Throughout this WebQuest students will be working in teams to create online Jeopardy games about various economic concepts. The teams will break into groups of two to research economic concepts. They will use graphic organizers to record their information. They will then teach the rest of their group members the information they found. Each student will create five scenarios to use in the Jeopardy game. These scenarios will include various economic concepts and require the students to apply these concepts to real life. When they are finished creating their game, the students will play the games that other teams created to strengthen their knowledge and application of economic terms.
ISTE NETS-S: 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency
Show-Me Standards: GOAL 1, GOAL 2
GLE: See teacher page

In this Native American WebQuest the students are pretending to be time travelers as they gather various information on different Native American tribes. They work in groups to complete certain tasks. The finished project consists of a newsletter to people in present day times telling us about their researched tribe. They also will create an artifact that relates to their tribe. When they complete the WebQuest they present their newsletter and artifact to the class.
ISTE NETS-S: Communication and Collaboration, Research and Information Fluency
GLE: Follow a writing process to: independently use a simple graphic organizer in prewriting. Follow a writing process to: generate a draft. Follow a writing process to: routinely revise, edit and proofread. Follow a writing process to: independently publish writing. In writing, use classroom resources and dictionary to verify correct spelling. Identify concepts and ideas in written text to complete an organizer. Locate and use various resources to find information on key words and questions. Identify relevant information and record main ideas and important details in own words.

Students will become a type of technology. They will share what their life is like from that product’s point of view, what they are, who invented them, what kinds of thoughts the type of technology has are people happy they exist or do they take them for granted, and have they had a positive or negative impact on society and/or the environment. In addition, students are responsible for creating a model of the product/item that they were transformed into.
ISTE NETS-S: 1a, 4a
Show-Me Standards: CA1, 5, 6 and SC 8 W1Aace, W2Aab, and W2Ba</
GLE: 81Ca, 82Aa

Watch out! With this WebQuest, you’ll be shrunk and lost inside the body, struggling through the systems as you attempt to find your way out. As you explore, you’ll find that all of the systems work together to keep the body moving, working and functioning the right way. You’ll create a map complete with billboards and road signs to demonstrate where the systems merge. Luckily, you won’t be lost inside the body forever. Eventually you will find a way out, and the way you choose is completely up to you.
ISTE NETS-S: 1a, 1b, 1c, 2a, 2b, 3a, 3b, 3c, 6a, 6b, 6d
Show-Me Standards: SC III 2c a, CA 3 1.6, CA 3 1.5, 1.6, CA 1, 4 1.8, 2.1, 2.2, CA 1 1.6, 2.2, CA 2, 3, 4 1.6, 1.8, CA 4 1.8, 2.1

This WebQuest has students evaluate fiction stories, explore the characters and character traits, and discover the story elements in those stories. Then the students write a new story using various parts of all of the stories. The students also present orally during the final steps of this project.
Show-Me Standards: 1.5, 1.6, 1.7, 1.8, 2.1, 2.2, 2.3, 2.4, 3.1, 3.5

This WebQuest is designed to give students an opportunity to use research skills and critical thinking to make choices about which Olympic sport should be taught in their PE class. Students will use their ability to communicate in persuading other students in their classroom and the PE teacher to choose their Olympic sport idea.
Show-Me Standards: CA 1, 3, 4, 6; MA 1, 2; Goals 1.2, 2.1, 4.1

This WebQuest focuses on the regions of the United States. Hong Kong students are coming to the United States and need information to help them decide on a region to visit. Students research major tourist attractions, landforms, land uses and natural resources that are available in different U.S. regions along with populations and area of each state in their chosen region. Students then use that information to design maps, write a persuasive speech and design a final PowerPoint presentation to help the Hong Kong students reach their decision.
Show-Me Standards: CA1, CA4, CA5, CA6, SS5, SS7, MA1, MA2

Through a story format, students will venture through this WebQuest discovering folk tales from other countries. They will compare and contrast the various tales, evaluate them and finally create one of their own for possible publication online.
Show-Me Standards: CA 1, 2, 4, 7

