Goal: By completing this webquest, students should achieve the following goals:
                1. develop an interest in the Galapagos Islands
                2. develop an awareness of environmental issues in the Galapagos Islands
                3. understand what is meant by the term "eco-tourism" and realize that,
                    as a traveller, they have an impact on the world
                4. work cooperatively as a team
                5. form an action plan for conservation in the Galapagos

Time frame: This will depend on the class' computer access.
                            Approximately 20 one-hour computer lab sessions.

Materials: Inspiration Software, Power Point, Microsoft Word (or any other similar programs)

Prerequisite Knowledge:
                Teacher may want to:
                    1) introduce the Galapagos Islands before having the students start the
                        Webquest.
                    2) do the initial brainstorm (step 2) as a whole class.
                    3) teach Inspiration and Power Point as mini-lessons at appropriate times
                        during the Webquest.
                    4) let the students know that words with asterisks* are linked to a dictionary.
                    5) teach effective public speaking for the oral presentation to the class.

                Students will need to
                    1) have been taught how to use the Inspiration Software.
                    2) know the difference between a brainstorm and a cluster map.
                    3) have instruction on the use of Power Point.
                    4) have instruction on what makes a good Power Point presentation.
                    5) know and practice what makes an effective oral presentation.

Learning outcomes (from the British Columbia Integrated Resource Package):
    (Note: Teacher should choose on which of these to focus since assessing all of these would be too exhaustive).
  Grade Seven Applications of Science:
        It is expected that students will be able to:

• evaluate conclusions in relation to other evidence and sources
• propose and compare options when making decisions or taking action
• analyze costs and benefits of alternative scientific choices related to a community problem

• describe all organisms in terms of their role as part of interconnected food webs
• describe ways in which species interact with each other

• identify changes that occur to the Earth's surface due to volcanoes

• identify and clarify a problem, issue, or inquiry
• defend a position on a global issue by considering competing reasons from various perspectives
• organize information into a formal presentation using several forms of representation
• design, implement, and assess detailed courses of action to address global problems or issues

• analyse ways that people's interactions with their physical environments change over time
• evaluate the impact of natural processes and human-induced changes on communities

• demonstrate understanding of the main ideas or events in novels, stories, poetry, other print material, and electronic media
• use information they have read, heard, or viewed in a variety of written or graphic forms, including written notes and charts
• locate and interpret details in print and non-print media to gather information and build understanding
• demonstrate their knowledge of the conventions of public speaking and informal oral presentations
• summarize what they know about specific topics or issues and identify and address gaps in the information available
• locate, gather, and select information for specific purposes from a variety of human, print, and electronic sources
• select a means of organizing information and ideas that is appropriate for their purpose and audience
• use expository and persuasive styles to shape and structure language in stories, character sketches, posters, and other forms of communication
• apply the rules and conventions of formal presentations, including speeches, news reporting, and dramatic monologue
• form opinions and modify viewpoints
• demonstrate confidence in their abilities to communicate effectively in various situations
• create a variety of written and oral communications to record their views, opinions, values, and beliefs
• share responsibility for the effective functioning of groups
• elaborate on others' ideas
• encourage others to participate
• develop strategies for resolving conflict and solving problems
• use pre-established criteria to evaluate group processes and their own contributions to the group

Adaptation:
            Grouping students in heterogeneous groups will allow students to use each other's
            strengths.  Students with lower reading abilities could be paired with a fluent reader,
            could work with parent volunteers, or could be the "Power Point" expert for the
            group.  Certain roles contain fewer readings; it could be suggested to the students
            with lower reading abilities to take on one of these roles.

Evaluation: The students' Power Point presentations will be evaluated based on
                           the following Rubric for Power Point Presentation and
                      Rubric for Collaboration