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# Titanic Web Quest

## by joverbym on Nov 09, 2008

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A WebQuest for 8th grade mathematics that covers math and social sudies standards.

A WebQuest for 8th grade mathematics that covers math and social sudies standards.

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## Titanic Web QuestPresentation Transcript

• Student Page Rediscovering the Titanic with Numbers [Teacher Page] A WebQuest- for 8th Grade (Mathematics) Title Introduction Designed by: Task Jessica Overby Olympic and Titanic Process 1 Joan Thewlis at flickr.com July 5th, 2008 Process 2 joverbym@simla.colostate.edu Process 3 Robert Ballard Erik Charlton at flickr.com March 1st, 2008 Evaluation 1 Evaluation 2 Evaluation 3 Conclusion Based on a template from The WebQuest Page Credits Background: Seychellen 2008 Bubbles Mister.Tee at flickr.com th
• Student Page [Teacher Page] Introduction Old Rose: “Fifteen-hundred people mathematical perspective! As a Title went into the sea, when Titanic sank mathematician, you and your group will from under us. There were twenty boats discover breath-taking stories, facts, floating nearby... and only one came and statistics of this historical Introduction back. One. Six were saved from the capstone by each researching and water, myself included. Six... out of analyzing a specific inquiry topic to Task fifteen-hundred. Afterward, the seven- discover how more lives could have hundred people in the boats had been saved. nothing to do but wait... wait to die... Process 1 wait to live... wait for an absolution... that would never come” (“The Titanic”). Process 2 On December 19th of 1997, James Cameron released his hit movie, “The Titanic,” that took millions by surprise Process 3 with its fictional romantic tale of a wealthy girl, Rose, and a homeless boy, Jack, and their ill-fated endeavor on the Evaluation 1 R.M.S Titanic. Using this love story of Evaluation 2 Jack and Rose, the historic event of the Titanic was resurfaced from the depths Evaluation 3 of the ocean! Conclusion Hopefully, many of you have seen this movie or have learned about the REAL Titanic sometime in school. Whatever the case may be, the Titanic was a crucial event in the history of the United States! In this WebQuest, not Leonardo diCaprio and Kate Winslet on the bow only will you learn about the tragedy of of the Titanic at the San the R.M.S Titanic, but you will also be Francisco Wax Museum Credits able to experience the Titanic with a 1 mharrsch at flickr.com Sep. 22nd, 2008
• Student Page [Teacher Page] The Task Title For this WebQuest, you and your group will create a Introduction PowerPoint presentation from the information you find on the Internet! Your PowerPoint presentation will Task need to contain spreadsheet tables and charts from Excel that will further demonstrate your mathematical Process 1 findings. When you have finished, your group will Process 2 present your final product to the entire class. In the end, you will be able to answer: Process 3 *What was the story of the REAL Titanic? *How did prices compare for first class through third Evaluation 1 Evaluation 2 class? Evaluation 3 *How did certain factors influence the amount who survived? Conclusion *AND MOST IMPORTANTLY, How could more lives have been saved? Credits
• Evaluation- Presentation (Individual Grade) Student Page CATEGORY 5 4 3 1 Score [Teacher Page] Time-Limit Presentation is 10-15 Presentation is within Presentation is within Presentation is much minutes long. 1 to 2 minutes of this 3 to 4 minutes of this shorter or much range. range. longer than 10-15 Title minutes. Introduction Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or can distinctly all (100- distinctly all (100- distinctly most ( 94- not be understood OR Task 95%) the time, and 95%) the time, but 85%) of the time. mispronounces more mispronounces no mispronounces one Mispronounces no than one word. words. word. more than one word. Process 1 Process 2 Posture and Eye Stands up straight, Stands up straight and Sometimes stands up Slouches and/or does Contact looks relaxed and establishes eye contact straight and establishes not look at people confident. Establishes with everyone in the eye contact. during the Process 3 eye contact with room during the presentation. everyone in the room presentation. during the Evaluation 1 presentation. Evaluation 2 Evaluation 3 Group Work Obvious member Member contributed Contributed to the It is clear member did Conclusion contributed to project to project. May have project. Barely not work on project and put in exceptional put in slightly less participated in and did not work well effort and time. work than others. presentation. Had with other group Participated in Participated in troubles with other members. presentation. presentation. For the members. Worked extremely most part, worked well with group well with others. members. Credits Total ____/20 points
