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To Chew or Not to Chew…

A WebQuest for 8th Grade Math To Chew or Not to Chew, That is the Question! Designed by – Laura Guadiz, lguadiz@bgcs.k12.oh.us EDTL 695 - Summer 2008 Creating WebQuests for the K-12 Classroom Based on a template from The WebQuest Page. To Chew or Not to Chew….

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To Chew or Not to Chew…

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  1. A WebQuest for 8th Grade Math To Chew or Not to Chew, That is the Question! Designed by – Laura Guadiz, lguadiz@bgcs.k12.oh.us EDTL 695 - Summer 2008 Creating WebQuests for the K-12 Classroom Based on a template from The WebQuest Page To Chew or Not to Chew… HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes

  2. Introduction Before you even step foot in the classroom, your teacher is telling you to spit out your gum! How unfair! What if students were allowed to chew gum in school? How can you persuade the faculty at your school to allow gum? Or do you think the rule is fair the way it is now? Your wheels start spinning, and before you know it, you’re devising a plan… HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes NEXT

  3. Task Welcome, young activists! In this activity, you will create a presentation convincing a panel consisting of your classmates and the teacher on whether or not you believe gum should be allowed in school. In order to complete this activity, you will need to do some research and divide yourselves up into three roles: the Graphing Guru, the Sampling Sleuth, and the Researching Robot. After dividing yourself up into the roles, you will have to regroup and work together to create your presentation. Good Luck! HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes NEXT

  4. Resources • Student Handbook/Agenda • Math 8 textbook • Pencils • Paper • Calculator HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes NEXT

  5. Process • The first thing your group should do is refer to the grading rubric. Pay attention to each category, and take mental notes on what you need to do to create a successful presentation! • As group, read Level 1, Infraction 10 (found in our student handbook) which would be our school rule related to gum chewing. • Divide yourselves into the following three roles: the Graphing Guru, the Sampling Sleuth, and the Researching Robot. • After you’ve each fulfilled your roles, regroup to share your information with each other. • Come up with a study that researches people’s opinions on chewing gum in school. Consider what question you are asking, how you will conduct your study, and what possible responses would be. More on Process HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes

  6. Process cont’d • Conduct a “pseudo-experiment” by using one of the websites below. Create an appropriate spinner that would simulate the responses you would hope to gather if you were able to conduct your study. Use your spinner to simulate the responses to your survey of whether or not gum chewing should be allowed in school. Record your results for 50 trials. • NLVM Spinner • Shodor Interactivate Spinner • Using your results, create an appropriate graph using a spreadsheet that is visually appealing. The graph will be part of your group’s final presentation. More on Process HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitations Teacher Notes

  7. Process cont’d • Create a convincing presentation persuading the panel of judges on whether or not you believe chewing gum should be allowed in our school. Your presentation should include: • The study you “conducted” with explanations of how you conducted your study, who the sample was, and the population it is expected to represent • An appropriate graph that shows the results of your study • Information relevant to the world outside Bowling Green, Ohio HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes NEXT

  8. Graphing Guru • You need to research the different types of graphical displays out there. Use the study guide to fulfill your destiny as the Graphing Guru! • Carolyn’s Unit on Graphing • Using Data and Statistics • Graph Types Back to Process HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitations Teacher Notes

  9. Sampling Sleuth • Did you ever wonder how all the graphs out there come to be? To understand where the data comes from, you must first understand what types of samples are out there. Use the study guide to assist you in your quest to become the Sampling Sleuth you were meant to be! • Samples and Sampling • Sampling: an Exercise in Statistics • Sampling Methods Back to Process HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes

  10. Researching Robot • Your task is to perform some research relevant to the issue at hand! Use the study guide to help you become the Researching Robot, wise and almighty! • The Student Who Chews Gum in School • Chew on This • Forget What you Heard in School • Chewing Gum Improves Memory • Wrigley’s World of Gum • Benefits of Gum • Chewing Gum Conundrum • Chewing Gum Expands the Mind • The Essential Principal Back to Process HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes

  11. Evaluation Your grades will be determined by a combination of factors. In addition to a group grade, you will also complete a self-evaluation and a peer evaluation. • Group Grade • Self-Evaluation • Peer-Evaluation HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes NEXT

  12. Rubric Click on Rubric to get a better view. HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes NEXT

  13. Conclusion Great Job! I hope you were able to persuade the audience on your position regarding gum chewing in school! In addition to gaining an understanding on graphical displays and samplings, I hope you were also able to gain an understanding in applying everything together. Math is all around us, and I hope you continue to analyze the vast variety of information you see on a daily basis! HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes NEXT

