Babel - Bringing Teachers Together

During this WebQuest, each student group will choose a world river to research. We will study at least one river from each continent (except Antarctica). Through this study, students will explore the sustaining elements necessary for communities to grow and prosper, as well as compare and contrast the similarities and differences between the environments through which their rivers run and the communities (human, animal and plant) that populate their rivers. Students will also explore human impact on rivers and the environment.

Rivers play a very important role in our lives and in the lives of the communities that live near them. This is your chance to visit a major world river and learn about the people and animals that live there! You and your team of explorers are going to choose a river to explore and find out as much as you can about it. When you've gathered all of your data, you'll create an informational brochure and present your findings to the rest of the class at an International Convention of World River Delegates!

The rivers we will explore are:

• Amazon
• Congo
• Danube
• Mississippi
• Murray-Darling
• Nile
• Yangtze (Yangzi)

Next Step: Go to the Task page to find out what you must do.

Your task is to research your river and the communities that populate it: human, animal and plant. Who lives there? How do they use the river? What natural resources does the river offer? How do the living and non-living elements of your river's environment work together and depend upon each other for survival? What impact has man had on the river? These are just some of the questions to begin asking yourself!

Ready? GREAT! Let's go!!

Next Step: Go to the Process page to find out how you will complete the project.

There are three parts to this project:

1. EXPLORE! (Research - Online)

Your team will explore four facets of your river:

• River Location and Environment (including physical characteristics)
• Plant and Animal Communities
• Human Communities
• Natural Resources and Uses

Decide who will explore each section of your river. Once you know what you will be researching, go to the page for your research section to find out what information you must gather.

Links to the information needed will all be on the Resources page of this WebQuest. EVERYONE will use that page.

(If you have difficulty deciding who will research each section, write all of the research sections on separate sheets of paper and have each student choose one. The section you draw will determine which part of the river you will explore.)

2. RECORD! (Data Collection: 1-2 pages)

You will write down your findings and turn them in to the leader of the convention (your teacher). The length of each person's findings will vary. Include all data requested on your Researcher page and answer any questions completely.

3. SHARE! (Informational Brochure - Handout)

You and your team have been specially selected to research your river. Following your research, you will present your findings at an International Convention on World Rivers. Your team is responsible for telling other delegates (your classmates) about your river's physical characteristics, the communities that rely on your river, the river's uses and natural resources, and man's impact on the river. The brochure is where you will cite your sources! (See Evaluation and Citing Sources pages)

Your brochure should be educational, but it should also be interesting! Make the other delegates WANT to explore your river themselves!

You will use Microsoft Publisher to create your brochure. Remember, there are many templates from which to choose, so you should be able to simply enter your information and images.

Next Step: Go to the Evaluation page to find out how you will be graded for this project.

1. Data Collection

This is not as difficult or scary as it sounds! Just write down the information that you find (take notes as you go) and turn it in to the convention leader (your teacher). Here are the guidelines:

• There is no set length for this. When all of your data is recorded, you're done!
• Be sure to include ALL requested information and answer ALL questions in CLEAR, LEGIBLE language and handwriting.
• Make sure to organize your information well!

2. Informational Brochure

Your brochure should be educational and based on the facts you discovered during your "visit", but it should also make those who read it want to visit your river to experience its beauty and splendor for themselves!

You MUST include the following:

• Names of each team member
• A title for your brochure, including an appropriate photo for the cover
• A written summary of each team member's findings
• Your group's analysis of man's impact on your river and the animal and plant communities that rely on it. (You will discuss this and come to a conclusion as a group after you have finished your research.)
• AT LEAST ONE photo illustrating each of the four research sections. (Except "Animals and Plants...for this section there should be one photo per animal or plant.)
• Make sure to cite your sources in the brochure! Each member of your team will probably be using the same sources. You need only cite these once. (See the Citing Sources page for help with this.)

Tip: For physical characteristics like length and width of the river, country location, etc. you may want to make a bulleted list (like the one above). Other information should be written in paragraph form using third person voice. Remember, this is a research document stating facts in a professional atmosphere.

3. Oral Presentation

You and your team will present your findings to the class. Click the link below to open the rubric at the bottom of this page (it's a Word document) to see what I'll be looking for.

Next Step: Go to your Researcher page to learn what information you must find.

Congratulations! You have been chosen to find out as much as you can about your river! Here's the information you must find:

• Location of river: Hemisphere, continent, country/countries
• Primary environment through which the river runs (desert, tropical rain forest, etc.)
• Climate of the area through which the river runs
• Source and mouth of river
• Length of river
• Drainage (at the mouth of the river)
• Major tributaries
• Primary cities and settlements on river (at least 3)

Next Step: Go to the Resources page to begin your search!

