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

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- 1. 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
- 2. 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
- 3. 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
- 4. Student Page [Teacher Page] Title Introduction STEPS: Task 1. EVERYONE in your group needs to research the historic event of the Titanic by looking at the following websites: The Basic Story, Tour the Titanic , Something to Ponder, and The Facts of this magnificent ship! You may also use Process 1 The Titanic Encyclopedia for an additional resource! 2. Choose a topic and answer its questions. When asked, make sure to construct as Process 2 many tables and charts as needed to accurately convey your comparisons. Click on the website links provided (in red) to find your main information. If desired, you may use other resources as well. Before you start, read the rest of Process 3 the steps of this process! NOTE: If you do not know how to use these programs… Basic tutorial for Excel How to make tables in Excel Evaluation 1 How to make charts in Excel Evaluation 2 How to make a presentation in PowerPoint Evaluation 3 CLASS PRICE DIFFERENCES( convert all to U.S.D $) (TOPIC 1): Your job is to compare the differences of how much things were for those passengers who were classified Conclusion as 1st class (very wealthy), all the way through those who were classified as 3 rd class (very poor). Do this by answering the following questions and providing tables and charts: 1. How much did the Titanic cost to build? Then compare it to how much it would cost to build it 10 years later? 20 years later? Today? (Hint: Use inflation calculator) 2. What were the price differences for a one-way ticket for 1st THROUGH 3rd class? (make a bar chart(s)) 3. How much would it cost for a family of 6 to go as 1 st class? As 3rd class? 4. Create a similar math problem of your own and solve it. Explain your answer. 5. What would these prices be today? Why do you think these prices are so different? (make a table(s)) Credits Prices and Differences
- 5. Student Page [Teacher Page] Title THE SURVIVORS (TOPIC 2): Your job is to analyze how certain factors influenced how many survived compared to Introduction how many died that fatal night. Do this by answering the following questions and providing tables and charts: 1. How many men vs. women vs. children survived total? In each class? What was the Task total percentage of women that survived? Children? Men? Why do you think this happened?(make a bar chart(s)) 2. How many crew members survived? How did this compare to the amount of Process 1 passengers that survived? Why do you think this happened? (make a table(s)) 3. If 100 more women survived, what would be the new ratio of men to women that Process 2 survived? 4. Create your own similar math problem and solve it. Explain your answer. 5. Do you think that these factors still matter today? For instance, if the Titanic sank Process 3 today, would these numbers remain the same? Why do you think this? The Survivors Evaluation 1 THE SAFETY SCANDAL (TOPIC 3): Evaluation 2 Your job is to research why there was a problem with getting everyone off of the ship. You will need to answer the following questions and provide tables and charts: Evaluation 3 1. How many life vests were provided? Find the ratio of life vests to people on board. Why did people still die? Conclusion 2. How many lifeboats were on board? Why this number? How many could each boat fit? (provide a pie chart(s) comparing the amount of lifeboats to the amount of people) 3. If things worked out perfectly, how many people, total, should have been able to get into the lifeboats with full capacity? How many boats should there have been to save everyone? (make a table(s)) 4. Make your own similar math problem and solve it. Explain your answer. 5. Do you think that it would have been better to have bigger boats, or more boats? Credits Why? The Safety Scandal
- 6. Student Page [Teacher Page] Title Introduction Task 3. After doing your research, answering the questions, and making your tables and charts, collaborate with the rest of your group Process 1 members. Make sure all of your group members do their part so you get a good grade! Process 2 4. Create your PowerPoint as a group. For the introduction of your Process 3 PowerPoint, present at least 5 interesting facts you learned about the Titanic. Your body will have each members’ inquiry topic work. For the conclusion, your group needs to answer the Evaluation 1 almighty question--- How could more lives have been saved? This Evaluation 2 can be answered with a mathematical calculation if you want. Evaluation 3 There is no set answer, but use the data that you researched to support your answer. For example, if I found information on the Conclusion speed of the Titanic as a topic, I could say that the Titanic should have been going at a different speed so that it would have never hit the iceberg in the first place. I would then need to explain why with specific evidence. Finally, include a reference page for all of the sources used in MLA format. Look at the rubric for how to make a good PowerPoint. Remember, the more detailed, visually appealing, and mathematical your project, the better! Credits Also, make sure you practice presenting your presentation as a group!