This WebQuest is designed with the third-sixth grade student in mind. It is an opportunity to explore varying occupations to become more aware of the responsiblities and requirements involved in various professions. Early exposure to job information can help students set goals and plan for their future.
Show-Me Standards: 1.2, 1.4, 1.5, 1.8

Students are helping promote and plan a camp to teach healthy living to children ages 9 to 12. Students will become either a nutritionist, a fitness expert or an advertiser to help their group plan the camp. They will develop a packet of information about the camp that includes meals that meet the food pyramid guidelines for children, four activities a day that promote proper exercise, a schedule of events and a brochure to advertise the camp.
Show-Me Standards: H/PE 2, H/PE4; 1.4, 1.8, 2.1, 4.6, 4.7

Aliens come to bring Earthlings back to their planet. They have to study body systems and design a habitat for the humans to live in.
Show-Me Standards: Health 1; Communication Arts 3, 5 & 6; Math 2

This project is used to enhance Everyday Mathematics, Unit 2: Organizing Data. The students will assess the improvement needs of their school. They will create a survey that will be completed by all fourth graders in the building. The students will use the data to graph the results and create a PowerPoint presentation to persuade the principal and assistant principal to make the recommended changes around the building.

ISTE NETS-S: 1. Creativity and Innovation, 3. Research and Information Fluency, 6. Technology Operations and Concepts
Show-Me Standards: In Mathematics, students in Missouri public schools will acquire a solid foundation which includes knowledge of –data analysis, probability and statistics & discrete mathematics (such as graph theory, counting techniques, matrices), Goal 1, Goal 2
GLE: Data and Probability

“Where Am I?” travels through the levels of Bloom’s Taxonomy and covers Grappling’s steps of technology. Many students will reach the transforming stage when they present their answers to the essential questions to other classes in a persuasive speech (extension activity).

This WebQuest began purely as a math lesson, but as it was being developed, lent itself to Communication Arts, Social Studies and Science as well. The main focus is on understanding, reading, using and creating coordinate grids by taking a “virtual” tour around the world. When incorporating real-world applications, investigation, space, latitude/longitude, maps and reference sources, writing seems necessary. Students are given tutorials and options for “re-learning” or enrichment. Activities are both online and offline.

ISTE NETS-S: Basic operations and concepts ~Students demonstrate a sound understanding of the nature and operation of technology systems. Social, ethical, and human issues ~Students understand the ethical, cultural, and societal issues related to technology. ~Students practice responsible use of technology systems, information, and software. ~Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. Technology productivity tools ~Students use technology tools to enhance learning, increase productivity, and promote creativity. ~Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Technology communications tools ~Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Technology research tools ~Students use technology to locate, evaluate , and collect information from a variety of sources. ~Students use technology tools to process data and report results. ~Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. Technology problem-solving and decision-making tools ~Students use technology resources for solving problems and making informed decisions. ~Students employ technology in the development of strategies for solving problems in the real world.
Show-Me Standards: Mathematics ~patterns and relationships within and among functions and algebraic, geometric and trigonometric concepts ~mathematical systems, geometry, and number theory ~discrete mathematics (such as graph theory, counting techniques, matrices) Communication Arts ~speaking and writing standard English ~reading and evaluating nonfiction works and material ~writing formally and informally ~participating in formal and informal presentations and discussions of issues and ideas Social Studies ~the use of tools of social science inquiry Science ~the impact of science, technology, and human activity on resources and the environment
GLE: Math ~Use coordinate systems to specify locations, describe paths and find the distance between points along horizontal and vertical lines ~recognize 2-dimensional shapes Communication Arts ~Locate and use various resources to acquire information to answer questions ~Use a specified note- taking format to record relevant information ~Apply post-reading skills to comprehend and interpret text by summarizing ~Use details from text to restate main idea and supporting details ~Read and follow multi-step directions to complete a task ~Use a note-taking system to organize information from written text ~Write a summary/retell the main ideas of written text ~In discussions and presentations, give organized presentations that demonstrate a clear viewpoint Social Studies ~Use maps, graphs, statistical data, timelines, charts and diagrams to interpret, draw conclusions and make predictions Science ~Communicate the procedures and results of investigations and explanations through dr awings, maps, and graphs ~Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology ~Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member

