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This WebQuest was designed to be used with Grade 6 students following the British Columbia Science Curriculum.  

Curriculum Connections:
Language Arts

Learning Outcomes:
Ministry of Education, British Columbia Science 6 Prescribed Learning Outcomes (http://www.bced.gov.bc.ca/irp/irp.htm)
Science 6:
•    differentiate between renewable and non-renewable methods of producing electrical energy
•    Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.

Language Arts 6:
Oral Language (Speaking and Listening)
•    A1 use speaking and listening to interact with others for the purposes of
–    contributing to group success
–    discussing and comparing ideas and opinions (e.g., debating)
–    improving and deepening comprehension
–    discussing concerns and resolving problems
–    completing a variety of tasks
•    A4 select and use strategies when interacting with others, including
–    accessing prior knowledge
–    making and sharing connections
–    asking questions for clarification and understanding
–    taking turns as speaker and listener
–    paraphrasing to clarify meaning

Reading and Viewing
•    B2 read fluently and demonstrate comprehension of grade-appropriate information texts with some specialized language,
•    B4 demonstrate comprehension of visual texts with specialized features (e.g., visual components of media such as magazines, newspapers, web sites, comic books, broadcast media, videos, advertising, and promotional materials)

Writing and Representing
•    C2 write a variety of effective informational writing for a range of purposes and audiences that communicates ideas to inform or persuade


•    Computer access
•    See Website resource list found on the Process page


    The students will need to be divided into groups of four. Each group must choose four renewable energy source options and then decide which member will be the expert for each energy source. In order to ensure that the class covers all energy source options the teacher may want to assign four energy sources to each group. If groups cannot decide how the expert topics, you may choose to have the students pick a topic out of the hat.

    Students will need access to computers. If you do not have access to one computer per student then students could rotate off computers and use books and other resources for research.

    Prior to starting this WebQuest it is assumed that students have the following prior learning experiences or knowledge:
•    familiar with how electricity is generated
•    understanding of non-renewable energy sources
•    familiar with researching and taking jot notes
•    students are familiar with cooperative learning strategies and have the skills to collaborate and reach a consensus through discussion and sharing of ideas
•    familiarity with multimedia skills such as PowerPoint, I-Movie if they choose to use one of these mediums for their presentation

Time Frame:
The amount of time required for this WebQuest will vary depending on the availability of computers.  A possible timeline could be:
•    1 period for groups to meet and choose individual topics
•    2 - 3 periods of computer access for individual research
•    1 – 2 periods to prepare their individual proposal
•    2 – 5 periods for teams to share research, rate energy source options, make recommendation, plan, prepare and practice group presentation

    Rubric has been created for use by teacher and student.

    Groups can be arranged by the teacher to ensure that stronger students can support weaker students.
    The number of content area topics to be researched can be adapted for students with special needs.  
    For students with written output challenges the written component of the proposal could be replaced with an individual oral presentation.
    Instead of having students working together in teams to make recommendations for the best option, a teacher could choose to have all students present an individual presentation of their topic. Following the individual presentations a “town hall” style meeting could be used to make a class decision.



     Students could choose another community, region or country and make recommendations for the best renewable energy source option for that area.


Images used in this WebQuest have been retrieved from the following websites:









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