Web Quests
CHAPTER 5
SCAVENGER HUNT
TASK CONTEXT
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] twodimensional 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
MATERIALS
calculator
scrap paper
pencil
RESOURCES
Files:
The
Hunters' Log
Web sites:
 Hinterland's Who's Who
http://www.hww.ca/hww.asp?id=1&pid=0
 Wikipedia, the Free Encyclopedia
http://en.wikipedia.org/wiki/Category:Team_sports
 Fact Monster
http://www.factmonster.com/ipka/A0772711.html
 The Canadian Encyclopedia
http://www.canadianencyclopedia.ca/index.cfm?PgNm=HomePage&Params=A1
 The First Lunar Landing
http://www.hq.nasa.gov/office/pao/History/ap11ann/FirstLunarLanding/cover.html
INSTRUCTIONAL PROCESS
 Divide students into pairs. If you prefer, the Web Quest could be
completed individually or in groups of three.
 Print out the Hunter's
Log and distribute a copy to each student, pair, or group.
 As a class, read the Introduction on the Student page and briefly
discuss the questions presented in it.
 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.
 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 gradeappropriate understanding of measurement of length and time

•
demonstrates an indepth 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 
