Mathematics 4

# Web Quest

## Chapter 3

### PLANNING A PLAYGROUND

This task is similar to the Chapter 3 Chapter Task (Student Text, p. 82). In both the students are working within the context of creating a playground; however, this Webquest allows students to explore to find a variety of equipment to place in their playground and to create a survey using this equipment they have found.

Besides requiring students to create and implement a survey and design a graph based on the results, this Webquest teaches students to insert a picture found at a website into a document.

### GOALS

• Collect and organize data.
• Make bar graphs by hand or with the computer.
• Read and interpret graphs and explain how this data can be used.

### MEETING INDIVIDUAL NEEDS

• If students have difficulty inserting the pictures into their survey, they can print each picture and then cut and paste to create a survey.
• Some students might wish to investigate playground equipment that would be accessible by students with special physical needs.

### INSTRUCTIONAL SEQUENCE

1. Have students talk about their favourite playground and/or their favourite piece of playground equipment. Ask them to describe the type of playground equipment they think a primary child would benefit from having in the playground.
2. Read the Introduction and the Task with the students. Ensure the students understand that they must choose no more than 4 of each type of play equipment to put into their survey. Discuss why it is important not to give participants too many choices on a survey.
3. Demonstrate the process of placing a picture from a webpage into a document. Tell students in which file they should place their images.   It will be necessary to create a file for each group.
4. Place the students into groups of 2 or 3 and provide them with time to research and create their surveys. Students should be encouraged to share the research task by having each take a type of equipment to investigate (structures, slides and swings). Each student should save 4 images and then the group can work together to create a survey.
5. Have students use their surveys to gather their data.
6. Provide students with grid paper to create bar graphs or computer time to create their graphs using software.
7. Have each group write a paragraph explaining to the principal which equipment should be purchased and why.

Key questions to ask while students work:

"What clear instructions must you give each person who completes the survey?" "Can they choose more than one of each kind of equipment?"

"How many graphs will you make? Why? Could you put all the information on one graph? Why or why not?"

Websites:

Files:

### ASSESSMENT

Level 1        Level 2            Level 3          Level 4

 Communication •  Creates an inappropriate or unclear survey question that will not result in clear data. •  Creates a survey question that may result in appropriate data. •  Creates an appropriate survey question that will result in clear data. •  Creates an appropriate and clearly stated survey question that will result in clear data. Understanding of Concepts •  Demonstrates a superficial understanding of how to read/interpret data from a graph and has difficulty drawing conclusions, •  Demonstrates a partial understanding of how to read/interpret data from a graph and draw simple conclusions, •  Demonstrates an appropriate understanding of how to read/interpret data from a graph and draw simple conclusions. •  Demonstrates an in-depth understanding of how to read/interpret data from a graph and draw conclusions. Application of graphing Procedures - Selecting Procedures - Applying Procedures •  Selects an inappropriate scale to graph data. •  Makes major errors and/or omissions when constructing tally charts and graphs. •  Selects a partially appropriate scale to graph data •  Makes several errors and/or omissions when constructing tally charts and graphs. •  Selects an appropriate scale to graph data •  Makes minor errors and/or omissions when constructing tally charts and graphs. •  Selects the most efficient scale to graph data •  Makes no errors and/or omissions when constructing tally charts and graphs. Communication Use of Mathematical Conventions •  Few graphing conventions are used correctly. •  Some graphing conventions are used correctly. •  Most graphing conventions are used correctly. •  Almost all graphing conventions are used correctly.