# Inventive Plan Spreadsheet by xcj28966

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```									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
   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

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.

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.

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