  14. Standards The following are the Ohio Academic Content Standards and Indicators that will be covered upon successful completion of this WebQuest: Number, Number Sense & Operations • Estimate, compute and solve problems involving rational numbers, including ratio, proportion and percent, and judge the reasonableness of solutions. Analysis & Probability • Evaluate different graphical representations of the same data to determine which is the most appropriate representation for an identified purpose; e.g., line graph for change over time, circle graph for part-to-whole comparison, scatterplot for relationship between two variants. • Identify different ways of selecting samples, such as survey response, random sample, representative sample, and convenience sample. • Describe how the relative size of a sample compared to the target population affects the validity of predictions. • Construct convincing arguments based on analysis of data and interpretation of graphs. HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes NEXT

  15. Citations Adjustable spinner. (2008) Retrieved June 18, 2008, from the National Library of Virtual Manipulatives Web site: http://nlvm.usu.edu/en/nav/frames_asid_186_g_3_t_5.html?open=activities&from=category_g_3_t_5.html Adjustable spinner. (2006) Retrieved June 18, 2008, from the Shodor Web site: http://www.shodor.org/interactivate/activities/AdjustableSpinner/ Benefits of gum. (n.d.) Retrieved June 18, 2008, from the Wrigley’s Web site: http://www.wrigley.com/wrigley/products/products_benefits.asp Bernard Wechsler, H. (2006, May 15). Forget what you heard in school, chewing gum activates your brain. Retrieved June 18, 2008, from http://ezinearticles.com/?Forget-What-Your-Heard-in-School,-Chewing- Gum-Activates-Your-Brain&id=198507 Chew on this. (2003) Retrieved June 18, 2008, from the BNET Web site: http://findarticles.com/p/articles/mi_m0IBX/is_2_10/ai_109504203 Conrad, S. & Flegler, D. (August 2006). Using data and statistics. Retrieved June 18, 2008, from the Math League Web site: http://www.mathleague.com/help/data/data.htm Francisco, K. (2008, May 11). The essential principal. Retrieved June 18, 2008, from The Journal Gazette Web site: http://www.journalgazette.net/apps/pbcs.dll/article?AID=/20080511/EDIT10/805110404&template=printart Graph Types. (2006, August 11). Retrieved June 18, 2008, from http://www.statcan.ca/english/edu/power/ch9/first9.htm Mathematics content standards. (2008, June 13). Retrieved June 18, 2008, from the ODE Web site: http://www.ode.state.oh.us/GD/templates/Pages/ODE/ODEDetail.aspx?Page=3&TopicRelationID=333&Conten t=50719 Payne, D. (n.d.) Sampling: an exercise in statistics. Retrieved June 18, 2008, from http://score.kings.k12.ca.us/lessons/wwwstats/www.stats.ws.html HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes NEXT

  16. Citations cont’d Samples and sampling. (n.d.) Retrieved June 18, 2008, from the Quantitative Methods in Social Sciences Web site: http://ccnmtl.columbia.edu/projects/qmss/samp_type.html Sampling methods. (2007) Retrieved June 18, 2008, from the StatPac Web site: http://www.statpac.com/surveys/sampling.htm Shore, K. (2003) The student who chews gum in school. Retrieved June 18, 2008, from the Education World Web site: http://www.education-world.com/a_curr/shore/shore012.shtml Sohn, E. (2008) Chewing gum conundrum. Retrieved June 18, 2008, from http://www.eatingwell.com/news_views/nutrition_news/chewing_gum.html Some issues in question construction. (2003, September 8) Retrieved June 18, 2008, from http://www.stat.wmich.edu/s216/book/node30.html Sorokin, E. (2002, April 15). Chewing gum expands the mind. Retrieved June 18, 2008, from the BNET Web site: http://findarticles.com/p/articles/mi_m1571/is_13_18/ai_84804845 WebQuest Templates. (n.d.) Retrieved June 18, 2008, from the WebQuest Page Web site: http://webquest.sdsu.edu/LessonTemplate.html Welcome to Carolyn’s unit on graphing. (n.d.) Retrieved June 18, 2008, from http://www.mste.uiuc.edu/courses/ci330ms/youtsey/intro.html Wrigley’s world of gum. (n.d.) Retrieved June 18, 2008, from the Wrigley’s Web site: http://www.wrigley.com/wrigley/kids/kids_index.asp Young, E. (2002, March 13). Chewing gum improves memory. Retrieved June 18, 2008, from http://www.newscientist.com/article.ns?id=dn2039 HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes NEXT

  17. Teacher Notes • Students may need some guidance when they are adjusting their spinners to simulate the responses to their pseudo-survey. • Prior to this WebQuest, the students should have some exposure to working with spreadsheets. HomeIntroductionTaskResourcesProcess EvaluationConclusionStandardsCitationsTeacher Notes

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