This WebQuest is designed to give students an opportunity to use research skills and critical thinking to make choices about which Olympic sport should be taught in their PE class. Students will use their ability to communicate in persuading other students in their classroom and the PE teacher to choose their Olympic sport idea.
Show-Me Standards: CA 1, 3, 4, 6; MA 1, 2; Goals 1.2, 2.1, 4.1

This WebQuest is designed to cover fourth grade curriculum math skills and concepts of area, perimeter and money computation. Students must plan a dream bedroom providing a floor plan, PowerPoint presentation and a graph to show how they spent their budgeted $500.
Show-Me Standards: CA 4, 6; Math 1, 2, 6; Goal 1:2, 1:4, 1:8, 2:1, 2:7, 3:8, 4:1, 4:6

Students will become a type of technology. They will share what their life is like from that product’s point of view, what they are, who invented them, what kinds of thoughts the type of technology has are people happy they exist or do they take them for granted, and have they had a positive or negative impact on society and/or the environment. In addition, students are responsible for creating a model of the product/item that they were transformed into.
ISTE NETS-S: 1a, 4a
Show-Me Standards: CA1, 5, 6 and SC 8 W1Aace, W2Aab, and W2Ba
GLE: 81Ca, 82Aa

Watch out! With this WebQuest, you’ll be shrunk and lost inside the body, struggling through the systems as you attempt to find your way out. As you explore, you’ll find that all of the systems work together to keep the body moving, working and functioning the right way. You’ll create a map complete with billboards and road signs to demonstrate where the systems merge. Luckily, you won’t be lost inside the body forever. Eventually you will find a way out, and the way you choose is completely up to you.
ISTE NETS-S: 1a, 1b, 1c, 2a, 2b, 3a, 3b, 3c, 6a, 6b, 6d
Show-Me Standards: SC III 2c a, CA 3 1.6, CA 3 1.5, 1.6, CA 1, 4 1.8, 2.1, 2.2, CA 1 1.6, 2.2, CA 2, 3, 4 1.6, 1.8, CA 4 1.8, 2.1

This WebQuest was made to help make the steps in the scientific method easier to understand. It also encourages students to participate in their own school science fair.
Show-Me Standards: SC7 M3 CA1 CA4 CA6

This WebQuest uses the Scientific Method to help students solve a “crime.” They are given a crime scene and suspects to investigate. Each day there is a different experiment to conduct to help solve the mystery. Students will use higher level thinking skills to solve the mystery and eliminate the suspects. Students will write a “warrant” to arrest the suspect.
Show-Me Standards: Goals: 1.3, 1.8, 3.5; Science: 7, 8

This WebQuest was developed as part of a unit of study on the three types of rocks. Students will use an inquiry approach to investigate the three types of rocks in order to determine the category that their rock should be placed. They will use the knowledge gained to create a PowerPoint booklet and presentation.
Show-Me Standards: SC 5, CA 1, CA 4, CA 6; Goal 1.4

This WebQuest is a physical science WebQuest to help students review and learn information about magnets, simple machines, force/friction/motion, mass/density/volume and/or states of matter. The end result is a published puzzle which can be put together into a magazine and distributed to all students. I tried to make the WebQuest flexible enough that students could do several themes or one based on teachers’ needs.
Show-Me Standards: SC1, SC2; Goals 1.1, 1.2, 1.4, 1.5, 1.7, 1.8

The students act as detectives to create a mystery animal project. Each student chooses an animal to research. The students collect clues about the animals they chose and write them in their clue notebooks. Finally, the students create a presentation and PowerPoint slide show consisting of two slides. The first slide will give facts about the animal without giving the animal’s name. The other students will try to guess the animal. The second slide will give a picture of the animal and a few interesting facts. At the end of the lesson, students will be experts on the animal they chose to research. They will also learn about many other animals through the class slide show and presentations.
Show-Me Standards: 3, 4, SC

In “Power! Power! We Need More Power!” students are on a quest to prevent an energy shortage which caused them to lose power while they were playing a video game. Students work in cooperative groups of four to study basic concepts about energy. They complete a scavenger hunt and an energy quiz. They analyze different sources of energy and develop a persuasive presentation using HyperStudio, PowerPoint or Netscape Composer.
Show-Me Standards: 1, 2, 3 & 4, SC, CA, SS

