Firstly, I would like to credit my eMINTS trainer who always strived to present us with the best information in such a way that we could apply it to our classes. She is one of the best people that I know that can answer a question with a question. Thanks Jennifer.
Why did I write this WebQuest?
When talking to most students and adults alike, whom have taken geometry, I kept running into the same reaction. I hated Geometry because of the proofs. I hate proofs.
Well, for me the teacher, it is not such a piece of cake to teach either, so I decided to make a WebQuest that would help introduce proofs. This was my first step on the moon, and next for all mankind. What I mean is, I would like to create a WebQuest that specifically deals with proofs, so that the students will have many ways to understand this specific content which is very difficult for most. I hope that if you use this WebQuest, that it helps bridge the gap students have between logical arguments and proofs.
If you complete this WebQuest, please let me know how it went, any changes made and why, so that I and others can do the same.
Learners
Before beginning the Cabin Fever Turned Cabin Murder WebQuest, students should know or be able to research the following concepts:
- Conjecture
- Inductive reasoning
- Deductive reasoning
- Counterexample
- Conditional statement
- If-then form
- Converse, inverse, contrapositive
- Hypothesis
- Conclusion
- Negation
This WebQuest was designed for secondary students in high school geometry, to be used after logic skills are introduced and before proofs. Students will work in groups of three, which will jigsaw into expert roles (Inductive Reasoner, Deductive Reasoner, and Truth Table Expert) to complete certain tasks, and then reconvene into their home teams. The expert groups will work together to develop a list of questions to guide their investigation, organize information and create a product to present to their home team during information-sharing. After they share their information they will use it to complete the PowerPoint resume.
Standards (Note: The numbering does not match the numbering in the actual standards. They have been renumbered to match the reference to them made in the rubrics.)
Math (Missouri Course-Level Expectations)
Geometry and Spatial Reasoning
1. Uses inductive and deductive reasoning to establish the validity of an argument
2. Apply inductive and deductive reasoning.
3. Generalize patterns using explicitly or recursively defined situations to help solve the mystery
4. Make and test conjectures important
NETS-S (National Educational Technology Standards for Students)
Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
1. Apply existing knowledge to generate new ideas, products, or processes.
Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
1. Contribute to project teams to produce original works or solve problems.
Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students:
1. Plan strategies to guide inquiry.
2. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
3. Process data and report results
Criteria for Success
Students will:
1. Construct different possibilities to solve the mystery, groups thinking including deductive and/or inductive reasoning
2. Create a presentation using logical reasoning with alternative pathways to solve the unsolved mystery to their group
3. Create a plan to logically solve the unsolved mystery.
4. Present an innovative and creative conclusion of the unsolved mystery
Management
Every student does not need their own online resource, but each group, home and expert, will need at least one. The expert group used two computers because the group doubled in size and everyone could participate easier. A library, computer lab, or computer cart should be utilized if possible. If online resources are limited, an option would be to print out some materials that the students would need to use, and finding more written resources.
Assessment
Students are given a self-assessment sheet, so that they can see where they are and where they should be at the end of any given day. The self-assessment sheet was designed to begin at the introduction of the WebQuest and continue to the end of the process.
There is an assessment for the expert roles, which assesses what the work the students complete in their expert groups and individually. Everything should be documented in their iSPY notebook and given documents throughout the process.
Also, the home team will be assessed on their end product, using the Qualifications and Documentation Guidelines rubric, which the individual team members should bring their perspectives to the home team to come to an innovative and creative conclusion to the murder mystery.
Resources
Below are all the sheets used in this WebQuest:
Self-Assessment Sheet 1 - Without the Truth Table aspect in the final product
Self-Assessment Sheet 2 - With the Truth Table aspect in the final product
Evaluation Rubric - For the Expert Roles
Qualifications and Documentation Guidelines Rubric
Graphic Organizers
Why did I write this WebQuest?
When talking to most students and adults alike, whom have taken geometry, I kept running into the same reaction. I hated Geometry because of the proofs. I hate proofs.
Well, for me the teacher, it is not such a piece of cake to teach either, so I decided to make a WebQuest that would help introduce proofs. This was my first step on the moon, and next for all mankind. What I mean is, I would like to create a WebQuest that specifically deals with proofs, so that the students will have many ways to understand this specific content which is very difficult for most. I hope that if you use this WebQuest, that it helps bridge the gap students have between logical arguments and proofs.
