Ocean Biomes WebQuest
Developed by Mr. Hoopman
Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion
Overview
In this WebQuest you, an ocean scientist, will work for the
government to solve different issues associated with specific ocean
projects.
This WebQuest is for Middle School Science students.
Standards & Benchmarks:
STANDARD E: Students in Wisconsin will demonstrate an
understanding of the structure and systems of the earth and other
bodies in the universe and their interactions.
E.9 Using the science themes explain and predict changes in major features of
land, water, and atmospheric systems.
E.11 Using the science themes during investigations, describe climate, weather,
ocean currents, soil movements, and changes in the forces acting on the earth.
E.16 Using past and current models of the structure of the solar system, explain
the daily, monthly, yearly, and long-term cycles of the earth.
STANDARD G: Students in Wisconsin will demonstrate an
understanding of the relationship between science and technology
and the ways in which that relationship influences human activities.
G.8 Illustrate the impact that science and technology have had, both good and
bad, on careers, systems, society, environment, and quality of life.
Resources will depend on how the students present their findings.
Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion
Introduction
Our government has just sent seven project to its science division,
the Council of Hoopman Atmospheric and Oceanic Scientists. You are
one of the scientists of CHAOS. Your job is to evaluate the pros
and cons of each project as they relate to your field of science. You
and a team of scientists from other fields will work together to
decide if we should go ahead with the project.
Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion
Quest(ions) and the Task
Each group of 3 or 4 will be composed of one of each of the following
scientists:
Marine Biologist – describes life in the oceans and how those
organisms interact with each other and their environment. More
info
 Marine Chemist – determine the chemical composition of the
water and ocean sediment. More Info
 Marine Physicist – study the currents, wave, and tides of the
ocean. More Info
 Marine Geologist – study topography and tectonic features of
the oceans. More Info

Each group of scientists will use their unique lens to answer the
questions of the following projects:
1. Coastal Development
2. Submarine Canyon Sludge
3. Kelp Forest Facial
4. Coral Reef Vacation
5. Sargasso Sea Salvage
6. All that glitters on a Hydrothermal Vent
7. Cold Seep running on empty
Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion
Process
Each CHAOS scientist should complete the worksheet provided for
their project using their individual lens. You will have only two
computer periods to complete the worksheet but you may work after
school and use other resources. Then next two days you will work
with your group to decide the future of the project. You will be
required to turn in this worksheet along with your group presentation
on the final day of the week.
Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion
Resources
Intertidal
Enchanted Learning – Intertidal Animals and adaptations
Wild Classroom – Intertidal Biome
Coastal Development
NOAA – coastal development
National Geographic – coastal development
Man and the Intertidal Zone – Human effects on the biome
Chemical Pollution – Very high end lexile
Neritic Zone
World Wildlife Foundation – Open Ocean
Britannica Online – Neritic Zone
Office of Naval Research – Blue Water
Submarine Canyons
National Oceanographic Partnership – Submarine canyon?
Science and the Sea – Canyon pollution
Monterrey Bay – SIMoN sanctuary
Pollution – Organic contaminants in canyon sediment
US Navy – Sediment transport
Kelp Forests
NOAA – Kelp forests
Kelp Forests – General info
News in Science – Threats to kelp forests
Sea Kelp – Uses for kelp
Coral Reef
National Geographic – Great Barrier Reef
World Wildlife Foundation – Threats to coral reefs
Global Issues – Coral Reefs
Ambergris Caye – Coral Reef vacations
Great Barrier Reef – Travel to Queensland
Pelagic Zone
Wild Classroom – Pelagic Biome
Sargasso Sea
How Stuff Works – Sargasso Sea
Greenpeace – Trash Vortex
Habitats of the World – Threats to the Sargasso Sea
Sea Turtles – Rehabilitation and Pollution
Federal Register – threat of Sargasso harvest to American eel
Benthic Zone
USGS – Benthic ecosystems and links
NOAA – Benthic Animals
Hydrothermal Vents
Woods Hole – Hydrothermal Vent systems
Fisheries and Aquaculture – use of hydrothermal vents
Office of Science and Technology – harvesting minerals from vents
UNEP – national jurisdiction for vent mineral harvesting
Cold Seep
Monterrey Bay – overview of Cold Seeps
AAAS – Cold Seep creatures
Marine Ecology – Cold seep benthic communities
Geobiology – Fuel cells from cold seep
Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion
Evaluation
During the Ocean Biomes WebQuest week, individuals will be graded
on their own project worksheet and groups will be assessed on their
collaboration skills and their final presentation. Group members and
teacher will fill out a Group Rubric and Presentation Rubric.
Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion
Conclusion
The end of each project has the opportunity to be the beginning of a
new one. What new issues arose from the original project?
How were the roles interpreted differently in each group?
If we had interpreted their roles differently, how might the outcome have
changed?
Were we flexible enough to compromise with the group and attain resolution,
or did we yield to group pressures?
What new questions did the projects generate? Why would these new questions
be important in deciding on the original project?
Overview|Introduction|Quest(ions)|Process|Resources|Evaluation|Conclusion