Throughout this WebQuest students will be working in teams to create online Jeopardy games about various economic concepts. The teams will break into groups of two to research economic concepts. They will use graphic organizers to record their information. They will then teach the rest of their group members the information they found. Each student will create five scenarios to use in the Jeopardy game. These scenarios will include various economic concepts and require the students to apply these concepts to real life. When they are finished creating their game, the students will play the games that other teams created to strengthen their knowledge and application of economic terms.
ISTE NETS-S: 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency
Show-Me Standards: GOAL 1, GOAL 2
GLE: See teacher page

In this Native American WebQuest the students are pretending to be time travelers as they gather various information on different Native American tribes. They work in groups to complete certain tasks. The finished project consists of a newsletter to people in present day times telling us about their researched tribe. They also will create an artifact that relates to their tribe. When they complete the WebQuest they present their newsletter and artifact to the class.
ISTE NETS-S: Communication and Collaboration, Research and Information Fluency
Show-Me Standards: GOAL 1 Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas. Students will demonstrate within and integrate across all content areas the The student should know the ways Missourians have interacted, survived, and progressed from the distant past to present times. The student should know the geography of Missouri, the United States, and other regions. All students should be able to give broad knowledge and place on a timeline in general sequence the following events: the habitats, resources, art and daily life of Native American peoples (Woodland and Plains Indians).
GLE: All students should be able to give broad knowledge and place on a timeline in general sequence the following events: the habitats, resources, art and daily life of Native American peoples (Woodland and Plains Indians)

This WebQuest focuses on the regions of the United States. Hong Kong students are coming to the United States and need information to help them decide on a region to visit. Students research major tourist attractions, landforms, land uses and natural resources that are available in different U.S. regions along with populations and area of each state in their chosen region. Students then use that information to design maps, write a persuasive speech and design a final PowerPoint presentation to help the Hong Kong students reach their decision.
Show-Me Standards: CA1, CA4, CA5, CA6, SS5, SS7, MA1, MA2

In this WebQuest students research and study the Bill of Rights. Students work cooperatively exploring the Web and other resources to analyze the Bill of Rights. Students use the information they collect to summarize the Bill of Rights and to explore political issues of today. The task asks students to identify three current political issues and write amendments to protect those issues.
Show-Me Standards: SS1, 2, 3, 6, 7; CA 3, 6;
Goal 1.2, 1.4, 1.7, 1.9, 1.10; Goal 2.3; Goal 4.1

The students will create tables and graphs by hand and computer generated. The students will obtain their data by surveying other students. They will write a persuasive paragraph. Finally, they organize their information and create a display.
Show-Me Standards: 1.1, 1.8, 2.1, 2.7

The Pilgrim’s Journey — A Child’s Adventure will take students on a trip back in time to discover through research the daily hardships and life as a pilgrim child. Students will find facts, dates and photos to create an authentic journal, then use their research to create a timeline. The final step will be for a team of students to create a presentation for peers.
Show-Me Standards: SS2, SS6; 2.1, 3.1, 1.4, 1.8, 4.6

Groups of students become advertising agencies approached by the mayor of Columbia to create a plan advertising the city to attract new residents and businesses. In their research of Columbia, students are divided into four roles: geographer, graphic artist, economic analyst and public relations expert. The students use websites, classroom materials and surveys to collect their data. The groups may choose to present their ad campaign in a PowerPoint presentation, a Publisher brochure or a poster gallery exhibit. Rubrics are provided for evaluating the groups and individuals.
Show-Me Standards: Goal 1 (SS standards: 4, 5, 6, 7), Goal 2, Goal 4

Students will use decision making skills to choose a hero that deserves the honor of being placed on a stamp. The “contest” requires a stamp design, timeline and a persuasive PowerPoint.
Show-Me Standards: 2, 3, 4; CA, SS, FA

Students will explore the three branches of the Nation’s Government. In groups, they will then plan and design a new monument for the National Mall in Washington DC that will represent one of these branches. Their design must meet the specifications stated. The groups will create a presentation of their monument and the ideas supporting it to an audience.
Show-Me Standards: 1, 2, 3 & 4

