YELLOWSTONE NATIONAL PARK Web Quest

Introduction Yellowstone is the World’s first nationally protected lands. Living in Utah students are surrounded by lands managed by the Bureau of Land Management (BLM), the National Forest Service, the State of Utah, and a large portion of the money their schools use to buy supplies comes from the Trust Lands fund. Now it is time to look at why land is set aside and our focus is Yellowstone since it was the 1 st to be managed by any government.

Question QUESTION: By the end of this WebQuest you should have an opinion on the following: "Land usage can protect or abuse the land.“ Real Life: Living in the West we hear so much about land, mineral rights, water, BLM, animals, etc. Usage of land is a real issue that everyone has to deal with. Classroom: There are a few trade books on Yellowstone, while most textbooks only include 1 or 2 lines, sometimes a paragraph, if you are lucky. Therefore, any grade that deals with Earth formations, geology, adaptation of animals, and weathering will benefit from this Quest. Relevant: Yellowstone is real, something that can be visited, some in the class may have even been there, but by studying this park a teacher can teach many required elements while the students have fun and stay interested. When students start investigating the Caldera, geothermal activity, animals, weather, fires, and other “stuff” it sure beats read chapter X and do the questions.

Tasks Travel Brochure- individual Week 1 - Students are to make a Yellowstone Travel Brochure that includes: 1.Places to see, stay, and eat. 2.Information on Yellowstone’s history. 3.Hiking trails. 4.Environmental issues 5.Wilderness Safety tips. Scientific Display on 1 topic: (Group of 4) Week 2- Your Display can be a PowerPoint or a Science Fair tri-fold poster. Topics 1.Fire Management vs. Tourism 2.Summer Usage vs. Winter Usage 3.Wolves vs. Ranchers 4.Animal Management Past vs. Present 5.Geothermal sites and their impact on the environment. 6.Predators vs.. grazers 7.Let Burn Policy vs.. Fire Suppression policy. 8.Caldera, activity, and impact on the mid-west farm lands.

Tasks Geothermal Demonstration (Group of 2 to 4) Week 3 & 4- Week 3 is research. Week 4 is the demonstration. A demonstration is recreating this natural phenomena for an audience. Just as a volcanic reaction can be made with baking soda and vinegar so to can one of the following be created: 1.Mammoth Hot Springs 2.Fire Hole River 3.Caldera 4.Hot Pots 5.Mud Pots 6.Geysers Demonstration must include : - Scientific information -Geographic information (Where you can find it in Yellowstone) -Its impact on the environment. -People’s impact on it.

Yellowstone Week 1 Introduction Yellowstone has millions of visitors a year. It is a National Icon, but with that many visitors it must impact the land some how. This week students will look at the park’s tourism and start forming an opinion on the Question: "Land usage can protect or abuse the land.” Task: Travel Brochure- individual Week 1 - Students are to make a Yellowstone Travel Brochure that includes: 1.Places to see, stay, and eat. 2.Information on Yellowstone’s history. 3.Hiking trails. 4.Environmental issues 5.Wilderness Safety tips. Resources -Encyclopedia -National Park ServiceNational Park Service -InternetInternet -Yellowstone HistoryYellowstone History

Week 1 Continued Process 1.Look at the required items needed. 2.Look at the rubric to see what is required and pick the grade you wish.rubric 3.Conduct a preliminary Internet search. 4.If you have reliable information skip to #6: If you do not have enough information go to step #5. 5.Modify search and continue from #4. 6.Conduct a search for the remaining items needed to complete your brochure. 7.Use the brochure template to plan where you are going to put your information and to see what else you need. The template is only 1 page, but you will have several pages when you are done.template 8.Provide a map, pictures, and captions of the park. 9.Place useful sites into favorites to be used at a later date. 10.Keep track of your biographical information. If you can’t site it you can’t use it!

Week 1 Teacher Advice -Stay focused, use computer and class time fully, use 6 +1 trait writing, edit, and remember how it looks is what appeals to an audience. The brochure may have the greatest information, but if it is sloppy, can’t be read, has misspelled words, is not in complete sentences, etc. it is useless. Evaluation Weekly projects are due Friday as students walk in the door. It will be graded according to the rubric.rubric -Completeness – Is the brochure finished? Does it cover required elements? -Sources – Were several sources used and sited? -Involvement – Did student participate, use time wisely, work when time was given? -Presentation – Is brochure neat, nice to look at, organized, and easy to read? Conclusion - At the end of the week the class will have a class meeting to discuss, and chart, information, ideas, opinions, and likes, or dislikes, about how Yellowstone is managed and how land is used or abused. We will use what s created to build ideas over the next few weeks.

Brochure Template Topics – incase it won’t open Title Publisher (Your Name) Contact Information Picture Caption Visitor Information Eat Lodging Sites to See Map/ Picture Caption History Ranger Talks Safety **Please note if you put the information exactly where it is on the template your grade will suffer. This is just to give you an organization idea. You will need more than 1 page to include all the required information. You can use pages folded in ½ tri-fold pages. Whatever you chose remember this is not how the final copy should look. A template is a guide.

Yellowstone Week 2 Introduction One of the reasons Yellowstone was set aside to be protected was because there were so many natural wonders concentrated into one area. Over the decades scientist have spent a great deal of time studying Yellowstone’s ecosystems, fire management, geysers, rivers, animals, to name a few. Add millions of people visiting each year and it quickly becomes apparent that everything is interconnected. This week students will look at Yellowstone in a scientific manner and build upon their ideas of how the land is used or abused.