• Evaluation- Math Aspects (Individual Grade) Student Page [Teacher Page] CATEGORY 5 4 3 1 Score Mathematical Concepts Explanation shows Explanation shows Explanation shows Explanation shows very complete substantial some understanding of limited understanding Title understanding of the understanding of the the mathematical of the underlying mathematical concepts mathematical concepts concepts needed to concepts needed to used to solve the used to solve the solve the problems. solve the problems OR problems. problems. is not written. Introduction Task Process 1 Mathematical Reasoning Uses complex and refined mathematical Uses effective Some evidence of mathematical reasoning mathematical Little evidence of mathematical reasoning. reasoning. reasoning. Process 2 Mathematical Errors 90-100% of the steps Almost all (85-89%) of Most (75-84%) of the More than 75% of the Process 3 and solutions have no the steps and solutions steps and solutions steps and solutions mathematical errors. have no mathematical have no mathematical have mathematical errors. errors. errors. Evaluation 1 Evaluation 2 Mathematical Correct terminology Correct terminology Correct terminology There is little use, or a Evaluation 3 Terminology and and notation are always and notation are and notation are used, lot of inappropriate Notation used, making it easy to usually used, making it but it is sometimes not use, of terminology Conclusion understand what was fairly easy to easy to understand and notation. done. understand what was what was done. done. Total ____/20 points Total for Project ____/60 ____/20 ____/20 ____/100 points Credits PowerPoint Presentation Math Aspects TOTAL PROJECT
• Student Page Conclusion [Teacher Page] Title Congratulations! You and your team have Introduction completed your WebQuest project using the amazing Internet as your main source Task of information! Hopefully, you now have a better understanding of the Titanic and Process 1 why so many people died. The sinking of the Titanic was a devastating event and could have been less severe if some simple Process 2 calculations were made. Also, if you have not already, could the speed the Titanic Process 3 was going also have accounted for something? You can look at this website Evaluation 1 for further information if you are curious: Evaluation 2 Reasons for Hitting the Iceberg Evaluation 3 You may also Become more Involved with Conclusion the Event of the Titanic. Credits
• Student Page [Teacher Page] Credits & References Title Introduction Rubistar. 2008. University of Kansas. 5 Nov. 2008 <http://rubistar.4teachers.org/index.php>. Task Process 1 To acquire the latest version and training materials of this template go to The WebQuest Page and The WebQuest Slideshare Group. Process 2 Process 3 Evaluation 1 Evaluation 2 Evaluation 3 Conclusion Credits
• [Student Page] Teacher Page Title A WebQuest for 8th Grade (Mathematics) Introduction Designed by: Learners Jessica Overby Standards 1 joverbym@simla.colostate.edu Standards 2 Process 1 Process 2 Robert Ballard Process 3 Erik Charlton at flickr.com March 1st, 2008 Process 4 Process 5 Resources Evaluation 1 Evaluation 2 Evaluation 3 Evaluation 4 Teacher Script 1 Teacher Script 2 Conclusion Credits Based on a template from The WebQuest Page
• [Student Page] Teacher Page This lesson was created by Jessica Overby, a current undergraduate student at Title Colorado State University studying in the department of education for secondary Introduction mathematics. It was completed during the fall semester of 2008 as a WebQuest project for an Educational Technology and Assessment class. Learners This lesson was designed as a tool to bring students to a better understanding Standards 1 of the Titanic and its fatal end by using mathematical calculations and analysis. In Standards 2 groups of three, each student will become an expert on one of the three provided inquiry topics (pricing, survival, and safety). After they have researched their Process 1 topics, have answered the accompanying questions, and have created tables and Process 2 charts with Excel for comparison, they will come together in order to create a Process 3 collaborative PowerPoint. The students will improve their collaboration skills by Process 4 working together to create a 10-15 minute presentation on their PowerPoint. Process 5 Students will share their knowledge with each other so that they will become an Resources expert in all of the topics. They will also be able to check their group members’ mathematical work