Rich Assessment Task: To dredge or not to dredge WebQuest

This Rich Performance Task is modeled on the WebQuest format.

m.taylor@office.ldcsb.on.ca

Introduction:

What is the context for this scenario?

Which of these two bulk carrier ships will fit through the entire St. Lawrence Seaway system?

A. The Canada Olympic (click for information on this ship)

B. The Supertanker "T.T Jahre Viking" (click for information on this ship)

To answer this question, complete STUDENT TASK SHEET #1 which contains some links to factual information you will need.

Task:

What product(s) will I be creating?

You are to prepare a one-minute audio/visual presentation arguing for or against the 2003 proposal to expand and enlarge the St. Lawrence Seaway System to allow for the transit of larger ocean going vessels through the entire Seaway System.

Your teacher will determine the audience for your presentation. Your teacher will assign you a group to work with to prepare this presentation.

Before you prepare the group presentation, you individually will be required to submit to your teacher several task sheets that will assist you in searching and gathering the most appropriate information to analyze and process into a variety of formats:

1. Data sheet to support your answer to the introductory question;

2. Detailed labelled map of the existing St. Lawrence Seaway System;

3. A summary of the details of the 2003 Seaway expansion proposal (GLSLStudy);

4. A written one-page report of the ecological impact of this proposal on the Great Lakes Ecosystem;

5. A factual summary of the arguments from groups opposed to the proposal and the groups for the proposal (called proponents).

Process:

What steps do I take to complete the task?

1. Answer the question presented (posed) in the introduction.

Complete Task Sheet #1 to help you find the necessary statistical (number) data to answer the question presented.

2. Make a detailed labelled map of the existing present day St. Lawrence Seaway System.

Visit the following web sites to help you prepare this map.

Seaway Maps at:

http://www.greatlakes-seaway.com/en/seawaymap/index.html

http://encarta.msn.com/map_701516731/St_Lawrence_Seaway.html

History of the Seaway and accompanying photos at:

http://collections.ic.gc.ca/stlauren/econ/ec_consslseaway.htm

3. Read the following article about the Seaway Expansion Proposal and Study.

"Study Looks at Enlarging the St. Lawrence Seaway and Locks"

To find out the about the current status of this study to be completed in 2006 visit this web site at:
http://www.glsls-study.com/faqs.html

Once you have read the article and found about the current status of the GLSL Study, prepare a one page summary of the proposal. Use a point form format. Submit your summary to your teacher.

4. The GLSL proposal will have an ecological impact on the Great Lakes ecosystem that concerns environmentalists.

It is now time to examine what effects this massive construction proposal will have on the Great Lakes ecosystem.

Visit the following web sites to learn about:

a) What is an ecosystem?

Visit this site to learn about the components (parts) of an ecosystem:

http://www.physicalgeography.net/fundamentals/9j.html

Check your geography textbook for the Chapter on the environment that will also describe the components of an ecosystem.

b) What is the Great Lakes ecosystem?

Environment Canada sites at:
http://lavoieverte.qc.ec.gc.ca/CSL/pub/pub003_e.html

and at:

http://www.on.ec.gc.ca/greatlakes/Home-WS7E5E6AF1-1_En.htm

and at:

http://www.on.ec.gc.ca/greatlakes/

c) What possible effects the GLSL Seaway expansion may have on the Great Lakes Ecosystem?

Visit these sites:

How Are The Lakes Doing? a Report to the public at:
http://www.on.ec.gc.ca/greatlakes/default.asp?lang=En&n=2A68CF2

5. Any proposal to spend tax payers money on an expensive project will have those who will be for the project (proponents) and those who are against the project (opponents).

Read and discuss the following two articles with your teacher and classmates that will give you an understanding of the issues at stake in the GLSL Study and opposing view points.

a) proponents views at: Seaway Compass Winter 2002 Issue:Scroll to Page 11 Article titled
"Benefits Analysis: Expanding,
Modernizing St. Lawrence Seaway"

http://www.seaway.dot.gov/Compass/sc%20winter%202002%20101501.pdf

b) opponents views http://www.waterkeeper.ca/lok/index.cfm?DSP=content&ContentID=5376

Letter to the Army Corps of Engineers September 4/2002
Fifty-two environmental groups express concerns over Great Lakes shipping project by Coalition, including Lake Ontario Keeper

After reading and discussing the two articles, prepare a brief factual summary of the arguments from groups opposed to the proposal and the groups forthe proposal (called proponents).

Resources:

What resources will I use to complete the task?