- 7. Evaluation- PowerPoint (Group grade) Student Page CATEGORY 10 8 5 2 Score [Teacher Page] Text Elements Font is easy to read Sometimes text is easy- Readability is difficult Text extremely difficult with appropriate sizing to-read, but in a few with lengthy to read with long and color. Text is places the use of colors, paragraphs, too many blocks of text. Title appropriate in length for the audience and to fonts, or busy/dark backgrounds do not different fonts, colors, or busy/dark Inappropriate colors, backgrounds, or fonts. the point. Background enhance readability. backgrounds. enhances readability of Introduction text. Introduction Presents overall topic Is clear and relates to Show some structure, Does not make clear to and draws in audience. the topic. Has 5 facts. but not a clear sense of the audience what is to Task Has more than 5 what is to follow. May follow. No facts interesting facts on the be overly detailed or provided. Titanic. incomplete. Less than 5 Process 1 Body facts. Has all 3 topics with Has all 3 topics. All the Does not have all 3 Does not have all 3 each question fully questions are answered. topics. Few questions topics. Few or no answered. Responses Shows some means of are answered. Little questions answered Process 2 are logical and well- critical thinking. Most critical thinking used. with no critical thinking explained by using mathematical formulas Few formulas and involved. No critical thinking. and steps shown. Has mathematical steps mathematical formulas Process 3 Mathematical formulas the tables and charts shown. Few tables and and steps shown. No and steps are shown. requested. charts. tables and charts Has more tables and provided. charts than requested. Evaluation 1 Conclusion Answers main question Answers main Answers main Does not answer the Evaluation 2 with a thorough question. Supports with question. Provides little main question. answer. Supports with some evidence. or no support. Evaluation 3 much evidence. Citations Sources of information Most sources properly Some sources cited Few or no sources are properly cited in cited. Includes all incorrectly. May not cited. Also, sources are Conclusion MLA format. Cites all sources used. cite all sources used. not cited correctly. sources used (WebQuest links). Uses additional sources. Tables and Charts Has appropriate title at Has a title and Does not have title or Merely provides a table top. Has axis labels appropriate labels. labels. Formatted so or chart, or not at all. when needed. Compares the data, but that data comparison is Effectively compares not as clearly. unclear. the data being analyzed. Credits Total ____/ 60 points
- 8. 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
- 9. 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
- 10. 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
- 11. 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
- 12. [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
- 13. [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
- 14. [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
- 15. [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.
- 16. 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.
- 17. 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.
- 18. The Process 2 (Teacher) [Student Page] Teacher Page You will be assigned to two other group members to complete this project over the next 3 weeks longer/shorter if you choose. You will be provided three class periods to complete it. You will be expected to work on this project OUTSIDE OF CLASS as well. Do not worry, if you do not have Title PowerPoint and Excel at home there is a computer lab at school! You will have the choice of researching one of the following inquiry topics: Introduction 1. Class Price Differences 2. Survival Influences Learners 3. The Safety Scandal STEPS: Standards 1 EVERYONE in your group needs to research the historic event of the Titanic by looking at the following Standards 2 websites: The Basic Story, Tour the Titanic , Something to Ponder, and The Facts of this magnificent ship! You may also use The Titanic Encyclopedia for an additional resource! Tell them they must look Process 1 at these to be able to answer the questions to their topics fully. Also, they will need to add 5 historical Process 2 facts to the introduction of their PowerPoint. Process 3 Choose one of the following inquiry topics and answer its questions To evaluate if the students have had enough prior mathematical skills, calculate the correct answers on your own for each question before Process 4 assigning the project. When asked, make sure to construct as many tables and charts as needed to Process 5 accurately convey your comparisons. Click on the website links provided (in red) to find your main Resources information. If