If you complete this WebQuest, please let me know how it went, any changes made and why, so that I and others can do the same.
Learners
Before beginning the Cabin Fever Turned Cabin Murder WebQuest, students should know or be able to research the following concepts:
- Conjecture
- Inductive reasoning
- Deductive reasoning
- Counterexample
- Conditional statement
- If-then form
- Converse, inverse, contrapositive
- Hypothesis
- Conclusion
- Negation
This WebQuest was designed for secondary students in high school geometry, to be used after logic skills are introduced and before proofs. Students will work in groups of three, which will jigsaw into expert roles (Inductive Reasoner, Deductive Reasoner, and Truth Table Expert) to complete certain tasks, and then reconvene into their home teams. The expert groups will work together to develop a list of questions to guide their investigation, organize information and create a product to present to their home team during information-sharing. After they share their information they will use it to complete the PowerPoint resume.
Standards (Note: The numbering does not match the numbering in the actual standards. They have been renumbered to match the reference to them made in the rubrics.)
Math (Missouri Course-Level Expectations)
Geometry and Spatial Reasoning
1. Uses inductive and deductive reasoning to establish the validity of an argument
2. Apply inductive and deductive reasoning.
3. Generalize patterns using explicitly or recursively defined situations to help solve the mystery
4. Make and test conjectures important
NETS-S (National Educational Technology Standards for Students)
Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
1. Apply existing knowledge to generate new ideas, products, or processes.
Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
1. Contribute to project teams to produce original works or solve problems.
Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students:
1. Plan strategies to guide inquiry.
2. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
3. Process data and report results
Criteria for Success
Students will:
1. Construct different possibilities to solve the mystery, groups thinking including deductive and/or inductive reasoning
2. Create a presentation using logical reasoning with alternative pathways to solve the unsolved mystery to their group
3. Create a plan to logically solve the unsolved mystery.
4. Present an innovative and creative conclusion of the unsolved mystery
Management
Every student does not need their own online resource, but each group, home and expert, will need at least one. The expert group used two computers because the group doubled in size and everyone could participate easier. A library, computer lab, or computer cart should be utilized if possible. If online resources are limited, an option would be to print out some materials that the students would need to use, and finding more written resources.
Assessment
Students are given a self-assessment sheet, so that they can see where they are and where they should be at the end of any given day. The self-assessment sheet was designed to begin at the introduction of the WebQuest and continue to the end of the process.
There is an assessment for the expert roles, which assesses what the work the students complete in their expert groups and individually. Everything should be documented in their iSPY notebook and given documents throughout the process.
Also, the home team will be assessed on their end product, using the Qualifications and Documentation Guidelines rubric, which the individual team members should bring their perspectives to the home team to come to an innovative and creative conclusion to the murder mystery.
Resources
Below are all the sheets used in this WebQuest:
Self-Assessment Sheet 1 - Without the Truth Table aspect in the final product
Self-Assessment Sheet 2 - With the Truth Table aspect in the final product
Evaluation Rubric - For the Expert Roles
Qualifications and Documentation Guidelines Rubric
Graphic Organizers
Self-Assessment Sheet 1 & 2
self_assessment_1.docx | |
File Size: | 16 kb |
File Type: | docx |
self_assessment_2.docx | |
File Size: | 16 kb |
File Type: | docx |
Evaluation Rubrics
evaluation_rubric.docx | |
File Size: | 15 kb |
File Type: | docx |
qualificationsdocumentation_guidelines.pptx | |
File Size: | 84 kb |
File Type: | pptx |
Graphic Organizers
conjectures_chart.pub | |
File Size: | 99 kb |
File Type: | pub |
hypothesisconclusions.pub | |
File Size: | 73 kb |
File Type: | pub |
lawofdetachmentsyllogism.pub | |
File Size: | 75 kb |
File Type: | pub |
tree_flow_chart.pub | |
File Size: | 83 kb |
File Type: | pub |
Written by Brooke Presley, October 3, 2011
Page last updated April 7, 2012
Contact Information: [email protected]
Page last updated April 7, 2012
Contact Information: [email protected]