Mathematics 5

# Web Quests

## SCAVENGER HUNT

This scavenger hunt offers students a general review of the material covered in Chapter 5, Measuring Length and Time. Students are expected to combine their knowledge of measuring length and time and their Internet research skills to find the answers to a series of questions.

### EXPECTATIONS

5m39 solve problems related to calculation of the perimeter [and the area] of regular [and irregular] two-dimensional shapes

5m44 determine the relationship between linear units

5m47 estimate and measure time intervals to the nearest second

5m48 read and write dates and times using SI notation (numeric format)

5m53 identify the relationship between the movement of objects and speed

calculator

scrap paper

pencil

### RESOURCES

Files:

The Hunters' Log

Web sites:

1. Hinterland's Who's Who

http://www.hww.ca/hww.asp?id=1&pid=0

1. Wikipedia, the Free Encyclopedia

http://en.wikipedia.org/wiki/Category:Team_sports

1. Fact Monster

http://www.factmonster.com/ipka/A0772711.html

1. The First Lunar Landing

http://www.hq.nasa.gov/office/pao/History/ap11ann/FirstLunarLanding/cover.html

### INSTRUCTIONAL PROCESS

1. Divide students into pairs. If you prefer, the Web Quest could be completed individually or in groups of three.
2. Print out the Hunter's Log and distribute a copy to each student, pair, or group.
3. As a class, read the Introduction on the Student page and briefly discuss the questions presented in it.
4. Have students read the Task and Process sections. Ensure that students are clear on what is expected of them. Explain that they can complete the questions in any order they choose.
5. While students are working, interview and/or observe them to see how they are carrying out and interpreting the task. The following is specific information pertaining to each question:

Question 1:

The sea turtle can travel up to 9.3 km per hour, the snowshoe hare can travel up to 45 km per hour.

Question 2:

If students are having trouble finding the measurements, tell them to scroll down to the diagram of the field or court.

Question 3:

Remind students to use the metric measurements of each tower to solve the problem.

Sample question: " What other units could we use to describe the height difference? Which unit would be most appropriate?"

Question 4:

A search for each person will provide students with several possible entries to consult. If students are unsure of which one to consult, explain that in most cases the first one or two results of a search will be closest to what you are searching for.

Question 5:

There are a lot of different times provided on this Web page. Make sure students read the text carefully to ensure they are using the correct times.

### MEETING INDIVIDUAL NEEDS

• For extra support, pair students who are less familiar with the Internet with those who are stronger in this area.
• For extra support for students having difficulty with metric conversions, provide them with a simple conversion chart.
• For extra challenge, have students create their own scavenger hunt question using the same Internet resources.

### ASSESSMENT

 1 2 3 4 Understanding of Concepts • demonstrates a superficial or inaccurate understanding of measurement of length and time • demonstrates a growing, but still incomplete understanding of measurement of length and time •demonstrates a grade-appropriate understanding of measurement of length and time • demonstrates an in-depth understanding of measurement of length and time Application of Procedures •  makes major errors and/or omissions when solving problems •  makes several errors and/or omissions when solving problems •  makes only a few minor errors and/or omissions when solving problems •  makes almost no errors when solving problems Problem Solving •  shows little or no evidence of a plan when solving problems •  uses strategies and attempts to solve the problems, but does not arrive at answers •  shows evidence of a partial plan when solving problems •  carries out plan to some extent, but develops only   partial or incorrect solutions •  shows evidence of an appropriate plan when solving problems •  carries out plan effectively by using appropriate strategies to solve   problems •  shows evidence of a thorough plan when solving problems   •  shows flexibility and insight when carrying out plan by trying and adapting one or more strategies to solve problems Communication •  provides incomplete explanations/ justifications that lack clarity or logical thought, using very little mathematical language •  provides partial explanations/ justifications that exhibit some clarity and logical thought, using simple mathematical language •  provides complete, clear, and logical explanations/ justifications, using correct mathematical language •  provides thorough, clear and insightful explanations/ justifications using precise mathematical language