Congratulations! You have been chosen to investigate plant and animal life on and in your river! Please collect the following specimens:

• Two animals that live IN the river
• Two animals that live ON LAND and use your river
• Two plants indigenous (native) to your river or the environment through which it runs
• Find a photo of each specimen for use in your team's brochure

For each animal, answer the following:

• Is it a vertebrate or invertebrate?
• Where does it live?
• What does it eat?
• How does it use the river?

For each plant, answer the following:

• What are its physical characteristics? (size, shape, color, etc.)
• Where does it grow?
• Is it used by animals or people? (eaten, used for building)
• Are there any interesting things to know about it?

Next Step: Go to the Resources page to begin your search!

Congratulations! You have been selected to visit the villages and cities on your river to find out who lives there! Please answer the following for ONE group of people living on your river:

• Who lives on your river?
• When did they first come to live on the river?
• Why did they settle there?
• What does their community look like?
• What do their houses look like?
• How do they use the river? (food, travel, etc.)

Next Step: Go to the Resources page to begin your search!

Congratulations! You have been selected to find out everything your river has to offer! Please answer the following:

• What are your river's natural resources and how are they used?
• Who uses your river's natural resources? (both animal and human)
• How is the river itself used by people? (travel, transportation, etc.)
• How has human presence affected the river? Positively? Negatively?
• What are some problems with the river? (pollution? flooding?) (This question may be answered as part of the previous question.)
• What negative impact has human presence and use of the river had on the plants and animals that also rely on the river?

Next Step: Go to the Resources page to begin your search!

The following links will help you find the information you need. Simply click the link and you will be taken to the appropriate Web site.

How to use the links:

• Everyone will use the links that do not refer to a specific river.
• There are also links for each specific river.
• For example: "Amazon River" would only be used by the group researching the Amazon, while "Rivers of the World" would be used by everyone.

IMPORTANT: You may need to navigate through the site to find the information you need! DO NOT GIVE UP if you don't find the information on the very first page!

Next Step: After you've completed your research, meet back up with your team to share your information and create your travel brochure.

Make sure to cite the Internet sources you used in gathering your information. We will discuss this in class, but check the samples below and follow the reference link provided if you need help remembering the format.

Here's a sample citation for a Web site:

Savage, Anne. How to Cite a Web Resource. [Online] Available http://www.tekmom.com/cite/index.html, January 5, 2000.

And here's a sample citation for an image obtained from the Web. This is the photo on the Introduction page of this WebQuest:

Wu Gorge. [Online image] Available http://i519.photobucket.com/albums/u353/daydrmbeliever/100_2927-1.jpg, August 18, 2008.

Wow! We've learned so much about the rivers of our world and the communities they support! We've also learned about the ways our rivers are used, why people choose to live near them and how human presence has affected the rivers and the plant and animal life that rely on them.

This has truly been a great journey! Now...on to the next adventure!

This WebQuest fulfills the following goals and objectives according to the North Carolina Standard Course of Study (NCSCOS):

Social Studies

Goal 2: The learner will analyze the multiple roles that individuals perform in families, workplaces, and communities.

• Objective 2.03: Describe similarities and differences among communities in different times and in different places.

Goal 4: The learner will explain geographic concepts and the relationship between people and geography in real life situations.

• Objective 4.02: Use appropriate source maps to locate communities.
• Objective 4.03: Use geographic terminology to describe and explain variations in the physical environment as communities.
• Objective 4.04: Compare how people in different communities adapt to or modify the physical environment to meet their needs.

Computer Technology Skills

Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.

• Objective 1.13: Identify and discuss use of rubrics to define and evaluate elements (e.g., content, purpose, usefulness) of class multimedia projects. Strand - Multimedia/Presentation
• Objective 1.14: Identify, discuss, and use terms/concepts (e.g., web browser, URL, keyword, search engine, weblinks). Strand - Telecommunications/Internet
• Objective 1.15: Recognize, discuss, and demonstrate responsible and safe online behavior as a class/group. Strand - Telecommunications/Internet
• Objective 1.16: Cite sources of information (print and nonprint) for a class project. Strand - Telecommunications/Internet

Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.

• Objective 2.01: Select and use appropriate features and functions of hardware and software for class assignments. Strand - Societal/Ethical Issues
• Objective 2.11: Investigate teacher-selected Internet resources about communities; discuss and compare findings for usefulness as a class. Strand - Telecommunications/Internet

Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.

• Objective 3.03: Use word processing as a tool to write, edit, and publish sentences, paragraphs, and stories. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing