Introduction
Have you ever visited somewhere for the first time? Being somewhere new can be fun and exciting. However, it can also be scary and overwhelming. When you aren't familiar with a place, you may not know what to do or where to go. This is when a tour guide can be helpful.
Students will take on the role of a tour guide. They will determine and plan at least 3 days worth of activities exploring Seattle.
Task
As a group, you will plan and organize a minimum of 3 days worth of activites in which you explore Seattle. You need to figure out some of the popular attractions people would want to see while in Seattle. In addition it might be best to include activities that aren't as common. Feel free to add popular restaurants to your list of activities as well.
For this project we are going to assume that a family of 4 (2 adults & 2 children) will be visiting Seattle for the first time. Groups will need to determine an appropriate budget for the different activities. You might also need to take into consideration the weather and how that might play a part in what activities are to be done. You also need to be aware of the appropriate amount of time being spent at each attraction. You don't want to overplan making it hard to get to places on time. However, you do want to plan enough so that the family does not get bored.
Your final report will need to include:
- The budget you are trying to stay within
- The daily schedule of activities. Including the prices
- The choice of transportation from place to place
- Reasons behind why you chose the activities you did (Did the prices/weather effect what you chose)
- Any additional information you feel is necessary.
Process
PART 1
In your groups of 4 that will be determined by the teacher, each person will be assigned a role. These roles are designed to help the group stay on task and make sure everyone is playing a part in this project.
- Manager- Keeps the group focused on the task at hand.
- Banker- Knows the budget and makes sure the activites being chosen are within that budget.
- Time Keeper- Makes sure the trip lasts the 3 days. In addition the time keeper checks to see that the schedule of activities is manageble.
- Family representative- Keeps in mind what kind of people this trip is planned for and makes sure the trip is appropriate for a family with 2 children
PART 2
After you have assigned the roles to each group member you will begin researching and planning the tour of Seattle. The following links will help you make your decisions.
The Top 10 Things to Do in Seattle 2015 - TripAdvisor ...
Seattle's Top 10 attractions | The Seattle Times
City Attractions - Virtual Tour - Visiting Seattle - Seattle.gov
Top Things to Do & Places to Visit in Seattle ... - CityPASS
Schedules & Maps - King County Metro Transit
PART 3
Once your group has planned the 3 day trip around Seattle, create a report which gives details of what you chose to do each day, how much the family can expect to pay, and the decisions behind why you chose the activities. The report should have the daily schedule with times and transportation listed, but the format of the remaining details is up to the group.
Evaluation
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Examplary 4 |
Score | |
| Budget | The group went over their assigned budget by more than $150 | The group went over their assigned budget by less than $100 | The group went over their assigned budget by no more than $50 | The group stayed within their assigned budget | |
| Report | The report did not have an adequate daily schedule, prices or ways of transportation and it does not directly address the assigned task | The report did not have a daily schedule, prices or ways of transportation | All materials are listed execpt the ways of transportation | All required materials are listed in the report | |
| Decision Making | There is no evidence of decision making and the reasoning behind the activities is not explained | Some evidence of decision making is present however the reasoning behind the activities is missing | Decision making is evident however the reasoning is not clearly explained | Decision making is evident and the reasoning behind doing so is clearly stated | |
| Teamwork | The group did not properly assign the roles and the group had no form of proper communication | Each group member was properly assigned a role however the group was lacking proper communication | Roles were properly assigned however not everyone played a equal role in the decision making process | Each group member was assigned a role, each member played a role in the decision making process, and there was adequate communication within the group |
Conclusion
After completing this Webquest you should feel more comfortable using your math skills in real life. This project has taught you the importance of creating and managing a budget. Having a budget can be extremely beneficial in almost every aspect of your life. In addition you have learned the important of working together as a team to complete a project.
Credits
CREDITS
Thank you to Dr. Wicks and EDTC 6433. Also thank you to the wonderful city of Seattle and everything it has to offer.
Teacher Page
TEACHER INTRODUCTION
This WebQuest is designed to help show students that they use math in real life. They will get practice creating and managing a budget. It is important to show students that the skills they are using in math class are something that they will use in their every day life.
LEARNERS
This WebQuest is designed for students who are in the 5th grade math class.
STANDARDS
CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
TEACHER PROCESS
This WebQuest should take 1-2 weeks depending on the amount of time given in class. Prior to this project students will be some knowledge on budgeting. In addition to the time spent preparing the WebQuest, time will be given for each group to present their information to the class. This allows the class to see what each group has come up with.
RESOURCES
No additional resources are necessary. However, if the teacher has access to pamphlets/brouchers giving information about Seattle that might be helpful to the students.