Week 2 Task Scientific Display on 1 topic: (Group of 4) Week 2- Your Display can be a PowerPoint or a Science Fair tri-fold poster. Topics 1.Fire Management vs. Tourism 2.Summer Usage vs. Winter Usage 3.Wolves vs. Ranchers 4.Animal Management Past vs. Present 5.Geothermal sites and their impact on the environment. 6.Predators vs.. grazers 7.Let Burn Policy vs.. Fire Suppression policy. 8.Caldera, activity, and impact on the mid-west farm lands. Resources -Encyclopedia -National Park ServiceNational Park Service -InternetInternet

Week 2 Process 1.Look at the required items needed. 2.Look at the rubric to see what is required and pick the grade you wish.rubric 3.Conduct a preliminary Internet search. 4.If you have reliable information skip to #6: If you do not have enough information go to step #5. 5.Modify search and continue from #4. 6.Conduct a search for the remaining items needed to complete your display. 7.Provide a map, pictures, and captions of the park. 8.Place useful sites into favorites to be used at a later date. 9.Keep track of your biographical information. If you can’t site it you can’t use it! Teacher Advice -Stay focused, use computer and class time fully, use 6 +1 trait writing, edit, and remember how it looks is what appeals to an audience. The display may have the greatest information, but if it is sloppy, can’t be read, has misspelled words, is not in complete sentences, etc. it is useless.

Week 2 Evaluation Weekly projects are due Friday as students walk in the door. It will be graded according to the rubric.rubric. -Completeness – Is the display finished? Does it cover required elements? -Sources – Were several sources used and sited? -Involvement – Did all students participate? -Presentation – Is display neat, nice to look at, organized, and easy to read? Conclusion - At the end of the week the class will have a class meeting to discuss, and chart, information, ideas, opinions, and likes, or dislikes, about how Yellowstone is managed and how land is used or abused. We will build on last week’s ideas.

Yellowstone Week 3 & 4 Introduction One of the main reasons Yellowstone was selected to be protected was because of the abundance of geothermal features. Native Americans, Explorers, even Presidents have visited and been awed by the hot springs, Old Faithful, and mud pots, to name a few features. For the next 2 weeks students will research different features as a group then demonstrate their expert knowledge week 4. Week 3 is research. Week 4 is the demonstration. A demonstration is recreating this natural phenomena for an audience. Just as a volcanic reaction can be made with baking soda and vinegar so to can one of the following be created:

Week 3 & 4 Task Geothermal Demonstration (Group of 2 to 4) Week 3 & 4- Week 3 is research. 1.Mammoth Hot Springs 2.Fire Hole River 3.Caldera 4.Hot Pots 5.Mud Pots 6.Geysers Week 4 - Week 4 is the demonstration. A demonstration is recreating this natural phenomena for an audience. Just as a volcanic reaction can be made with baking soda and vinegar so to can one of the following be created: Demonstration must include : - Scientific information -Geographic information (Where you can find it in Yellowstone) -Its impact on the environment. -People’s impact on it.

Week 3 - Research Process – Research Topic 1.Look at the required items needed. 2.Look at the rubric to see what is required and pick the grade you wish.rubric 3.Conduct a preliminary Internet search. 4.If you have reliable information skip to #6: If you do not have enough information go to step #5. 5.Modify search and continue from #4. 6.Conduct a search for the remaining items needed to complete your demonstration. 7.Provide a map, pictures, and captions of the park. 8.Place useful sites into favorites to be used at a later date. 9.Keep track of your biographical information. If you can’t site it you can’t use it! Resources Hot Springs National Park Service Geysers etc.

Week 3 Evaluation Students need to remember demonstration will be graded according to the rubric. -Research – is it complete? -Demonstration – beginning to be constructed and has required elements. -Involvement – Are all students participating? -Sources – Several sources used and sited? -Presentation – Is demonstration paper is in final writing process. It is neat, nice to look at, organized, and easy to read? Conclusion - At the end of the week the class will have a class meeting to discuss, and chart, information, ideas, opinions, and likes, or dislikes, about how Yellowstone is managed and how land is used or abused. Students should have an opinion on the original question and start using these class discussions as ways to give examples on the final essay test.

Week 4 - Demonstration Process - Demonstration 1.Gather supplies to make your demonstration. 2.Write a summary of your information. 3.Practice your demonstration and who is doing the different parts. (Everyone must talk). 4.Alert teacher a day before if you need technology for your demonstration. 5.Remember you are the expert on this topic. Assume nothing and provide necessary information to understand your topic. 6.You have 15 minutes to present. 7.Make sure you look at the rubric to see what is required for different grades.rubric Teacher Advice -Stay focused, use computer and class time fully, use 6 +1 trait writing, edit, and remember how it looks is what appeals to an audience. The display may have the greatest information, but if it is sloppy, can’t be read, has misspelled words, is not in complete sentences, etc. it is useless.

Week 4 Evaluation During week 4 groups will start presenting Wednesday afternoon. All groups must sign up for a time by Tuesday afternoon at 2 pm. Demonstrations will be graded according to the rubric.rubric. -Completeness – Is the demonstration finished? Does it cover required elements? -Sources – Were several sources used and sited? -Involvement – Did all students participate? -Presentation – Is display neat, nice to look at, organized, and easy to read? Conclusion - On Monday, after the final presentation, the class will meet for the last time to discuss, and chart, information, ideas, opinions, and likes, or dislikes, about how Yellowstone is managed and how land is used or abused. Students should use this meeting to gather examples to back up their opinion on the final essay test the next day.

Yellowstone Conclusion The Tuesday after demonstrations are finished, students will take an essay test discussing the original question of "Land usage can protect or abuse the land.” Students will base their essay on what they have learned, what others have taught, personal experiences, and class discussions. The essay will be graded according to the rubric.rubric.