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# Culp webquest

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• 1. EXPLORING AREA AND PERIMETER Student Page Exploring Area and Perimeter Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 7th Grade (Mathematics) Designed by Chelcee Culp [email_address] Based on a template from The WebQuest Page Rtsd.org
• 2. INTRODUCTION Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Today you are artistic architects. You are going to be exploring the idea of area and perimeter. Once you have discovered how to find the perimeter and area of shapes and object we will set out on our journey to design and build the perfect school. Don ’t forget to strap your hard hats on as you begin to build!
• 3. THE TASK Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title
• You and Your Partner Will:
• Master area and perimeter
• Create an idea for a school
• Come up with a design
• Calculate the area and perimeter
• Draw a blueprint of your school
• Determine how much it will cost to build
• 4. THE PROCESS
• You will be assigned a partner
• Go to Area & Perimeter Game
• Click on perimeter option
• Click on either shape
• Read all of the instructions of how to find perimeter
• Play the game on level 3
• If you get stuck go back and practice on a lower level
• Copy down the shapes and information onto graph paper and solve
• On the same website click on solving Area
• Click on either shape
• Read all of the instructions on how to find area
• Play the game on level 3
• If you get stuck go back and practice on a lower level
• Copy down the shapes on graph paper and solve for area
• Go to Scale & Ratio
• Take notes if needed
• Do the rice crispy example on your graph paper
• Get a yard stick
• Walk around the perimeter of the classroom and measure the size of the class room
• Calculate the area of the classroom
• Draw a map of your new school to scale comparable to your actual classroom
Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
• 5. EVALUATION Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
• 6. CONCLUSION Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are now able to successfully find the area and perimeter of any object. Also you should have a clear understanding of how to make scale drawings and put them in a map setting.
• 7. CREDITS & REFERENCES Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] All images came from Microsoft office clip art files Websites were found in cooperation with google.com The WebQuest Page and The WebQuest Slideshare Group
• 8. EXPLORING AREA AND PERIMETER (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 7th Grade (Mathematics) Designed by Chelcee Culp [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
• 9. INTRODUCTION (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This lesson was created in the fulfillment of an undergraduate Educational Technology class at the University of Akron. This lesson is to help the students further understand the concept of perimeter and area. It will show the students that mathematic concepts are used in the real world. It will also allow their creative outlets to be plugged in.
• 10. LEARNERS (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Describe the grade level and course that the lesson is designed to cover. For example: &quot;This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent.&quot; If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given. Evaluation Teacher Script Conclusion
• 11. CURRICULUM STANDARDS (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
• 1A: use pictures, diagrams, or patterns
• 1B: seek a general solution
• 1C: devise formuals
• 2B: solve real-life problems dealing with scale drawing
• 3G: use ration and porportions to solve problems involving change of scale drawings or maps
• 4B: construct scale drawings and models with reasonable measurement and accuracy
• 4C: develop geometric ideas such as a measurement formula using graph paper
Evaluation Teacher Script Conclusion
• 12. THE PROCESS (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You can paste in the process description given to students in the “ student ” process slide and then interleave the additional details that a teacher might need. Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example? If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Evaluation Teacher Script Conclusion
• 13. RESOURCES (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
• Describe what's needed to implement this lesson. Some of the possibilities:
• Class sets of books
• E-mail accounts for all students
• Specific software (how many copies?)
• Specific hardware (what kind? How many?)
• Specific reference material in the classroom or school library
• Video or audio materials
• If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.
• Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?
Evaluation Teacher Script Conclusion
• 14. EVALUATION (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page ( Evaluation ) into this space and add any clarifications needed for another teacher to make use of this lesson. Evaluation Teacher Script Conclusion
• 15. TEACHER SCRIPT (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
• The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
• Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
• This page will include step by step directions to the facilitator, including:
• What to say at each point in the process
• What to click on
• What questions and misconceptions to anticipate
• How long to take at each point
• When to direct learners to work away from the computer
• To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.