Doan-Corp Construction Welcomes You To; The School Park Design Team!

1. Doan-Corp Construction Welcomes You To;The School Park Design Team! A WebQuest for 6th Grade Math Designed by Scott M. Doan Doan.scott@gmail.com

2. Table of Contents • Introduction • Task • Process • Evaluation / Rubric • Conclusion • Credit • Teachers Pages

3. Introduction It has come to our attention at Doan-Corp Construction that you just might be a great fit to join our team. The math skills that you have been working on will be an excellent addition to a new project that we have just acquired. Do you think you are up for the challenge? We will give you plenty of time to help us with the project and we know your geometry and research skills can handle it. This is your OFFICIAL NOTICE OF HIRING. Would you like the job? If so, please continue on. Back to Table of Contents

4. Your New Job • Your school has hired us to design and ultimately build a school/community park in the space in front of your school. • You will be joining a design team that we have all ready picked out from other applicants that we feel will create the best results. • Together you will research and design the ultimate school/community park with the idea in mind that it will not only be used by the surrounding community but also by the school in every aspect of education. • You will then present your design to a panel of school employees as well as your teacher in the form of a tri fold project and written report. • Your goal is to convince the panel that they should spend the money to build the park as well as pick your design. • You must incorporate research into the benefits of parks, geometrically sound design aspects, exact dimension of elements, teacher’s interview input, and aesthetic elements. • Back to Table of Contents

5. How To Get It Done;Your Step-by-Step Guide Day 1 • Meet with your group and review each individuals title as well as job description (you should have received these from your teacher). • The Laborer will pull out a piece of paper and record all the information that you discuss in a brainstorming activity lead by the Foreman. Out loud discuss all the things you would like in a park outside of your school for ten minutes. • Foreman – Review the notes to your group and give the paper to the Research Analyst of safe keeping. • Finally; Review Day 2 to be prepared for the next day. • Back to Table of Contents

6. Step-by-Step; Day 2 – 3 Computer Research Days Over the next two days you will do research on various design elements on the web. You will need to make sure that you keep accurate notes as well as write down the websites you acquired your information from. Use the Individual Job Task Guide to find the information that is needed. Back to Table of Contents

7. Individual Research Guide In General; Use the websites below to do all of your research. Foreman • Find the exact dimensions of the area in front of the school. • Create a list of at least 10 pros and 10 cons of a park. Do not forget to site your sources!!!

8. Individual Research Guide Cont. Research Analyst • Create a list of at least 10 pros and 10 cons for public parks. • Create a list of Public Park Elements from at least 3 sources. *** The longer your list the easier it will be to create your park!

9. Individual Research Guide Cont. Architect • Create a list of Public Park Elements from at least 3 sources. *** The longer your list the easier it will be to create your park! • Look up Geometrical Shapes and create a list of elements that you could use incorporating at least 4 different geometrical shapes in the parks design.

10. Individual Research Guide Cont. Laborer • You must create a list of at least 10 building materials that you will probably use in the design. 5 of these need to be recycled material. • You must also research Sports Fields and pick one the has a geometry element. Do not forget to write down the exact dimensions of the field and why you picked it.

11. Website Worth a Look Use these website in your research. • http://www.lycos.com/ • http://go.com/ • http://www.google.com/ • http://maps.google.com/maps?f=q&source=s_q&hl=en&geocode=&q=Park+Street+Intermediate+School&sll=37.0625,-95.677068&sspn=52.285401,78.75&ie=UTF8&ll=39.879235,-83.088639&spn=0.003125,0.004807&t=h&z=18 • http://education.yahoo.com/homework_help/math_help/geometry • http://library.thinkquest.org/C006354/pictures.html • http://www.aaamath.com/geo.html • Back to Table of Contents

12. Step-by-Step Day 4 Today you will interview 3 educational leaders with 3 different backgrounds in education. You must find out the following information. • What would they like in an outdoor education facility. • What elements they would add to the park. • How they feel about a park right outside their school. You should ask at least 2 more questions of your own. **Make sure you write down all of the information you have learned and the educator’s personal information for citing your sources later.

13. Step-by-Step Day 5 - ? Today the Foreman will lead a group discussion of your findings. The research analyst should take notes on your conversations. Next you will begin your individual jobs for your presentations. Review your Job Descriptions from Day 1 and keep on task!

14. Step-by-Step Last Day Presentation Day Today you will present your research and ideas in front of a panel of educators. Review your rubric to know exactly what the panel is looking for and to make sure that you receive all of the credit! Good Luck! Back to Table of Contents

15. Evaluation Rubrics You will be evaluated on your individual work as well as your group work. The following are the rubrics that will be used to grade your work. Back to Table of Contents

16. Rubrics: Individual Work Element Graded On Below On Excelled Worked Well with Others 1 3 5 Researched and Cited 3 1 5 10 Sources on the Web Interviewed 3 Sources 1 3 5 Revised and Edited with sign. 1 3 5 Written Report Total Points / 25