desired, you may use other resources as well. Before you start, read the rest of the steps of the process! Evaluation 1 NOTE: If you do not know how to use these programs… it is highly suggested to provide additional Evaluation 2 instruction about how to use these programs. Basic tutorial for Excel Evaluation 3 How to make tables in Excel Evaluation 4 How to make charts in Excel How to make a presentation in PowerPoint Teacher Script 1 Tell students to write down their work and responses to their topic questions before they collaborate with Teacher Script 2 their groups to create their PowerPoint. Have them turn in this rough draft as a separate grade for completion; however, this is not accounted for in the grading rubric. Conclusion Credits
- 19. [Student Page] The Process 3 (Teacher) Teacher Page CLASS PRICE DIFFERENCES(make sure to tell students to convert all to U.S.D $) (TOPIC 1): Your job is to compare the differences of how much things were for those passengers who were Title classified as 1st class (very wealthy), all the way through those who were classified as 3rd class (very Introduction poor). Do this by answering the following questions and providing tables and charts: 1. How much did the Titanic cost to build? Then compare it to how much it would cost to build it 10 Learners years later? 20 years later? Today? (Hint: Use inflation calculator) They will find out how much it cost to build off of the website, then they will plug the year into the calculator to find out the price Standards 1 inflation of that year. Following this, they will use a mathematical algorithm to computer how much it Standards 2 would cost in 10 and 20 years. It already says how much it would cost to build for today on the website. Process 1 2. What were the price differences for a one-way ticket for 1st THROUGH 3rd class? (make a bar Process 2 chart(s)) 3. How much would it cost for a family of 6 to go as 1st class? As 3rd class? Process 3 4. Create a similar math problem of your own and solve it. Explain your answer. This is just to give Process 4 students the chance to make a simple math problem of their own. Do not grade this very hard, just Process 5 make sure their answer is correct) 5. What would these prices be today? Why do you think these prices are so different? (make a table(s)) Resources Prices and Differences Evaluation 1 Evaluation 2 Evaluation 3 Evaluation 4 Teacher Script 1 Teacher Script 2 Conclusion Credits
- 20. The Process 4 (Teacher) [Student Page] Teacher Page THE SURVIVORS (TOPIC 2): Your job is to analyze how certain factors influenced how many survived compared to how many died that fatal night. Do this by answering the following questions and providing tables and charts. Title 1. How many men vs. women vs. children survived total? In each class? What was the total percentage of women that survived? Children? Men? Why do you think this happened?(make a bar chart(s)) For Introduction this question, make sure that the students have had practice working with percents. 2. How many crew members survived? How did this compare to the amount of passengers that Learners survived? Why do you think this happened? (make a table(s)) Standards 1 3. If 100 more women survived, what would be the new ratio of men to women that survived? For this question, make sure students have had practice with ratios. Standards 2 4. Create your own similar math problem and solve it. Explain your answer. Process 1 5. Do you think that these factors still matter today? For instance, if the Titanic sank today, would these Process 2 numbers remain the same? Why do you think this? For this question, students should use their prior knowledge of current equal rights. The Survivors Process 3 THE SAFETY SCANDAL (TOPIC 3): Process 4 Your job is to research why there was a problem with getting everyone off of the ship. You will need to Process 5 answer the following questions and provide tables and charts: 1. How many life vests were provided? Find the ratio of life vests to people on board. Why did people Resources still die? The website explains that people still died because of how cold the water was. Evaluation 1 2. How many lifeboats were on board? Why this number? How many could each boat fit? (provide a pie chart(s) comparing the amount of lifeboats to the amount of people) Evaluation 2 3. If things worked out perfectly, how many people, total, should have been able to get into the lifeboats Evaluation 3 with full capacity? How many boats should there have been to save everyone? (make a table(s)) Evaluation 4 4. Make your own similar math problem and solve it. Explain your answer. 5. Do you think that it would have been better to have bigger boats, or more boats? Why? This question Teacher Script 1 is just to stimulate students to think critically. There is no right or wrong answer for this project. The Safety Scandal Teacher Script 2 Conclusion Credits