1. Geography Textbook

2. Blank Map of St. Lawrence and Great Lakes Region

3. Websites you will need to visit during this task:

A. Information on the two ships:

The Canada Olympic

The Supertanker "T.T Jahre Viking"

B. Seaway Maps at:

http://www.greatlakes-seaway.com/en/seawaymap/index.html http://encarta.msn.com/map_701516731/St_Lawrence_Seaway.html

History of the Seaway and accompanying photos at:

http://collections.ic.gc.ca/stlauren/econ/ec_consslseaway.ht

C. Great Lakes St. Lawrence Seaway Study
http://www.glsls-study.com/faqs.html

D. Ecosystems sites:

http://www.physicalgeography.net/fundamentals/9j.html

http://lavoieverte.qc.ec.gc.ca/CSL/pub/pub003_e.html\

http://www.on.ec.gc.ca/greatlakes/Home-WS7E5E6AF1-1_En.htm

http://www.on.ec.gc.ca/greatlakes/

E. proponents views

http://www.seaway.dot.gov/Compass/sc%20winter%202002%20101501.pdf

opponents views

http://www.waterkeeper.ca/lok/index.cfm?DSP=content&ContentID=5376

4. Your teacher will need to supply you with the STUDENT WORK SHEETS and necessary blank maps and articles.

5. You will need to download copies of:

Task Sheet #1

Blank Map of the St. Lawrence and Great Lakes Region from the Atlas of Canada at:

http://atlas.gc.ca/site/english/index.html

The article "Study Looks at Enlarging the St. Lawrence Seaway and Locks"

Evaluation:

How will my learning be evaluated?

Students should be able to refer to the rubric for the assignment. They may also link to self-assessment tools in this space. Our best guide, would be to use a rubric such as the one below for 'individuals', while finding a way to provide real world feedback to the 'group'.

SSHG Achievement Chart for Grades 1 to 8

Categories	Level 1	Level 2	Level 3	Level 4
Knowledge and Understanding
	The student:
Knowledge of facts in the arguments of proponents and opponents of the Seaway Expansion Proposal	• demonstrates limited knowledge of factual contents of the arguments for and against the Seaway proposals	• demonstrates some knowledge of factual contents of the arguments for and against the Seaway proposals	• demonstrates good knowledge of factual contents of the arguments for and against the Seaway proposals	• demonstrates through knowledge of factual contents of the arguments for and against the Seaway proposals
Understanding of concepts of Ecosystems and possible environmental effects of the Seaway expansion	• demonstrates a basic understanding of concepts of ecosystem and environmental impact	• demonstrates some understanding of concepts of ecosystem and environmental impact	• demonstrates good understanding of concepts of ecosystem and environmental impact	• demonstrates a thorough understanding of concepts of ecosystem and environmental impact
Thinking
	The student:
Task Sheet #1 Use of processing skills of generated appropriate data, analysing and evaluating the data to correctly answer a question	• uses processing skills with limited accuracy	• uses processing skills with some accuracy	• uses processing skills with considerable accuracy	• uses processing skills with a high degree of accuracy
Use of critical/creative thinking processes (e.g., inquiry process, problem-solving process, decision- making process, research process)	• uses critical/creative thinking processes with limited effectiveness	• uses critical/creative thinking processes with some effectiveness	• uses processing skills with considerable effectiveness	• uses processing skills with a high degree of effectiveness
Communication The conveying of meaning through various forms
	The student:
Summary of GLSL Study Expresses information clearly and concisely	• expresses and organizes ideas and information with limited clarity	• expresses and organizes ideas and information with some clarity	• expresses and organizes ideas and information with considerable clarity	• expresses and organizes ideas and information with a high degree of clarity
Audio/Visual Presentation Communicates an effective argument orally with effective visual supports	• communicates for different audiences and purposes with limited effectiveness	• communicates for different audiences and purposes with some effectiveness	• communicates for different audiences and purposes with considerable effectiveness	• communicates for different audiences and purposes with a high degree of effectiveness
Map of St. Lawrence Seaway Uses appropriate map making skills and conventions to accurately create a map of this Seaway	• uses map making skills and conventions with limited accuracy	• uses map making skills and conventions with some accuracy	• uses map making skills and conventions with considerable accuracy	• uses map making skills and conventions with a high degree of accuracy
Application
	The student:
Transfer of knowledge and skills (e.g., concepts, procedures, methodologies, technologies) to the context of the one-minute presentation of arguments for or against the GLSL Proposal	• transfers knowledge and skills to new contexts with limited effectiveness	• transfers knowledge and skills to new contexts with some effectiveness	• transfers knowledge and skills to new contexts with considerable effectiveness	• transfers knowledge and skills to new contexts with a high degree of effectiveness

Refer to the 'draft' Ontario Ministry of Education Achievement Chart for Science & Technology.

Conclusion:

What have I learned?

Consider the following:

What have you learned?

Did anything in this task trouble you?

What might you do differently given the opportunity to do a similar task again?

Include questions for reflection, journal writing, self-assessment...

You might also include some questions or additional links to encourage them to extend their thinking into other content beyond this lesson. To foster the habit of lifelong learning, give them links to additional information here that they can pursue on their own.

If you are interested in learning more about this subject matter, you can find related hyperlinks at Student Links 2 on the LDCSB "Intranet" Website.

* Note: This link is not licensed for home use by students

Credits & References:

What was the inspiration for this task?

List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.

List any books and other analog media that you used as source information as well.

Publication & Copyright Details

Last updated on December 4, 2006.

This Rich Performance Task is modeled on the WebQuest format.

Keywords: Student, Rich Performance Task, Ecosystems, Great Lakes Region, Environment, St. Lawrence Seaway, St. Lawrence River, Great Lakes WebQuest