This WebQuest asks students to research for information, gather data and present findings. The topic for the project is planning a summer family vacation within given guidelines and budgets.
Show-Me Standards: 3. reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) 6. participating in formal and informal presentations and discussions of issues and ideas
GLEs: R3A – Analyze the features of consumer texts, such as product information and instructional data to clarify meaning. R3D- Read and follow multi-step directions to complete a complex task. W3B – Use a variety of notetaking methods to organize information. LS2A- In discussions and presentions, use *designated time constraints *media *organized notes
ISTE standards: 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making

Students will research an alternative end to slavery in 1860 America other than Civil War. They will make proposals to Congress with their findings.
Show-Me Standards: SS 1.8, 1.9, 1.10; CA 3, 2, 1
GLEs: Understanding the causes and consequences of the Civil War 1.8, 1.9, 1.10
ISTE standards: 1a, 1b, 2d,3a,3b,3c,3d, 4b,4c,5c,6a,6b

This WebQuest requires students to analyze the persuasive techniques and strategies used in public service announcements to persuade the audience. A persuasive topic is researched and developed into a 30-second PSA movie.
Show-Me Standards: CA
GLEs: Writing 1a, 3c; Listening 21; Information Literacy 1a, 1b, 1d, 2a
ISTE standards: Technology Productivity tools

The mayor of the town is not sure whether to keep or get rid of the bats in the cave at the edge of town. Therefore, she has hired cinsultants from around the United States to give her their expert opinions as to how to proceed. Students become experts in four fields of study–Mythologists, Biologists, Vampire-ologists and Ecologists. After doing research, they collaborate and summarize their findings in a business letter.
ISTE NETS-S: 5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4); 1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1) ; Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)
Show-Me Standards: See WebQuest teacher page

Back before there were televisions and computers, there was radio. Families of the 1930s and 1940s would gatheraround the radio and listen to their favorite programs such as Little Orphan Annie, Amos and Andy, The Guiding Light, and The Shadow. Millions of Americans tuned in daily to their favorite programs, just as today we tune in to our favorite television shows. Radio allowed the listener to create their own images of characters and settings, a luxury that we nolonger have in these days of television. Take a journey back to the “Golden Age of Radio” as you learn about RadioDays.
Show-Me Standards: 1, 2 & 3, CA, FA, SS

The Student Chronicles WebQuest is a role-specific WebQuest in which teams collaborate to create and compile a Monthly Student Newspaper.
Show-Me Standards: Performance G1-4, 1-5, 1-7, 1-10, 2-1, 2-2, 2-3, 2-5, 2-7, 3-6; Knowledge CA 1, 4, 5, FA 1

This project originally was an activity posted on the NASA Glenn Learning Technologies Project. However, a colleague and I expanded it into a project with a nod to “Junkyard Wars.” This lesson is one part of a unit on Motion, Forces and Energy that includes activities and demonstrations. Students apply Newton’s Laws of motion to construct a vehicle that moves forward by propelling an object backwards.

This project originally was an activity posted on the NASA Glenn Learning Technologies Project. However, a colleague and I expanded it into a project with a nod to “Junkyard Wars.” This lesson is one part of a unit on Motion, Forces and Energy that includes activities and demonstrations. Students apply Newton’s Laws of motion to construct a vehicle that moves forward by propelling an object backwards.

Fossil Finders is designed to have the student think as a paleontologist. They locate, research and describe fossils, put together a snapshot of geologic time, discuss how life has changed over time, discuss how scietists determine geologic time and create a compelling argument for preserving a natural resource. Many students believed that this was a real scenario.

It is important for teachers to read the information on the Teacher Page! Rationale for outdoor portion of project: students use a GPS in a new way, students simulate what an acutal archeologist or paleontologist might do in the field,

Students use cell phone cameras to collect fossil data and then use bluetooth to transfer data to laptop. Students have opportunity to work in outdoor classroom and incorporate technology.

