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Objective (TSWBAT):  -Explain the greenhouse effect in detail.  -Discover alternate sources of energy.  -Create a PowerPoint presentation outlining greenhouse gas causes, effects, and solutions.  -Describe the effects of greenhouse gases on this planet.  -Describe the effects of a heating Earth.

 Concepts Covered:  -Greenhouse effect.  -Alternate sources of energy.  -Greenhouse gases.  -Human role in greenhouse gas emissions.

 Standards:  Stage H: 11A 5: Report, display and defend the process and findings of issue investigation, presenting oral or written final report for action response options for peer review, generating further questions or issues for consideration, or evaluating other resolutions or responses for action for applicable correlations, consolidation or explanations.

Stage H: 12B 1: Apply scientific inquiries or technological design to explore the implications of change and stability in ecosystems, identifying evolutionary adaptations brought on by environmental changes, analyzing factors that influence the size and stability of populations (e.g., temperature, climate, soil conditions, predation, habitat), or contrasting energy use by organisms.

Stage H: 12B 2: Apply scientific inquiries or technological design to examine species' demise or success within ecosystems identifying problems for species conservation and extinction, projecting population changes when habitats are altered or destroyed (deforestation, desertification, wetlands destruction, introduction of exotic species),or researching economic and scientific value implications for changes to genetic diversity.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Stage H: 13A 3: Analyze scientific studies referenced in curricular investigations in life, environmental, physical, earth, and space sciences, reviewing experimental procedures or explanations for possible faulty reasoning or unproven statements (e.g., power line magnetic fields, abiogenesis models), distinguishing relationships of scientific theories, models, hypotheses, experiments, and methodologies, or distinguishing fact from opinion and science from pseudoscience.

<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;"> Implementation and Potential: This WebQuest could be most useful when located around a carbon cycle, ecology, plant, or more society based approaches such as our need for fossil fuels. A WebQuest like this should take no more than 3 full class periods to get to the PowerPoint presentation stage. Students will work in groups of 3 for this assignment but a fourth person could be designated to creation of the PowerPoint if necessary.

<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;"> Rationale: Largely, the students are allowed to draw conclusion and figure out information for themselves. During the first few stages of this WebQuest the students are presented with an ill-structured issue. That issue mirrors current issues such as figuring out if greenhouse gases are actually the cause of global warming or not. The students can take a few different directions on this and have the freedom to report many kinds of information in their PowerPoints. This WebQuest allows students to build connections to causes, effects, and solutions to global warming on their own.

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