Lesson Plan Webquest: Vacation Anyone? By Rodger Robbins http://affton.mints.more.net/robbins/vacation/ Goal: The purpose of this lesson is to have students apply knowledge acquired from the math unit Proportional Reasoning. In this unit students developed skills to compare rates (mph, mpg, etc.) and skills to scale diagrams (maps, pictures, etc). Student will have the opportunity to apply and reinforce these mathematical concepts to a “real world” situation integrating technology. A final presentation will be evaluated. Classroom Materials: Atlases Map divided into 4 regions with gas prices for each region Poster board Journal to keep notes and calculations Markers, Crayons, Scissors, etc. Computer Lab: (if available) Internet Access Spreadsheet software Word Processor Drawing/Paint software Power Point/ Hyperstudio Scanner Mathematical Objectives: Students will….. Use algorithms developed to calculate gas needed, gas stops, and cost of gas Develop a map of their vacation to scale Apply problem solving skills to maintain within a budget Communicate with others about mathematical ideas Analyze data to make sure their budget allows them to get their and back Technology Objectives: The technology aspect will allow students to explore and plan "a real life" vacation. Students will be able to gather information quickly from a variety of sources allowing time to focus on the mathematics. Students will also be able to develop a well-organized presentation using software available. With this age group, students have developed or are developing technology skills and this project will allow student to refine them. Students …. Will use a webquest to complete this project Will navigate available websites to gather information for their project Will use organizational software to display budget (spreadsheet, word processing, etc) Will use word processing to describe route, stops and events Will use cut and paste tools to display graphics on their presentation May use drawing tools for scale map May use multimedia tools to present information WebQuest Variations: Group presentations will include a scale map drawing of their journey along with a description Presentations will include graphics, budget, itinerary, scale map and a description of their route Procedure: It is important to be flexible with the timetable. Many students do not have access to technology at home. DAY 1: Outside of Computer Lab so students can focus on objectives Introduce project to students (overview)- brainstorm what is needed to plan a trip and give the criteria verbally Stress the math aspect of the project Have students select groups of three, decide responsibilities for the first day (students will switch jobs so each person is exposed to each job) and ideas for a trip Map Researcher- your job is to visit websites and determine what highways you need to take to reach your destination. You should record major highways. Location Researcher - your job is to find out the important information on the places you are going to visit. For example, what is there to do in the city you are visiting or how much it costs to go to a particular amusement park? Journal Recorder - your job is to record the events of the day using the information from above. For example, where did your group go and what did they do? Days 2-4: Inside the Computer Lab 3 days will allow each student a chance to navigate through websites Each day will introduce/review a new technology prior to student searches Teacher responsibility: keeping students on task, engaging students to problem solve technology solutions, prompting students to go beyond Day 2: (detailed) Computers logged off (stress the fact when you are logged off, it is time to focus your attention to the front of the classroom) Review Computer Lab rules (this will help to resolve " I forgot" issues which may arise later), remind students they may visit other sites but must fill out the appropriate form with teacher signature prior to Individually students will login and visit webquest site http://affton.mints.more.net/robbins/vacation/ to review objectives of project As a group visit each of the available search sites to review navigation skills Within their groups students will begin research using assigned jobs Day 3: (detailed) Computers logged off Have students select new jobs Have students individually log on and go to one of the tourism sites Review cut and paste applications for pictures, graphics and text Have students set up a file to save these as they are going through their searches for their projects Within groups students will continue searches (remind them of the timeline) Day 4: (detailed) Computers logged off Have students select new jobs (every group member should have had a chance at each job) Have students individually log on Review spreadsheet and word processing to organization information. Have students start their individual budget deducting food and lodging for the first day Within groups students should be ending their searches and begin to put budgets into an organizer Day 5-6: Computer Lab Students should begin to put information together for their presentation Continue to introduce/review technologies Teacher Responsibilities: Monitor project progress, prompting groups to go beyond and give technology support Day 5-6: (detailed) Computers logged off Review timeline with groups See if any individual group would like extra support with multimedia presentations or other