Alternative Time Saver: Have fossils in classroom already organized in groups, in this instance, no outdoor planning or resources are needed.
ISTE NETS-S: 1. Creativity and Innovation: Students demonstrate creative
thinking, construct knowledge, and develop innovative products and processes
Show-Me Standards: Strand 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere) ; 2. Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes
GLE: Changes in earth overtime can be inferred through rock and fossil evidence.

The Science Center wants you! Your team has been chosen along with several others to design an exhibit that educates the public about the human cell (animal cell). You will create analogies that connect the functions of the parts of the cell to items from everyday life.
ISTE NETS-S: 1.a, 1.b, 2.a, 2.b, 2.d, 3.a, 3.b, 3.d, 4.c, 5.a, 5.b, 6.a, 6.b
Show-Me Standards: S-3, CA-1,CA-3, CA-4, CA-6, 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 3.5
GLE: Science: Gain knowlege of characteristics and interactions of living organisms (cells) ;
CA: 1. develop questions and ideas to initiate and refine research; 2. conduct research to answer questions and evaluate information and ideas; 4. use technological tools and other resources to locate, select, and organize information; 5. comprehend and evaluate written, visual, and oral presentations and works

The mayor of the town is not sure whether to keep or get rid of the bats in the cave at the edge of town. Therefore, she has hired cinsultants from around the United States to give her their expert opinions as to how to proceed. Students become experts in four fields of study–Mythologists, Biologists, Vampire-ologists and Ecologists. After doing research, they collaborate and summarize their findings in a business letter.
ISTE NETS-S : 5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4); 1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1) ; Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)
Show-Me Standards: See WebQuest teacher page

Students will research an alternative end to slavery in 1860 America other than Civil War. They will make proposals to Congress with their findings.
Show-Me Standards: SS 1.8, 1.9, 1.10; CA 3, 2, 1
GLEs: Understanding the causes and consequences of the Civil War 1.8, 1.9, 1.10
ISTE standards: 1a, 1b, 2d,3a,3b,3c,3d, 4b,4c,5c,6a,6b

Using “The Last Spin,” a story about teenage street gangs and how they solve problems, students will conduct research on issues and interests by generating ideas and questions and by posing problems. They will gather, evaluate and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience

Lois Lowry wrote a novel about a community that seems to function perfectly. The Giver appears to describe a perfect society. What makes this community flawless? How has this society managed to keep things organized and under perfect control? It seems that man has finally found the ideal way to live until one member of the community starts to uncover flaws.

Students will work in small groups to learn the history of fractals, chaos theory and dynamic systems and how these ideas are used in art, science, history and music. Students will create a multimedia presentation discussing the information they have learned in their research.
ISTE NETS-S: 1b, 2b, 3c
Show-Me Standards: 1.2, 1.4, 1.7, 2.1, 2.4

The objective in this WebQuest is for students to discover what logarithms are, why they were developed and how we use them to solve equations. Students’ end product is an original lesson plan created in PowerPoint.
ISTE NETS-S: 1a-c, 2abd, 3a-d, 4a-c, 6ab
Show-Me Standards: Numbers 1C, Algebraic Relationships 1C, 2AC, 3
GLE: Numbers 1C, Algebraic Relationships 1C, 2AC, 3A

Students will research renewable and nonrenewable energy resources, government and budget issues. The students particpate in a jigsaw structure and then come back together to collaborate and form a budget plan for the state concerning fossil fuels, nuclear power and renewable energy sources. The students focus on risks/ benefits of each and dividing energy budget money in three categories; obtaining, using and researching the resource.

ISTE NETS-S: .b., 2.b.d., 3.a.b.d., 4.b., 5.b., 6.b
Show-Me Standards: SC1,4,5,7,8 / Performance – 1.2, 1.4, 1.10, 2.1, 2.3, 2.5, 3.5, 3.6, 4.6
GLE: Biology I: 5:3:A:a – Human Impact on Environment
7:1:D:a – Communicating investigations through Oral Presentation/Drawings/Maps/Graphs
7:1:D:b – Communicate and Defend a Scientific Argument
8:2:B:b – Identify/Analyze Theories (Global Warming / “Green” tech)
8:3:B:b – ID/Describe challenges to society (Global warming/fossil fuels)