Culp webquest

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Exploring Area and Perimeter

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Evaluation

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[Teacher Page]

A WebQuest for 7th Grade (Mathematics)

Designed by

Chelcee [email protected]

Based on a template from The WebQuest Page

Exploring Area and Perimeter

Rtsd.org

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[Teacher Page]

Today you are artistic architects. You are going to be exploring the idea of area and perimeter. Once you have discovered how to find the perimeter and area of shapes and object we will set out on our journey to design and build the perfect school. Don’t forget to strap your hard hats on as you begin to build!

Introduction

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[Teacher Page]

Title

THE TASKTHE TASK

You and Your Partner Will:

o Master area and perimeter

o Create an idea for a school

o Come up with a design

o Calculate the area and perimeter

o Draw a blueprint of your school

o Determine how much it will cost to build

Student Page

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[Teacher Page]

To accomplish the task, what steps should the learners go through? Use the numbered list format in your web editor to automatically number the steps in the procedure. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this whole document is addressed to the student, however, so describe the steps using the second person.

1.First you'll be assigned to a team of 3 students...2.Once you've picked a role to play....3.... and so on.

Learners will access the on-line resources that you've identifed as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, embed the links that each group will look at within the description of that stage of the process. (Note, this is a change from the older WebQuest templates which included a separate Resources section. It's now clear that the resources belong in the Process section rather than alone.)

In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about. If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section.

The Process

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[Teacher Page] Evaluation

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[Teacher Page]

You are now able to successfully find the area and perimeter of any object. Also you should have a clear understanding of how to make scale drawings and put them in a map setting.

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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.

List any books and other analog media that you used as information sources as well.

Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.

Credits & References

[Student Page]

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Introduction

Learners

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Teacher Page

A WebQuest for 7th Grade (Mathematics)

Designed by

Chelcee [email protected]

Based on a template from The WebQuest Page

Evaluation

Teacher Script

Conclusion

Exploring Area and perimeter (Teacher)

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Introduction (Teacher)

This lesson was created in the fulfillment of an undergraduate Educational Technology class at the University of Akron.

This lesson is to help the students further understand the concept of perimeter and area. It will show the students that mathematic concepts are used in the real world. It will also allow their creative outlets to be plugged in.

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Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well.

Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.

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Learners (Teacher)

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What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:

Mathematics Standards Addressedo 1A: use pictures, diagrams, or patterns o 1B: seek a general solutiono 1C: devise formualso 2B: solve real-life problems dealing with scale drawing o 3G: use ration and porportions to solve problems involving

change of scale drawings or mapso 4B: construct scale drawings and models with reasonable

measurement and accuracyo 4C: develop geometric ideas such as a measurement formula

using graph paper

Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?

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Curriculum Standards (Teacher)

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You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need.

Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what?

If students are divided into groups, provide guidelines on how you might do that.If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them.

What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?

If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow.

VariationsIf you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here.

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The Process (Teacher)

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Describe what's needed to implement this lesson. Some of the possibilities:

•Class sets of books•E-mail accounts for all students•Specific software (how many copies?)•Specific hardware (what kind? How many?)•Specific reference material in the classroom or school library•Video or audio materials

If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.

Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?

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Resources (Teacher)

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How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above.

You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to make use of this lesson.

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The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.

Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.

This page will include step by step directions to the facilitator, including:

•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer

To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.

This page is linked to the Process segment off of the Teacher Page

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Teacher Script (Teacher)

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Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach.

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Conclusion (Teacher)

[Student Page]

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Introduction

Learners

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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.

List any books and other analog media that you used as information sources as well.

Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.

Evaluation

Teacher Script

Conclusion

Credits & References (Teacher)