Table of Contents
 Introduction
 The Task (Part I)
 The Task (Part II)
 Goals for Part I
 Group Questions
 Resources
 The Process (Part I)
 The Process (Part II)
 Learning Advice
 Evaluation (Part I)
 Evaluation (Part II)
 Conclusion
 

Introduction
We are fascinated with the thirty ton whales that travel the Earth's oceans.  Each year we flock to whale watching boats to catch a glimpse of one of the ocean's mighty mammals.  In October 1988, there was an attempt to rescue three California Gray Whales that took over National news for two weeks until a Russian ice cutter made a path for them to the open water.  Each day we continue to follow the news of our rescue attempts to save the whales.  These animals have been the topic of stories and songs for centuries.

At one time the waters off of Cape Cod in Massachusetts were teemed with whales.  The Pilgrims wrote that a person could almost walk across Cape Cod Bay on the backs of whales. Today, we are no longer seeing this vision.  The right whale, finback whale, and humpback whale were hunted to near extinction. The United States has made marine sanctuaries to protect the habitats of these might creatures.  Still many counties are discussing lifting the limits on hunting whales.  Why?  What can be done?

The Task ( Part I)
During this journey, we will investigate our fascination with the whale, our intertwined history, the geological reasons for feeding grounds, related whale facts, and the ecological needs of the whale.   These roles are based on five areas related to whales and the Massachusetts coastal history.  To complete this project, there will be two parts.  In part one, you will be working as a specialist to find information in one specific area.  Your roles will be:
  Reporter
 Geologist
 Biologist
 Ecologist
  Historian
Click on one of the links to view your specific questions.

Group Goals
 

Role	Goal
Reporters	To review peoples perceptions an opinions related to articles about whale rescues and possible resumption of whaling.  Your group will design a poster and give a presentation on these issues to the class.
Geologists	To build a three dimensional model of Stellwagen Bank explaining its geological formation during the last Ice Age. You will use the model during your class presentation.
Historians	To inform us about how the whaling industry effected the population of the whales and how change resulted in the ending of that era. Present this information as a pamphlet during your class presentation.
Biologists	To find information about the whale, how it lives, and reproduces to maintain its survival.  Present this information to the class as a poster, during your presentation.
Ecologists	To investigate the habitat necessary for the survival of whales.  Build a diorama to use during your class presentation.

Task (Part II)
Now that you are an expert on a specific area concerning whales, we need to address the resumption of whaling.  The new group will have one expert from each field: reporter, geologist, historian, biologist and ecologist.  Your first job is to address the following concerns:

• What is our history with the whaling industry?
• What will be the usage of the dead whale?
• What do you think will be the impact on the whale population?  Which whales will be affected?
• What ways can we protect the whale and its habitat?

As a group, your final assignment is to write a detailed persuasive letter to your Senator about the possible plight of the whale.

Group Questions Part I
 

Group	Questions	Links
Reporter	What happened to the three California Gray whales in October 1988 to grab the world's attention? What news is there about resent whale rescues? How much does a whale rescue cost? Could taxpayers complain about the cost? Who wants to resume whaling?	Green Peace  Cost of whale rescue  Recovery plans  Latest recoveries  Today's whale hunting  Habits of California Gray Whales  Conservation issues
Historian	When did the whaling industry start? What was the impact on New England? What happened to the whales? Why did the whaling industry end?	Mystic Aquarium    Whale History  Whaling information  Whaling museum
Biologist	Where do the whales live? How do whales feed? How do whales communicate? What is the migration route of the whales of the Atlantic? How do whales take care of their young? What is the difference between a toothed whale and a baleen whale?	Whale species information  Whale information and migration  whale migration  humpback whales  Basic whale biology  Baleen whales  More migration  Migration of humpback whales
Geologist	What are Ice Ages? When was the Laurentide Ice Sheet? What was the Laurentide Ice Sheet's impact on Stellwagen Bank? Make a contour map of Stellwagen Bank.	What are Ice Ages?  Ice Age Information  Laurentide glacier melting  Home page for Stellwagen Bank  Mapping Stellwagen Bank
Ecologist	What are the food chains of the right, finback, and humpback whales? What habitat is necessary for these food chains? What is uplifting? Why does Stellwagen Bank work for the whales?	Amazing facts about whales  Home page for Stellwagen Bank  Problems at Stellwagen Bank  Sanctuary interest Conservation

Resources
 Ask A Scientist
Internet resources for groups
Krill game
Classroom library
School library
textbook : Oceans In Motion
Voyage of the Mimi tapes
language arts textbook

The Process
Part I
1.  You will be assigned a role by your teacher.
2.  You will meet as a group to decide how to determine how your group will answer the questions.  Should you answer the questions individually, should you divide the task?  Report your decision to your teacher.
3.  Start researching.  Look at the books, video tapes and the Internet sites to answer the questions for your group.  Make a deadline for all the questions to be answered.
4.  The next three sections should be divided by your group.  You will need to have writers, presentation designers, and presenters.
5.  Writers will write a report answering your group's specific questions on a word processor.  Add any additional information that is appropriate.
6.  Designers are to plan and make the product that your group is responsible for creating.  This could be a poster, pamphlet, geological model, or a diorama.
7.  Presenters are to write, rehearse, and give a one to two minute presentation to the class.

