot find their fuel available, they can become part of the solution and suggest where service stations are lacking. The car must be fuel efficient. Since time does not matter, the team may want to take the back roads if they are shorter in distance. It is the team’s decision. Members must work together, share ideas and remember that the environment is the most important thing in this project.

In the end, the team will conclude with a presentation piece. It could be a PowerPoint presentation, newspaper article, website etc. This aspect can be modified by the teacher in order to fit curriculum standards and goals.

An across Canada adventure is too large for one person, but with 5 in the group, the team can do it. Just remember The Big Question: How can you drive across Canada with the least impact on our environment?

A site map has been included as a reference for the overall development of our Web Quest. Figure 1 shows how the Teacher Page and Student Page are connected and the characteristics of each site. Each web parallels each other in the directions they are going, where the teacher web supports each student task by providing them with the background knowledge and skills required to progress through the site map. The rubrics used for evaluation brings the two procedures together by measuring desired outcomes, with the conclusions tying the lose ends together and the research surrounding the Big Question presented to the class for a discussion of the end analysis of the unit.

Figure 1: Site Map of Project

Background to Lesson:

While no specific courses would be considered pre-requisites to this WebQuest, it would be useful for students to have a background knowledge of basic environmental issues (e.g. global warming, alternative energy issues, etc.) and Canadian geography (e.g. absolute and relative locations, map skills, etc.). It is also important to have good research skills and proficiency in basic mathematics processes. Depending on the presentation method chosen by each group, students may need some prior knowledge and skills in the format they choose, experience in creating a PowerPoint slide show for example.

Teachers may wish to take some time to assess where students are with respect to these requirements and adjust the WebQuest introduction accordingly.

Overview and Student Interaction:

Each group will compete against each other as a classroom challenge. The challenge is to determine which team can drive across Canada (from east coast to west coast, or shorter distance if time does not permit) using alternative fuels, and having the least impact on the environment. Teams will work cooperatively throughout their research to collaborate and to collect their findings at the end of the project. As a group, they will then present to the class to defend their choices on the best route across Canada according to affordability and environmental impact. A WebQuest will be used as the framework for the unit where students will follow the steps presented online.

Materials/Tools:

  • LCD Projector and speakers (optional)
  • 1 computer/student if possible
  • Internet/Network accessibility- If no internet access is available the teacher could print off all the websites and make a few copies of them and leave them in the library/classroom for students to work on.
  • Programs: None necessary but Dreamweaver, Open Office, Microsoft office including publisher and FrontPage etc would be an advantage depending on the teacher preferred project presentation format.
  • Internet explorer or equivalent with multimedia plug ins such as Windows Media Player.

Lesson/Tasks:

  1. Divide class into teams of 5 students.
  2. Show introduction video and introduce unit using online WebQuest.
  3. Follow directions as presented in the WebQuest.

Summary of Student Tasks:

Students willhave an unrestricting budget to buy a car, convert it to natural gas, ethanol, bio-diesel, fuel cell, or hybrid, if desired. Theywill then proceed to map the route, calculate the distance; use the least amount of gas or fuel, and have the least effect on the environment. The individual responsibilities are organized in Table 1 below. Websites are provided on the Web Quest for student reference, also see Appendix B.

Table 1: Student Expectations

Student Role / Responsibility / Product
Car budget person /
  • Buying the car
  • Investigate conversion of car to alternative fuels or buy a hybrid.
  • Work with Fuel Budget student to make sure you can find fuel in all areas or buy a second tank.
  • The car must seat all 5 members of the team.
/ Brochure
Map person /
  • Make a detailed map of the route the car will take.
  • Include speed limits, distances, road types, time expected, etc.
/ Map/Tables
Fuel budget person /
  • Investigate prices of fuel and if the alternative fuel is available.
  • Keep track of prices of gas in different areas of the country.
/ Graph
Environmentalist /
  • Find ways to improve fuel economy (oil changes, tire pressure, speed limit).
  • Make sure fuel type is good for the environment.
  • Investigate what impact your team is having on the environment.
/ Article (e.g., news, magazine)
Presentation person /
  • Will organize a way to present the team’s trip
/ (PowerPoint, website, journal article, newspaper headlines, Canadian automotive magazine. etc.)

For an example of what teachers can expect as student work, we have provided an example of a spreadsheet that could be modeled to students. This Microsoft Excel worksheet could be part of the expectations for the Mapping student (see Appendix J).

