The Spring Rise

A Web Quest for Biology

Designed by Mr. Plume

Introduction

Two bird species, the interior least tern and the piping plover, and a fish species the pallid sturgeon live in or along habitat of the Missouri River. These species have been listed as federally threatened or endangered species.

In order to increase the populations of these species, the US Fish and Wildlife Service has proposed a "Spring Rise". The US Corps of Engineers, who manages the system of dams along the Missouri river, will do this by releasing water, allowing more water to flow downstream. This temporary rise is intended to raise river levels in order to restore habitat so these species can reproduce more effectively.

While environmental groups support this action, landowners of river bottoms and businesses that rely upon the river are opposed to this action because of the concern of flooding in these areas.

Task

Your group will research and support one side of this issue. You will review published information from news agencies and published articles from groups that either support or oppose the Spring Rise.

While reading these articles, you will summarize the relevant ideas that your side has used to support their standpoint. In either case, you will use this information to create a presentation that will be used to persuade others to your viewpoint.

You will create your presentation using Windows Movie maker.

Process

Day 1: All groups must view all the links listed under Media/News Stories below. These links will provide you with background information from both sides of this story. These links are important because they provide background information on the issue. You will record the relevant facts given in these links and use them in your final presentation.

Media/News Stories

NPR Radio Pod cast: Controlled Missouri River Flood Aimed at Helping Fish

MissouriNet Articles

Clip Syndicate Video Story #1

Clip Syndicate Video Story #2

Clip Syndicate Video Story #3

Day 2: Now that you have some background on the story, you will research what your side has argued for in this issue. Review all links under your side (support or oppose) and record the relevant facts that will help you create a persuasive argument in your Movie Maker presentation.

Groups that support the Spring Rise

US Fish & Wildlife Service

Reading #1

Environmental Defense Fund

Reading #2

Sierra Club

Reading #3

Reading #4

Groups that oppose the Spring Rise

Farm Bureau

Reading #1

National Corn Growers Association Publications

Reading #2

Coalition to Protect the Missouri River

Reading #3

Reading #4

Day 3: Your will now research the following situations that are similar to the issue you are working on. As you review each of the links below, record how the stakeholders in these situations were able to successfully argue their case. In other words, how did they get their way? You will use this information to help argue your point(s) in your presentation.

Reading #1: Endangered Species Success Story (bonytail fish)

Reading #2: Center for Biological Diversity (western snowy plover)

Reading #3: Center for Biological Diversity (greenback cuttthroat trout)

Reading #4: Center for Biological Diversity (atlantic piping plover)

Reading #5: Missouri Dept of Conservation (topeka shiner)

Day 4: Now that you have finished your research, you will create your presentation. Remember, you are trying to persuade other to your viewpoint, which is no easy task. In your presentation, base your arguments on facts, not opinions. In other words, why should they follow your argument? A rubric will be provided that outlines the requirements for your presentation.

Day 5: After you have finished your initial version of your presentation, you will meet with other groups that have the same viewpoint as yours. You will work with them to improve your presentation. Did they have present their argument more effectively than you? How could you improve your argument? When you finish meeting, you must have give three written recommendations for improvement to another group.

Day 6: You will show your presentation to the class. At the end of your presentation, you must allow time for questions and answers.

Evaluation

In addition to the rubrics that are used to grade your research, the following rubric will be used to grade your overall performance within the group.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Teamwork	Student shows little participation in group work.	Student performs some tasks in group work.	Student performs all required tasks in group work.	Student performs all required tasks in group work. and is plays an active role in moving the group forward.
Information Organization	Student performs little research for presentation.	Student performs some research for presentation.	Student performs all required research for presentation.	Student performs all required research for presentation and plays an active role in moving the group forward.
Quality of Role Playing	Student completes few objectives in their role.	Student completes most objectives in their role.	Student completes all objectives in their role.	Student completes all objectives in their role and plays an active role in moving the group forward.
Participation in Final Project Creation	Student does little to participate in the creation of the project.	Student participates in the completion of most parts in the project.	Student is actively involved in the creation of all parts of the project.	Student is actively involved in the creation of all parts of the project and plays an active role in the creation of all parts of the project.
Stated Objective or Performance	Student is able to identify few factors that are important in this issue.	Student is able to identify all factors that are important in this issue.	Student is able to identify all factors that are important in this issue and explain why.	Student is able to identify all factors that are important in this issue, explain why, and apply it to a new scenario.

Conclusion

At the completion of this project, what should you know? You should be able to predict the impact that a natural or human-caused change may have on the diversity of different species in an ecosystem.

Since this was a factual scenario, it should be apparent that these issues are very real and can impact the way of life for humans and other species.

Your final assignment is to research your own scenario that may be similar to what you have completed. Visit the endangered species section of the Missouri Department of Conservation (MDC) web site. Write a one-page response to this question: How are endangered species managed in Missouri? In your paper, reference one of the articles listed at the MDC web site.

Credits & References

We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this Web Quest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this Web Quest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL.

Missouri Science CLE: 4.1.d

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