- 21. [Student Page] The Process 5 (Teacher) Teacher Page 3. After doing your research, answering the questions, and making your tables and Title charts, collaborate with the rest of your group members. Make sure all of your group members do their part so you get a good grade! Make sure students understand that Introduction they need to act as a teacher and teach their other group members everything they Learners learned about their topic. 4. Create your PowerPoint as a group. For the introduction of your PowerPoint, present Standards 1 at least 5 interesting facts you learned about the Titanic. Your body will have each Standards 2 members’ inquiry topic work. For the conclusion, your group needs to answer the Process 1 almighty question--- How could more lives have been saved? This can be answered with a mathematical calculation if desired Students must have a logical answer and Process 2 provide supporting evidence. There is no set answer, but use the data that you Process 3 researched to support you answer. For example, [EXAMPLE: if I found information Process 4 on the speed of the Titanic as a topic, I could say that the titanic should have been Process 5 going at a different speed so that it would have never hit the ice berg in the first Resources place. I would then need to explain why with specific evidence]. Finally, include a reference page for all of the sources used in MLA format. Look at the rubric for how Evaluation 1 to make a good PowerPoint. Remember, the more detailed, visually appealing, and Evaluation 2 mathematical your project, the better! Go over the rubric with the class. Evaluation 3 Evaluation 4 Teacher Script 1 Teacher Script 2 Conclusion Credits
- 22. [Student Page] Resources (Teacher) To implement this lesson, it is suggested that the teacher creates a list of the students’ e-mails and Teacher Page phone numbers for each group and distributes it to them at the beginning of the project. Of course, student and parent consent will be needed beforehand, but this will help the students communicate with each other when working on their projects. Furthermore, in case some do not have computers at home, the teacher needs to make sure that the students work with computers at least one class period. For Title these students, the teacher also needs to make sure that there is a computer lab open during the day. In addition, if possible, it is highly recommended for the teacher to provide each group with Excel and Introduction PowerPoint software. Finally, if the students have troubles with the calculations, their math books should provide as a sufficient resource. Learners The websites the students will be referring to for their research: Standards 1 http://www.imdb.com/name/nm0001784/ (quote from Rose, “The Titanic”) Standards 2 http://www.teachertube.com/view_video.php?viewkey=7b65a2d829e9672f5f82 (video clip describing the story) Process 1 http://www.youtube.com/watch?v=s9uiYKMArr0 (virtual tour of the ship) Process 2 http://www.youtube.com/watch?v=DXDUwvZ-4FA&feature=related (video clip from The History Channel about new phenomena of the Titanic) Process 3 http://www.geocities.com/RainForest/Vines/8059/titanic.htm (website all about the Titanic) Process 4 http://www.encyclopedia-titanica.org/ (Google encyclopedia for the Titanic) http://www.usd.edu/trio/tut/excel/ (written Excel tutorial) Process 5 http://www.youtube.com/watch?v=7mfWx8AWRtQ (video tutorial for making tables in Excel) Resources http://www.youtube.com/watch?v=OR7E8ejD6zU (video tutorial for making charts in Excel) http://www.bcschools.net/staff/PowerPointHelp.htm (written PowerPoint tutorial) Evaluation 1 http://www.westegg.com/inflation/ (inflation calculator so they can determine how much the Titanic cost to build at different periods of time) Evaluation 2 http://www.keyflux.com/titanic/facts.htm (facts and figures on the Titanic so they can answer the questions Evaluation 3 to Topic 1) http://www.anesi.com/titanic.htm (bar charts and data tables for the survivors of the disaster for Topic 2) Evaluation 4 http://www.historyonthenet.com/Titanic/lifeboats.htm (website on the safety devices for Topic 3) Teacher Script 1 http://easybib.com / (a website that will cite their sources with MLA format) http://en.wikipedia.org/wiki/RMS_Titanic (Wikipedia search on the Titanic) Teacher Script 2 http://www.titanic.com/ (Titanic website where students can become a member and learn all there is to know about the Titanic) Conclusion Human resources: Only one teacher is needed to implement this lesson. Parents and aides are not needed, but can help Credits students on how to use the computer programs if applicable. No other additional human resources are necessary.