Part II
1.  Write an outline of the body of the letter including the main ideas from each member's expertise: reporter, geologist, ecologist, historian, and biologist.  Place this outline on a large piece of presentation paper.
2. Check in your language arts textbook for the points of writing needed to compose a persuasive letter and the letter's format.
3.  Check your Senators' addresses on the Internet.
4.  Write a first draft of the letter.
5.  Rewrite.
6.  Write a second draft.
7.  Edit the letter for spelling, punctuation, clarity, and grammar.
8.  The final copy will be sent to your Senators.

Learning Advice
Remember to stay focused on your contribution to this project.  Share your detailed information with your group on time.  Help each other to find answers. Make detailed notes about your answers and list your resources.  Cooperate with your team by listening, never arguing and keeping your comments thoughtful.

Evaluation (Part I)
We will meet at the end of the first week in your group to discuss your progress before your class presentation.  We will discuss the information you have gathered in your written report, your presentation design, and the format for your presentation.  We will list strengths and improvements for  each section.  From this session we will determine where your group needs to focus its attention.

The rubric that will be used to score the final written report, presentation, and project is the following:
 

Written Report	1	2	3	4	Score
Research	Does not answer any of the questions posed to the group.	Some questions are answered with little information.	All questions are answered, but there are not any interesting facts.	All questions are answered with detail and there are other interesting facts mentioned.
Clarity	The report's information rambles and does not give any specific information	Questions are addressed briefly, giving only a few details.	Questions are answered, there are several examples given in each area.	All questions are clearly answered with documented detailed answers.
Grammar & spelling	Very frequent grammar and/or spelling errors	A few grammar and/or spelling errors.	Only one or two errors in spelling/grammar.	All grammar and spelling are correct.
Presentation
Purpose	Information does not address an issue related to the group.	Address an issue that is unrelated to the research.	Address the issues somewhat related to the research.	Address the issues given to the group directly and give details.
Conclusion	Presents an illogical explanation for the questions posed.	Presents an illogical explanation for the findings and addresses few questions.	Presents a logical explanation for the findings and address most of the questions.	Presents a logical explanation and addresses all of the questions.
Display
Attractiveness	Illegible writing, poor illustration or display.	Legible writing, messy illustrations or display.	Legible writing, fair illustrations, or display.	Word processed writing, clean neat pictures presented in a clear fashion, or well defined display
Quality of information	Information is missing and inaccurate.	Minor inaccuracies.	Most information is accurate.	Information is complete.

Evaluation (Part II)
Each of you is now an expert in your field, but you are writing one letter.  You will need to combine your expert ideas to compose this persuasive letter.  This is not easy because you will need to decide who should be the leader, making the initial argument in this letter.  This means compromising to get the best product.  We will meet on the second day of this process to discuss your outline.  We will clarify your goal and the format of this writing piece.  Your group will present the final copy to be evaluated by the rubric below before it is sent to your Senators.
This is the rubric that will be used to evaluate your final letter.

Objective	1	2	3	4	Score
Introduction Paragraph/Attention-Getter	Show no development or understanding of gaining the readers attention hand has an unclear message.	Shows very little development or understanding used to gain the reader's attention and has a somewhat clear message.	Show sufficient development and understanding used to gain the reader's attention and has a sufficient message.	Shows a fully well developed understanding of gaining the reader's attention and has a fully developed message.
Body of essay	Shows no developed examples or clear stance on the issue.	Shows limited development of examples and stance is somewhat unclear.	Shows sufficiently developed examples and stance is sufficiently stated.	Shows well developed examples and stance is well developed and clear.
Solution	Shows no mention of a solution to the problem.	The solution is limited.	A sufficient solution to the problem is stated.	Show fully developed solution to the problem.
Spelling, Grammar and Punctuation	Shows many grammatical, punctuation, and spelling mistakes which distracts from the writer's ideas.	Shows some grammatical, punctuation and spelling mistakes which somewhat detracts from the writer's point.	Shows few grammatical, punctuation, spelling errors which keeps the writer's ideas clear.	Shows no grammatical errors, punctuation, and spelling errors which keeps the writer's ideas clear.
Conclusion and Overall Effectiveness	Shows no restatement of the position taken and overall fails to persuade the reader.	Shows limited restatement of position taken and somewhat persuades the reader.	Show sufficient restatement of the position taken and adequately persuades the reader.	Shows a complete and thorough restatement of position and effectively persuades the reader.

 
 

Conclusion:
The ideals of many human societies are conflicting.  Animals and plants of this planet are often in the middle of the societal pulling and pushing.  The questions you have researched, presentations given, and letters written are part of a process to try to keep history from repeating itself.  This is also the process that may help you to gain a voice in the world.  Remember to use your knowledge to protect all that is precious.
 

Resources used in writing ths webquest:
Landmark Project <http://landmark-project.com/classweb/tools/printable.php3?rbc_id=9725

Atwater, Mary, Prentice Baptiste, Lucy Daniel, Jay Hackett, Richard Moyer,                            Carol  Takemoto, and Nancy Wilson. Oceans in Motion. New York: MacMillian/McGraw-Hill School Publishing Company, 1993.

Ward, Nathalie. Stellwagen Bank. Maine: Down East Books, 1995.

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