and tables/charts for correctness. Evaluation 1 This WebQuest will also make students utilize the Internet as a tool for Evaluation 2 researching their topics. They will use websites that will contain Excel and Evaluation 3 PowerPoint tutorials, an MLA tutorial, textual information, a virtual tour, Evaluation 4 informative videos, an encyclopedia, data analysis tables/charts, images, an inflation calculator, and figures in order to become an expert for their inquiry topics. Teacher Script 1 Please note, before they start researching their individual topics, they will all need Teacher Script 2 to research the basic facts and information of the titanic with the websites provided. Conclusion This background search will provide them with the basic facts they will need to know in order to answer the higher level questions that involve critical thinking and etc. Credits
• [Student Page] Teacher Page Title This lesson was constructed to cover eighth grade content in the Introduction Colorado Model Content Standards for the areas of mathematics and Learners social studies. It can also be easily extended to 7th or 9th grade students by merely tweaking the topic questions to match the specific Standards 1 mathematical grade level standards. Standards 2 Process 1 Before starting this lesson, teachers need to make sure that the Process 2 students know how to make charts and tables to compare data. Also, Process 3 students need to have worked with the basic mathematical abilities Process 4 needed for the covered standards (on the next page). They at least Process 5 need to know the basics of these concepts and calculations. This Resources lesson will improve their learning of these standards. In addition, Evaluation 1 teachers should take a survey to see how many students have worked Evaluation 2 with Excel and PowerPoint before. There are tutorials in this lesson on Evaluation 3 how to use these programs; however, it would not hurt to devote a Evaluation 4 lesson to provide them with hands on experience of how to use these Teacher Script 1 programs. Furthermore, it is suggested for teachers to provide an Teacher Script 2 example of a visually appealing and well-organized PowerPoint so the students can have an idea of what is expected. Conclusion Credits
• [Student Page] Objectives Curriculum Standards 1 (Teacher) Understand how much it cost to build the Titanic and learn how to use an inflation calculator Teacher Page to see how much it would cost today. Learn about cost differences of the tickets according to class. Analyze data and use it in mathematical problems. Title Create math problems that will help to understand the material. Understand why so many were not able to get into a lifeboat and compute how many Introduction lifeboats there should have been. Identify how many women, men, children, and crew members survived from each class. Learners Use ratios to compare results as part-to-part and part-to-whole. Standards 1 Use critical thinking when comparing data with tables and charts. Use Excel and PowerPoint to increase technological capabilities. Standards 2 Learn to work in groups. Process 1 Develop conclusions for how more lives could have been saved. Process 2 Kinds of Thinking/Communication Skills Process 3 Inference Making – The text + previous knowledge = inference Process 4 The students will make inferences when answering their topic questions. Critical Thinking – Synthesis, evaluation, and reconstruction of thinking Process 5 In addition to analysis. Students will use critical thinking when answering their topic questions Resources and the conclusion question. Creative Production – Creating a product that is unique and visually appealing Evaluation 1 Students will do this when they are making their PowerPoints. Evaluation 2 Creative Problem-Solving – Creating a problem that has a creative solution Evaluation 3 Students will do this when they have to make their own problems and solve them. Also when they answer the conclusion question. Evaluation 4 Observation and Categorization – Observing and categorizing information Teacher Script 1 Students will observe the information they find on the websites provided, and categorize the data into tables on Excel. Teacher Script 2 Comparison – Comparing data to form a conclusion Conclusion Students will create charts in Excel to compare the data from their sources. They will then form conclusions on this data. Teamwork -- Assigning tasks to each member of a group to make a final product Students will be in groups of three and will each take on a different research topic. They will Credits reassemble and share their information to the other group members. As a team, they will create a PowerPoint containing all of their results and present this.