17. Rubrics: Written Report Element Graded On Below On Excelled Title Page 1 3 5 Grammar 1 3 5 Flow of the Paper 1 3 5 Persuasive Elements 1 3 5 Gives At Least 5 Pros to Parks 1 3 5 Gives Feedback from Interviews 1 3 5 Has a Blue Print of the Design 1 3 5 With Dimensions List At Least 3 Elements In The 3 5 10 Park and Why They Chose Them Rough Draft is Present 1 3 5 Works Cited Page 1 3 5 Total / 55

18. Rubrics: Tri Fold and Presentation Element Graded On Below On Excelled Each Member Spoke Loud and 1 3 5 Clear The Board is Visually Stimulating 1 3 5 5 Elements of Geometry are Magnified 1 3 5 There Is a Model of the Design 3 5 10 Sections On The Tri Fold… …How Math Helped You 3 5 10 …Park Elements 1 3 5 …Pros and Cons 1 3 5 …Research Findings 1 3 5 Total / 50 Back to Table of Contents

19. Conclusion Congratulations!!! With all your class work, research, and group work behind you, you have created something that could last a lifetime. You should now realize that geometry is used every day in the construction business. Ask yourselves, what could I have done if I would have just a little more knowledge? What could I have added if I wanted to more shapes? Back to Table of Contents

20. Credits and References I would like to thank my WebQuest instructor George Smith for reviewing my work and giving me feed back on how to improve. I would also like to thank Bernie Dodge and WebQuest.org for all his inspiration in teaching I would like to recognize the search engines Google, Lycos, and Go.Com for their easy ability to search the internet. And I would like to thank Microsoft PowerPoint for the Pictures. Back to Table of Contents

21. For Teachers Use… Table of Contents • Introduction • Learners • Curriculum Standards • Process / Special Notes • Resources Needed • Evaluation • Credits & References Back to Student’s Pages

22. Teachers Introduction This lesson was developed for a class on WebQuests through Fresno Pacific University. It was designed by a second year Education Major Graduate who was doing a long-term substitute position in a sixth grade math class. Back to Table of Contents

23. Teachers; Learners This lesson was designed for a sixth grade math class to be used at the end of a geometry unit. It can be used not only as a evaluation tool, but also as a research activity in English class. Back to Table of Contents

24. Teachers; Standards • 5. Use models and pictures to relate concepts of ratio, proportion and percent, including percents less than 1 and greater than 100. • 3 14. Use proportional reasoning, ratios and percents to represent problem situations and determine the reasonableness of solutions. • 8 9 1 0 3. Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and surface area and volume for prisms and cylinders by: a. estimating lengths using string or links, areas using tiles or grid, and volumes using cubes; b. measuring attributes (diameter, side lengths, or heights) and using established formulas for circles, triangles, rectangles, parallelograms and rectangular prisms. • K 4. Determine which measure (perimeter, area, surface area, volume) matches the context for a problem situation; e.g., perimeter is the context for fencing a garden, surface area is the context for painting a room. • 1 0 6. Draw similar figures that model proportional relationships; e.g., model similar figures with a 1 to 2 relationship by sketching two of the same figure, one with corresponding sides twice the length of the other. Back to Table of Contents

25. Standards Continued • 1 7. Build three-dimensional objects with cubes, and sketch the two-dimensional representations of each side; i.e., projection sets. • 9 1 0 1. Read, construct and interpret line graphs, circle graphs and histograms. • 2. Select, create and use graphical representations that are appropriate for the type of data collected. • 3. Compare representations of the same data in different types of graphs, such as a bar graph and circle graph. Return to Table of Contents

26. Teachers; Process / Special Notes Process • Follow the same process as the students do. Special Notes • Make sure groups are picked with student’s strengths in mind as well as in advance. • Continual supervision will be needed during research times. Think Aloud may be wise to do before activities. • Review the Resources Section before beginning this WebQuest and make adjustments where needed. Back to Table of Contents

27. Teachers; Resources Needed • Computer Lab • Completed Geometry Math Unit • This WebQuest • 3 or 4 Teachers on Day 4 for Interviews • Individual Job Description Forms which can be copied or printed and are as follow. Back to Table of Contents

28. Teachers; Individual Job Descriptions Foreman - The Foreman is the leader of the group. He/She will work closely with the teacher to make sure everyone is on task. The Foreman will also help to write the written essay with the Research Analyst. Research Analyst – The Research Analyst is the person that will take all of the notes and research from his/her fellow group mates and with the help of the Foreman turn it into a 3 page report of their findings. Follow the rubric for further details. Back to Table of Contents

29. Teachers; Individual Job Descriptions Architect – The Architect will create the blue print and model of the park by using all of the information they have received from their group mates. Laborer – He/She will being working on the tri fold as well as helping the Architect build the model of the park. Special Note – When any group member is done with their individual job, they should immediately begin helping another group member. Individual grades will reflect this note. Back to Table of Contents

30. Teachers; Evaluation Teachers should use the rubrics to evaluate students work. Evaluation should be a continuous process and should be reminded to the students on a daily basis to keep them on task. Back to Table of Contents

31. Teachers; References • http://webquest.edu • http://webquest.edu/designpatterns Back to Table of Contents