Theory:

Multiple Intelligences

We have attempted to appeal to a variety of learning styles in this lesson as the theory of multiple intelligences suggests several ways in which material might be presented to facilitate effective learning (Armstrong, n.d.). We have specifically addressed the Naturalist, Logical-mathematical, Linguistic, and Interpersonal Intelligences. The WebQuest can be modified to account for other intelligences (ex. music etc).These intelligences can be explained briefly as:

Naturalist Intelligence: enables human beings to recognize, categorize and draw upon certain features of the environment.

Logical-Mathematical Intelligence: consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.

Linguistic Intelligence: involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.

Interpersonal Intelligences: concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others.

Constructivist Theory

The alternative energy WebQuest starts with an open ended question on how to travel across Canada using alternative and more environmental friendly fuels. The WebQuest engages students in a controlled yet self-directed path to search for the answer. There is no true answer and students may come up with different alternative conclusions. As this is a self-directed, controlled study with a non-linear approach the responsibility of learning resides on each team. It will proceed at their pace but the depth of the study is mainly controlled by the information provided in the resource section of the WebQuest.

Following Jean Piaget’s and Seymour Papert’s ideas that “Knowledge is actively constructed by the learner, not passively received from the environment.” the WebQuest as an ideal tool for learners to engage in both the constructivist/constructionism theories. By conducting online investigations the learner builds upon previous knowledge. Learners will continue the learning process by engaging with theirteammates, which each have different role and thus different knowledge. The final group presentation is an important step for our WebQuest. Though the construction of presentations, role-plays, songs, website, etc. the learners, both in individual groups and as a classroom as a whole, can reflect on what they have learned and form a deeper understanding of the problem

and potential solutions. The WebQuest uses the theory of social constructivism by allowing the students to engage in a group’s activity that they can discuss, use previous and newly acquired knowledge to collaborate in a conclusion rather than an absolute correct answer. By using mainly Canadian content and Canadian alternatives the WebQuest attempts to bring in cultural constructivism theory, admittedly with a narrow scope as its main goals are to focus on science, geography and math rather than other Canadian cultural values.

In conclusion, this WebQuest follows the constructivist theory by allowing students to learn by analyzing specific data and investigating different options, to learn from each other as well as the teacher, and by creating an opportunity for students to draw individual conclusions to an open ended question. Finally through the classroom sharing of knowledge they will strive for a greater understanding.

As Bates and Poole explain, constructivists believe that knowledge is essentially subjective in nature, constructed from our perceptions and mutually agreed upon conventions. According to this view, people construct new knowledge rather than simply acquire it via memorization or through transmission from those who know to those who did not know. People construct meaning by assimilating information, relating it to our existing knowledge, and cognitively processing it (i.e. thinking about it). Social constructivists believe that this process works best through discussion and social interaction, allowing us to test and challenge our own understandings with those of others.

This unit guides students through it via a prepared WebQuest to help students successfully meet the prescribed curricular outcomes, as outlined in Appendix A. Students will have a responsibility to follow a set of instructions to research, critique, and

formulate ideas around the presented topic. Students are expected to construct meaning from the tasks given and to analyze data collectively as a group to generate a response to the challenge.

Technology Integration:

The use of technology is imperative to success in this activity. The nature of a WebQuest, by definition, requires competency in the use of computer technology (i.e. the internet). Students will use the ideas of inquiry and constructivism to research such things as alternative fuels, car prices and map routes, and then present their findings to the group. The presentations will give students many opportunities to use a variety of

software (e.g. MS Word, PowerPoint, Dreamweaver, MS Publisher, MS FrontPage, etc.) or other audio/visual technologies such as digital projectors, digital video cameras and related software.

Teacher Resources: See Appendix B.

Curricular Outcomes: See Appendix A.

Evaluation:

Student grades will be based on a combination of assessments. Teachers will monitor student contributions to the group as a whole, cooperation with team members, ability to retrieve and apply information and evaluate findings towards the end goal of the group. Students will receive grades for the finished presentation/project as well, summarizing the collective research and choices for the final task. Upon choosing the final presentation format, students will work with teachers to develop a presentation rubric or modify as existing one (we have included a model rubric).

Besides this ongoing assessment, each individual student will submit an index card of information learned each day to their teacher. The following evaluations

(Table 2) are suggested for assessment purposes by both the teacher and student.

