Investigative Case - Los Angeles and the Future of Mono Lake

• Understand the natural history and biological diversity of the Mono Basin, an environment directly affected by the needs of humans;
• Explain what makes Mono Lake unique, including the extreme forms of life inhabiting the area, the role of Mono Lake in the search for extraterrestrial life, and the impact humans have made on the area;
• Provide a well-researched answer to the question: are humans justified in taking water- the very life- from the Mono Basin to satisfy their needs?

This WebQuest activity is appropriate for introductory Geoscience, Environmental Science, and Biology classes for major or nonmajors. It contains thought-provoking concepts that utilize internet resources in which students learn about the biology and ecology of Mono Lake as well as the controversy over whether or not to disturb the Mono Lake environment for human needs (i.e. water). More about the philosophy behind and design of WebQuests is available.

Materials and more detailed information can be obtained from the original Los Angeles and the Future of Mono Lake WebQuest, part of the Microbial Life Educational Resources project.

The Task:

Los Angeles is out of water! For years the population increased while the freshwater supply steadily decreased. The city is now dry and citizens of Los Angeles are desperate for help. Many people remember a time in history when water was diverted from the Mono Basin to supply the city's needs, although it harmed the lake. They are demanding that the action be repeated! In response, the mayor requests YOU to serve on an advisory panel of experts. He gives you his full trust and support, and will stand by any decision you make. The future of Mono Lake is in your hands...

Your advisory panel will consist of three experts. Together, you have been chosen to represent the biology and natural history of the Mono Basin. Your goal is to analyze the impact water diversion would have on Mono Lake and to represent the issues relating to our custodial responsibilities for our environment. Is Los Angeles justified in taking water from the Mono Basin?

Advice to the mayor should include the following background information:

• Natural history of the Mono Basin;
• Biological diversity of Mono Lake;
• Importance of Mono Lake in the search for extraterrestrial life;
• Results of previous water diversion.

Conclude the report with a recommendation and projections of what this might mean for the future of Mono Lake and/or Los Angeles.

Present your decision in a mixed forum of Los Angeles citizens and environmentalists. Your ability to persuasively communicate your position is essential to the future of both the Mono Basin and the City of Los Angeles.

This WebQuest is designed for groups of three students, each fulfilling an essential role of the advisory panel. First split the class into groups of three and then assign each individual in the group a particular role from the Process section of the WebQuest. A formal Scoping Session is suggested where duties are assigned and where they talk about 'milestones' and timelines. Students will research their roles by answering a set of directed questions- complete with web links- from the Resource section. Make sure students read the evaluation rubric prior to beginning the activity.

• Have an understaning of the natural history and biological diversity of the Mono Basin, an environment directly affected by the needs of humans;
• Explain what makes Mono Lake unique, including the extreme forms of life inhabiting the area, the role of Mono Lake in the search for extraterrestrial life, and the impact humans have made on the area;
• Provide a well-researched answer to the question: are humans justified in taking water- the very life- from the Mono Basin to satisfy their needs?

Student responses should be supported by evidence from credible web and non-web sources such as peer-reviewed journal articles, textbooks, etc.

Another measure of success for this WebQuest activity is general student feedback-this may include comments made by students regarding the activity itself, if students continue discussing/debating the topic after or outside of class time, or if students contribute to the discussion with their own thoughtful questions (during the activity itself, subsequent class periods, or outside of class).

The core of this WebQuest satisfies the following 9-12 National Science Education Standards:

• Content Standard C (Life Science): The Interdependence of Organisms, The Behavior of Organisms, Biological Evolution;
• Content Standard F (Science in Personal & Social Perspectives): Natural Resources, Environmental Quality, Science and Technology in Local, National, and Global Challenges.

This is where you- and other teachers or students- can have some fun! To carry out the entire theme of the WebQuest, act as the mayor and invite other teachers or students to act as the mixed forum of citizens and environmentalists. Ask the presenters questions as if they were in a press conference. If the groups are split in their decisions, arrange the presentations in the form of a debate. You can judge the presentations based on how persuasive and informative they are. You may use the evaluation rubric (Microsoft Word 36kB Oct7 04) to assist in your grading.