- 23. [Student Page] Evaluation 1 (Teacher) Teacher Page The students will be evaluated both individually and for their group work. As a result, there are three grading rubrics that will be used. Title The first grading rubric is for the PowerPoint that the students will create and present to the class. This rubric will help determine how successful the WebQuest was towards teaching Introduction students how to work in groups and how to collaborate with each other. This rubric is broken into five sections: text elements, introduction, body, conclusion, and citations. For the text Learners elements section, the average project (score of 8) will need to be fairly easy to read and visually Standards 1 appealing. For the most part, students will need to use different fonts, colors, and backgrounds that will enhance readability and should not have long blocks of text that are difficult to read. Standards 2 For the introduction, it will need to be clear and relate to the topic. The main thing here is that Process 1 they will need to include at least five historical facts about the Titanic. For the body of the PowerPoint, students will need to have all three topics included, all of the questions answered Process 2 with the use of critical thinking, most of the mathematical formulas and steps shown, and the Process 3 requested amount of tables and charts. Next, their conclusion will need to have their opinion of Process 4 how more lives could have been saved with supporting evidence. Finally, all of the sources they used will need to be cited correctly. The content of the PowerPoint and their responses to Process 5 the open-ended questions will help determine how well the students learned the historic Resources standards that will be covered. The next rubric is an individual grade for how he/she will present. It is divided into time- Evaluation 1 limit, speech, posture/eye contact, and group work. The average presenter will need to have a Evaluation 2 group that stays within one to two minutes of the time-limit. Also, he/she will need to speak Evaluation 3 clearly 100-95% of the time, stand up straight, make eye contact with everyone in the room, and put in an equal amount of effort into the group project. Evaluation 4 Lastly, the rubric for the math aspects will cover the mathematical standards that will be Teacher Script 1 used for this project. This rubric will cover the individual student’s answers and calculations for the answers to his/her inquiry topic. Teachers will need to make sure that all of the Teacher Script 2 mathematical concepts are well understood with a clear explanation of the concepts used to Conclusion solve the problems. Also, he/she will need to have effective mathematical reasoning, 85-89% error free calculations, and use correct terminology and notation. To sum it up, the first rubric will be worth sixty points, and the last two will be worth twenty points each; making this project out of one-hundred points. Their final scores will illustrate how successful this project was. Credits
- 24. Evaluation2(Teacher) -PowerPoint(GroupGrade) [Student Page] CATEGORY 10 8 5 2 Score Text Elements Font is easy to read Sometimes text is easy- Readability is difficult Text extremely difficult Teacher Page with appropriate sizing to-read, but in a few with lengthy to read with long and color. Text is places the use of colors, paragraphs, too many blocks of text. appropriate in length fonts, or busy/dark different fonts, colors, Inappropriate colors, for the audience and to backgrounds do not or busy/dark backgrounds, or fonts. Title the point. Background enhance readability. backgrounds. enhances readability of Introduction text. Introduction Presents overall topic Is clear and relates to Show some structure, Does not make clear to Learners and draws in audience. the topic. Has 5 facts. but not a clear sense of the audience what is to Has more than 5 what is to follow. May follow. No facts Standards 1 interesting facts on the be overly detailed or provided. Titanic. incomplete. Less than 5 Standards 2 facts. Body Has all 3 topics with Has all 3 topics. All the Does not have all 3 Does not have all 3 Process 1 each question fully questions are answered. topics. Few questions topics. Few or no Process 2 answered. Responses Shows some means of are answered. Little questions answered are logical and well- critical thinking. Most critical thinking used. with no critical thinking Process 3 explained by using mathematical formulas Few formulas and involved. No critical thinking. and steps shown. Has mathematical steps mathematical formulas Process 4 Mathematical formulas the tables and charts shown. Few tables and and steps shown. No Process 5 and steps are shown. requested. charts. tables and charts Has more tables and provided. Resources charts than requested. Evaluation 1 Conclusion Answers main question Answers main Answers main Does not answer the Evaluation 2 with a thorough question. Supports with question. Provides little main question. answer. Supports with some