software questions Allow groups time to work on presentations Day 7: Presentations Groups will present Questions from the audience Evaluation Category Exemplary Accomplished Developing Beginning 4 3 2 1 Fulfills minimal Covers topic in depth Includes essential requirements. Some and very elaborate. information. Subject No subject knowledge is evident. Information Content subject knowledge is Subject knowledge is knowledge is evident in most missing or wrong. evident, however it is excellent. of the presentation. confusing. Presentation has no Presentation has 3 or fewer Presentation has 4 Presentation has 5 or more misspellings and Mechanics misspellings or misspellings or grammatical misspellings or grammatical errors. grammatical errors. errors. grammatical errors. Spoke clear and Highly organized and Interesting and in logical Oral understandable. Used well rehearsed. Very order. A fluid delivery was No logical sequence of events. Presentation appropriate language, smooth in delivery. used. but limited in delivery. Product shows a large amount of original Product shows some original Uses a large collection Originality thought. Ideas are thought. Work shows new of other peoples ideas. Work is minimal collection of other people's i creative and ideas and insights. There is no new thought. inventive. The work load was Most team members The workload amounts divided and shared The workload was not divided equally and only Teamwork contributed their fair share varied between a few equally by all team two people did the work. of the work. members. members. **Rubric from website** Scenario: This webquest lesson is designed for a 7th grade Math class. In 7th grade students develop algorithms for proportional reasoning and our Math series focuses on unit rates such as mpg, mph, etc. The series also introduces skills in scaling with example problems with maps. This webquest was selected for its content and its integration of technology allowing students to apply skills developed to a "real world" situation. This lesson plan gives students a start and end point, allowing groups to navigate on their own, using problem solving skills and collaborating with other students within their group. Each group has the opportunity of choice to get to the end point, the presentation. The webquest rubric is an excellent evaluation tool. Within the Math series students are already assessed by testing, this project allows students to apply skills in a different "informal" way using technology. It may be an avenue to reteach students with misunderstandings, reach students who don't do well in traditional settings and/or reinforce skills for a better understanding. The assessment test would be best given after the project. The majority of our students have had prior experience with the technology needed to be successful with this webquest. This webquest will allow them to refine, practice or develop new skills in technology. They will be able to gather information quickly and develop a more organized presentation. Incorporated within the lesson are some technology tips: Be sure students are aware of rules to avoid "I forgot" issues. In our district, students must have a form filled in with a teacher signature to go to websites other than those listed. This helps students focus on searches and teachers to be aware students are on their own search. It also allows students to explore on their own within a search. In our district, students must also have a student ID card on their computer to use the Internet, some students do not have access to the Internet and you need to be aware to make accommodations (these students would make excellent journal recorders). Students do not log on to computers prior to being asked. This will help students to be more focused when instruction is given. In our district students view computers during discussion and the teacher only see the back of the computers. Students do have room to move to the side of their computer so they are somewhat out of the "click zone". Each daily lesson also includes a brief refresher course of how to use specific software. This gives an opportunity for students to review technology skills developed and will give exposure to new students. The review will also model teaching so students can peer teach and problem solve technology skills with each other. The adaptation of the scale map drawing was added for content. Students may opt to draw these without technology or apply problem-solving skills to adapt them to software. Until this aspect is applied the choice to use technology or not is theirs. Technology will make many of their choices easier, faster or an experience to remember. The classroom/computer lab setting should be a very interactive environment. Students will be interacting by expressing ideas, collaborating and problem solving mathematically and technologically. Students should be engaged exploring, expanding ideas and developing a better understanding mathematically and technologically. The teacher's role is one of a prompter, questioning students to go beyond mathematically and technologically. The end product should express (through a hyperstudio presentation, power point presentation or a poster board with software based information) a lesson of how the content is used in everyday life and a lesson of how technology can be used in the real world.
Pages to are hidden for
"Inventive Plan Spreadsheet"Please download to view full document