• Curriculum Standards 2 (Teacher) [Student Page] This WebQuest has been designed to relate to these particular standards found in Colorado Model Content Standards: Teacher Page Social Studies Standards Addressed 2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and Title analyze historical data to answer questions and test hypotheses. *formulate historical questions based on examination of primary* and secondary* Introduction sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts; Learners * gather information from multiple sources, including electronic databases, to understand events from multiple perspectives Standards 1 4.1 Students understand the impact of scientific and technological Standards 2 developments on individuals and societies. * explain the significance of the achievements of individual scientists and inventors from Process 1 many cultures Process 2 Math Standards Addressed Standard 1: Process 3 Students develop number sense and use numbers and number relationships in Process 4 problem-solving situations and communicate the reasoning used in solving these problems. Process 5 1. demonstrate meanings for integers, rational numbers, Resources percents, exponents, square roots, and pi (π ) use physical materials and technology in problem-solving situations; Evaluation 1 4. use the relationships among fractions, decimals, and Evaluation 2 percents, include the concepts of ratio and proportion, in problem-solving situations; Evaluation 3 Standard 3: Evaluation 4 Students use data collection and analysis, statistics, and probability in problem solving situations and communicate the reasoning used in solving these problems. Teacher Script 1 4. formulate hypotheses, draw conclusions, and make convincing arguments based on data analysis; Teacher Script 2 Standard 6 Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem- Conclusion solving situations and communicate the reasoning used in solving these problems. Benchmark 4 Select and use appropriate methods ALGORITHMS for computing with commonly used fractions and decimals, percents, and integers in problem-solving situations from among mental arithmetic, estimation, Credits paper-and-pencil, calculator, and computer methods and determining whether the results are reasonable.
• The Process 1 (Teacher) [Student Page] Lesson Organization Teacher Page The Teacher will need to provide students with a fair amount of time for this project. Students will be expected to work on this outside of school, but some may not have the necessary programs on their home computers. A suggestion is to give students about three weeks to Title complete this project, and to devote at least three class periods to being in a computer lab. For the first week, the teacher should have the students research their information. Have them Introduction write out their answers to the topic questions for a homework completion grade. The next week, they should work on their charts/tables with Excel. They should collaborate with their Learners group members and create their PowerPoints. The last week, they should put it all together Standards 1 and practice their presentations. Then it should be time for presentation day! This is a multidisciplinary lesson because it involves math and social studies. Standards 2 Process 1 Creating Groups For this activity, it is suggested that the teacher divides the students into groups beforehand. Process 2 When creating these groups of three, the teacher should try to have one student who has Process 3 exceptionally high math skills, one who might be good with computers, and one student who is Process 4 a good verbal communicator/leader. If the teacher is able to make the groups consist of a variation of students such as this, the students will be able to help and learn from each other. Process 5 Also, try to not put all of the students who like to work alone in one group. If the teacher does Resources not know the students well enough to do this, he/she can have the students take a personality survey beforehand. Evaluation 1 Evaluation 2 This WebQuest is novice teacher friendly! Evaluation 3 If teachers are in a one-computer classroom or for pre-readers and are creating a facilitated Evaluation 4 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 contains a printable script for the facilitator to Teacher Script 1 follow. Teacher Script 2 Variations Conclusion If this lesson is carried out in a lab vs. in-class, it would be much easier for the teacher and the students. The teacher could make this an in-class project and could make the project aimed more towards learning how to use technology and the Internet. The teacher could just have them make a PowerPoint about the R.M.S Titanic by taking out the mathematical calculations Credits and critical thinking questions.