evidence. or no support. Evaluation 3 much evidence. Evaluation 4 Citations Sources of information Most sources properly Some sources cited Few or no sources are properly cited in cited. Includes all incorrectly. May not cited. Also, sources are MLA format. Cites all sources used. cite all sources used. not cited correctly. Teacher Script 1 sources used Teacher Script 2 (WebQuest links). Uses additional Conclusion sources. Tables and Charts Has appropriate title at Has a title and Does not have title or Merely provides a table top. Has axis labels appropriate labels. labels. Formatted so or chart, or not at all. when needed. Compares the data, but that data comparison is Effectively compares not as clearly. unclear. Credits the data being analyzed. Total ____/ 60 points
- 25. Evaluation3 (Teacher) –Presentation(IndividualGrade) [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 minutes. Title Introduction Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or can Learners distinctly all (100- distinctly all (100- distinctly most ( 94- not be understood OR 95%) the time, and 95%) the time, but 85%) of the time. mispronounces more Standards 1 mispronounces no mispronounces one Mispronounces no than one word. words. word. more than one word. Standards 2 Process 1 Process 2 Process 3 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 Process 4 confident. Establishes with everyone in the eye contact. during the eye contact with room during the presentation. Process 5 everyone in the room presentation. Resources during the presentation. Evaluation 1 Evaluation 2 Evaluation 3 Evaluation 4 Group Work Obvious member Member contributed Contributed to the It is clear member did contributed to project to project. May have project. Barely not work on project Teacher Script 1 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 Teacher Script 2 Participated in Participated in troubles with other members. presentation. presentation. For the members. Conclusion Worked extremely most part, worked well with group well with others. members. Credits Total ____/20 points
- 26. [Student Page] Evaluation4 (Teacher) –MathAspects(IndividualGrade) Teacher Page CATEGORY 5 4 3 1 Score Mathematical Explanation shows Explanation shows Explanation shows Explanation shows Concepts complete substantial some understanding very limited Title understanding of understanding of of the mathematical understanding of the mathematical the mathematical concepts needed to the underlying Introduction concepts used to concepts used to solve the problems. concepts needed to solve the problems. solve the problems. solve the problems OR is not written. Learners Standards 1 Standards 2 Process 1 Mathematical Uses complex and Uses effective Some evidence of Little evidence of Reasoning refined mathematical mathematical mathematical Process 2 mathematical reasoning reasoning. reasoning. Process 3 reasoning. Process 4 Process 5 Mathematical Errors 90-100% of the Almost all (85-89%) Most (75-84%) of More than 75% of steps and solutions of the steps and the steps and the steps and Resources have no solutions have no solutions have no solutions have mathematical mathematical mathematical mathematical Evaluation 1 errors. errors. errors. errors. Evaluation 2 Evaluation 3 Mathematical Correct terminology Correct terminology Correct terminology There is little use, or Terminology and and notation are and notation are and notation are a lot of Evaluation 4 Notation always used, making usually used, making used, but it is inappropriate use, of it easy to it fairly easy to sometimes not easy terminology and Teacher Script 1 understand what understand what to understand what notation. Teacher Script 2 was done. was done. was done. Conclusion Total ____/20 points Credits Total for Project ____/60 ____/20 ____/20 ____/100 points PowerPoint Presentation Math Aspects TOTAL PROJECT
- 27. [Student Page] Teacher Script 1 (Teacher) Teacher Page Note: These directions are for a facilitator who is going over the WebQuest with the students on a computer that projects onto a screen, where the students can see what he/she is doing. Note: Q= possible student question. A= teacher answer STEPS: Title 1. Introduction Slide: Read the quote to the class out loud and pause for 10 seconds after you have finished. Read the paragraph describing the movie “The Titanic,” and ask students to raise their hands if they have seen the Introduction movie. Read the rest of the introduction slowly, pausing for at least 2 or 3 seconds after every sentence. Explain that the picture on the screen is of the two characters, Jack and Rose, standing on the front of the massive ship. Learners 2. Task Slide: Read the task out loud. Make sure to pause for a couple of seconds after each question near the end of the slide. Standards 1 3. Process 1,2,3 Slides: Read the introductory paragraph out loud. Make sure to specify if the project will still be Standards 2 expected to be completed in 3 weeks with 3 in-class periods to work on it. Also, tell the students that you