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This assignment was designed to be used as a performance task or engaging learning experience with the Common Core State Standards (CCSS) units for first grade mathematics. All of the following standards should be taught and modeled in detail before students complete the webquest:
1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the
total number of data points, how many in each category, and how many more or less are in one category than in
another.
In addition these writing standards should be covered:
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.1a Print all upper- and lowercase letters.
L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
L.1.2b Use end punctuation for sentences.
L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
This webquest works well with divergent learners. The webquest itself serves as a non-traditional method of learning, integrating technology and research skills. Throughout the webquest there are different font styles, font colors, font sizes, reading passages, opportunities for writing, and visual examples in the form of charts and graphs. In addition, the webquest requires students to work in pairs or small groups, as well as incorporates personal reflection. Each of these characteristics in the webquest work well with the multiple intelligences of visual/spatial, mathematical, verbal/linguistic, interpersonal, and intrapersonal learning.
Students will need prior knowledge of graphing, reading and phonics skills, technology skills, and physical education experience. Before beginning the webquest students should be exposed to each of these numerous times. In reference to the writing tasks, depending on the level of students in the class, a writing template could be given to differentiate the task for below level writers; however, classes that are considered to have above level students are asked to create the writings and drawings on his or her own to foster critical thinking skills.
Working collaboritively with the physical education teacher at the school allows this webquest to become more involved and interactive. The overall aim of this webquest is to have students creating graphs and charts based on information that is relevent to his or her age group, and be able to present the information in an easy to understand format. This webquest achieves this in a fun, creative manner.
References
(Resources and Credits)
Baker, J. S., Buchan, D. S., Malina, R. M., Ollis, S., & Thomas, N. E. (2012). School-based physical activity interventions: Challenges and pitfalls. Child Care Health and Development, 38(1), 1-2. doi:10.1111/j.1365-2214.2011.01258.x
Larson, M., & Whitin, D. (2010). Young children Use graphs to build mathematical reasoning. Dimensions of Early Childhood, 38(3), 15-21.
MathIsFun.com. (2013). Bar graphs. Retrieved 12/12, 2013, from http://www.mathsisfun.com/data/bar-graphs.html
Oriental Trading Company. (2013). Field day fun. Retrieved 12/12, 2013, from http://www.youtube.com/watch?v=rWfZrY_a1v8
PELinks4U.org. (2006). Field of fun. Teaching Elementary Physical Education, 17(4), 7.