Table 2: Assessment Methods

Teacher / Student
  • Observations
/
  • Peer Evaluation of Team MembersAppendix H

  • Process Checklist (Group) (Appendix C)
/
  • Student Attitude Scale Appendix G

  • Presentation Rubric
(Create or modify an existing rubric)
Some presentation rubrics are available at the following web sites:
  • (Modified for our project)
/
  • Team Work: Student Cooperation Rubric

  • Rubric for Power Point Presentations (Appendix F)

  • Individual Work Performance (Specific job tasks): Appendix D

  • Individual Work Performance (General Work Ethic): Appendix I

  • Collaboration Rubric: Appendix E

To evaluate our own Web Quest, we used the rubric provided at

WebQuest Creativity:

Our WebQuest, The Great Canadian Oil Challenge, is designed to challenge students from grades 9 to 12. It is presented in a web format with stimulating graphics, an inspirational video introduction, and a newspaper headline featuring Prime Minister Harper titled, “Canadian students to solve the world’s fuel problem!” The introduction to the WebQuest goes on to set up the project using a post card to catch student interest and

explain the details of the challenge.

The website is very user friendly with a navigational tool bar to the left of the screen that is available on every page, making it easy for students and teachers to find their way around the site. Headings are clear enough for students to know where to go for information they are looking for. The process page clearly outlines the task for each member of the group along with resource links provided at the bottom of the page, taking students directly to related sites of their area of research.

Our Web Quest also features an interactive student game on the conclusion page. This game, “Rags to Riches”, helps students to reflect on what they’ve learned in the unit and to quiz themselves on energy concepts. Located below this game is a chance for students to participate in an online poll to vote for the alterative fuel that they think is best, complements of SNAPPOLL.COM.

The teacher’s page is organized in the same format as the student page, keeping information consistent between the two. Teachers who are interested in the WebQuest can, therefore, navigate comfortably when deciding whether or not they have a class that they would like to have participate in the challenge. Enough resources are provided for teachers to successfully conduct this WebQuest in their own classrooms, if not, other resources are provided for further information.

The final task of this WebQuest encourages the use of multimedia in each team’s final presentation of the task. This will assist teachers who are interested in incorporating more technology into their courses by providing them with the resources and curriculum unit to do so. Perhaps, as students complete the challenge, teachers can contact one another and share final presentations! This would provide classes with an excellent opportunity for students across Canada to share perspectives and knowledge into the environmental concerns of our nation.

Permissions:

Much of the movie was copied, reformatted and rendered to convey the message of our WebQuest. The online movies that were copied were used with permission. The Alternative Fuel WebQuest team would especially like the thank Ray McCormack of The Crude Awakening movie and Barry Fleming for the Canadian Flag .avi that is found on .

Our website team would also Bernie Dodge at The WebQuest Page for the use of his general WebQuest HTML outline. Although changed, his ideas and general outline were very valuable.

Other photo credits, links, and general references can be found on ourcredit page of our website at

References

Armstrong, Thomas. (n.d.) Multiple Intelligences. Retrieved February 10, 2007 from (BACK)

Bates, A. W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass. Cited information retrieved February 25, 2007 from (BACK)

Dougiamas, Martin. (1998). A Journey into Constructivism. Retrieved March 18, 2007 from

Grant, Michael M. (n.d.) Getting a Grip on Project-Based Learning: Theory, Cases and Recommendations. Retrieved March 18, 2007 from

The WebQuest Page. Retrieved March 18, 2007from

Appendix A

Curricular Outcomes

From the Canadian Geography 1202 Curriculum Guide

Competencies / Dispositions:
2.2.1 Retrieving information from a variety of information-access tools, such as maps, globes, databases, newspapers, periodicals, videotapes, and graphics.
2.2.5 Interacting in group contexts which positively contribute to the quality of the learning task.
2.2.6 Organizing information according to an acceptable format.
2.2.7 Using appropriate visual, verbal, and written formats to communicate findings. / 2.3.1 The role of informed and rational discussion in arriving at decisions and generalizations.
2.3.2 The importance of gathering, organizing, and presenting reliable information in ways appropriate to an assigned task.
2.3.3 The importance of mutual respect, tolerance, empathy, justice, and other procedural values in resolving geographical issues.
2.3.6 The importance of utilizing the environment according to sound principles of stewardship.
2.3.8 The contribution of geography to the development of a realistic and integrated perspective on the world.

Power Mechanics 2103