
Web Quest
Chapter 13
EXTRA! EXTRA! READ ALL ABOUT IT!
TASK CONTEXT
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
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
 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.
 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.
 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.
 In groups, have students create their probability lines.
 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).
 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
Time
for Kids
 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.
 Once they have made their choices, have them copy their statements
onto separate pieces of paper.
 Have students complete the Referencessheet individually, by hand or using a computer.
 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.
 As a wrapup 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
Time
for Kids
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 gradeappropriate understanding of probability 
•
demonstrates an indepth 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 indepth explanation of placement of statements on the
probability line 

