Mathematics 5

# Web Quests

## CHAPTER 13

This Web Quest expands on the practice exercise found on page 359 of the Student Book, which places newspaper headlines on a probability line. Working both individually and as a group, students will find Internet news sources that will provide pieces of information that they will place on a probability line. Students will also be responsible for referencing their sources.

### GOALS

•  locate news providers using a search engine

•  choose appropriate information to place on a probability line

•  place events correctly on a probability line

•  reference information found on the Internet

### MEETING INDIVIDUAL NEEDS

•  Students may have difficulty choosing information to place on their probability line if articles do not contain words from their probability line. Encourage them to draw their own conclusions.

•  Have students who are struggling to find appropriate events focus their search on events that are certain or impossible .

•  To shorten the amount of time needed for this exercise, you can provide students with a list of news sources.

### INSTRUCTIONAL SEQUENCE

1. As a group, read the Introduction. Have students brainstorm the different types of news sources that exist. Find out how many students are interested in the news. Have them explain why or why it doesn't interest them.
2. Together, read the Task section of the Web Quest. Divide students in groups. Explain that as a group they will create their probability line but that they will find the events or statements to place on it individually.
3. Briefly discuss the reasons for referencing sources. Explain that there is a general style that we use to do this and that it is different for books, movies, magazines and the Internet. Look at the example on the reference sheets and answer any questions they may have. The style for this citation is from Yahooligans Teacher's Guide.
4. In groups, have students create their probability lines.
5. Once the groups have finished creating their probability line, have them begin their Internet search for news websites. While students are searching for websites, circulate to ensure that their choice of search words will produce results. If students are struggling, ask them to explain what they are looking for. If the answer is, "I want to find a website that tells news stories for kids", tell the student to choose what they think are the two most important words in their sentence and use them for his or her search (news kids).
6. If you are skipping this step of the Web Quest, use the following sites:

Kid Newsroom

Scholastic News

National Geographic Kids

BBC News Kids

Student News Net

7. Time for Kids

8. At this point students should be making their article selections. As they are reading articles, ask them to summarize the contents for you. Some students may find it difficult to make a choice for their probability line. Question them on the facts that are presented. Ask them to what degree they agree or disagree with points made in their articles.
9. Once they have made their choices, have them copy their statements onto separate pieces of paper.
10. Have students complete the References sheet individually, by hand or using a computer.
11. Students should now place their events or statements on their group's probability line. Allow students time to discuss with their group their reasons for where they placed their statements on the probability line. While students are talking in groups, observe/assess students to see how they interpreted the task.
12. As a wrap-up to this Web Quest, you may want to have students present as a group all or part of their probability line to the rest of the class.

### RESOURCES

Websites:

Kid Newsroom

Scholastic News

National Geographic Kids

BBC News Kids

Student News Net

Files:

References

Materials:

pencils or pens

large sheets of paper for creating probability lines for each group

paper for writing events and/or statements

### ASSESSMENT

 LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Understanding of Concepts •  demonstrates an inaccurate or superficial understanding of probability •  demonstrates a growing but still incomplete understanding of probability •  demonstrates a grade-appropriate understanding of probability •  demonstrates an in-depth understanding of probability Problem Solving •  makes inappropriate choices of statements for the probability line •  uses a strategy and attempts to place statements on the probability line •  makes adequate choices of statements for the probability line •  uses a strategy and places some statements correctly on the probability line •  makes a suitable choice of statements for the probability line •  uses an appropriate strategy to place statements correctly on the probability line •  carefully and thoughtfully chooses statements for the probability line •  shows flexibility and insight by trying and adapting one or more strategies to place statements correctly on the probability line Communication •  struggles to use probability words to describe likelihood of statements   •  unable to explain placement of statements on the probability line. •  uses some probability words to describe likelihood of statements •  has some difficulty explaining placement of statements on the probability line. •  uses probability words to describe likelihood of statements •  explains placement of statements on the probability line. •  uses probability words thoughtfully to describe likelihood of statements •  offers an in-depth explanation of placement of statements on the probability line