will not accept “yes/no” answers; you will want descriptive, well thought out responses. Read step 1 out loud. Process 1 Emphasize that EVERYONE will need to look at all of the provided websites. Q: How do you get to the website? Process 2 A: Just click on the words in red on the page and it will automatically take you there. Process 3 Demonstrate how to do this by clicking on the first hyperlink, The Basic Story. Read step 2. Tell the students that the inquiry topics are class price differences, survival influences, and the safety scandal. Process 4 Q: Can more than one person have the same topic in a group? Process 5 A: No, all three topics need to be researched in each group. Click on the hyperlinks for the Excel and PowerPoint tutorials. Watch these as a class. Answer any additional Resources questions afterward. Read each topic and its questions out loud. Make sure to pause for several seconds after reading each question. Evaluation 1 Q: Do we have to write out our responses on a piece of paper? A: Yes, and you will turn it in on the day your project is due for a completion grade. You will need to show what Evaluation 2 mathematical formulas and steps you used to reach your answers on this sheet and in your PowerPoint. Evaluation 3 Q: What does (table(s)) mean? A: This means that you will need to provide at least one table to compare the data from the question you just Evaluation 4 answered. Q: What if I do not remember how to find the ratio (or percentage, etc.)? Teacher Script 1 A: Your math textbook or notes should be able to provide you with enough information on how to do these calculations. You can also ask your other teammates if they know how to do what you are having troubles with. Teacher Script 2 Q: What kind of math problem do you want us to create? A: Provide an additional example on the board. Conclusion Read step 3 out loud and make sure that students know how important it is to tell their group members everything they learned about their topic. Read step 4 out loud and leave several minutes for questions. Q: So we have to make a PowerPoint and make another PowerPoint for the presentation? A: No, you will be presenting your one PowerPoint. Credits
- 28. Teacher Script 2 (Teacher) [Student Page] Teacher Page 4. Read all 3 evaluation rubrics out loud to the class. Make sure to pause after reading each section. Tell students that the second column is what they need to match to score a C; however, they should all try and shoot for having the project fit the first column of the rubric to get a A or B. Direct the students away from their computers to start their projects. Title 5. Read the concluding paragraph out loud. Q: Do we have to go to the websites at the end? Introduction A: No, these are additional websites that you can use or just go to for fun. Learners Standards 1 Standards 2 Process 1 Process 2 Process 3 Process 4 Process 5 Resources Evaluation 1 Evaluation 2 Evaluation 3 Evaluation 4 Teacher Script 1 Teacher Script 2 Conclusion Credits
- 29. [Student Page] Teacher Page Conclusion (Teacher) This lesson will teach students many important skills in basic Title math and basics facts of history. Students will learn how to Introduction research information using the Internet and how to identify Learners crucial information. They will learn how to analyze data and how to place it into tables and charts. Students will utilize their Standards 1 mathematical skills to answers computational math problems Standards 2 that involve integers, ratios, and percentages. After this, they Process 1 will be able to use their new types of thinking skills to answer Process 2 the open-ended questions. Upon completion, students will Process 3 reassemble into their groups to collaborate and share their Process 4 information. They will work together to create a visually Process 5 appealing PowerPoint that they will present to the class. As a Resources result, this lesson is worthy because it will not only teach Evaluation 1 several historical and mathematical standards, but research Evaluation 2 skills, data analysis, how to use Excel and PowerPoint, Evaluation 3 comparison, many forms of thinking, teamwork, creativity, and Evaluation 4 presentation skills. Plus, the students will know more about the tragedy of the Titanic and why so many people died. Teacher Script 1 Teacher Script 2 Conclusion Credits
- 30. [Student Page] Teacher Page Credits & References (Teacher) Title IMDb. 2008. IMDb.com, Inc. 29 Oct. 2008 <http://www.imdb.com/title/tt0120338/>. Introduction Kelley, Brian. quot;R.M.S Titanic.quot; The Teacher's Guide. 2006. Teacher Created Resources. Learners 30 Oct. 2008 <http://www.theteachersguide.com/>. Standards 1 Rubistar. 2008. University of Kansas. 5 Nov. 2008 <http://rubistar.4teachers.org/index.php>. Standards 2 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 Process 4 Process 5 Resources Evaluation 1 Evaluation 2 Evaluation 3 Evaluation 4 Teacher Script 1 Teacher Script 2 Conclusion Credits

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