Teacher

Introduction

Our WebQuest has been designed to allow grade four students to perform a number of tasks, such as mathematical calculations, class presentations, and deductive reasoning, pertaining to the curricular subjects of health, mathematics, and art. Students will be completing this webquest individually, thereby developing their own personal time management skills.

Learners

The WebQuest will be presented on the SMART Board for the whole grade four class to see. While walking the students through the steps of the WebQuest, the teacher will describe to the students how to complete each component, and what is expected of them.

This WebQuest touches on the cognitive, affective and psychomotor domains of learning. The cognitive domain is used when the students are required to determine the types of fruits their classmates enjoy as well as the most cost effective way to purchase them. The affective domain of learning is developed when the students display concern for the likes and dislikes of their classmates by taking into consideration which fruits each individual would like included in the fruit salad. Finally, the psychomotor domain is utilized when the students make both their bar-graphs displaying the data they have collected, and the collage of their fruit salad. Fine motor skills are developed through the use of rulers, scissors, writing utensils, and glue.

Standards:

Health:

Nutrition- Grade level objective #6- Be able to select party foods or "treats" that are nutritious.

Mathematics:

GCO- Develop number sense. SCO- #11 Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths).

GCO- Collect, display and analyze data to solve problems. SCO- #2 Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.

Process

The students will be working on this WebQuest independently, although they will be sharing their results and final product with the class.

Day 1: Finding Four Fruits

This activity will take place over the span of one class. Students will be asking each other which fruit is their favorite, keeping track of the totals on the tally spreadsheet provided to them. Once all the students have responded with their answer and the top four fruits have been determined, the students will create a bar graph of all the fruits, demonstrating that the higher the bar, the more favoured the fruit (The creation of the bar graph is not done in front of the class). The purpose of this activity is to give the student the opportunity to take on the teacher role and lead the class. Also, by constructing a bar graph, the students get a visual of how certain fruits are preferred over others. 

Day 2: Cost Conundrum

This activity will only take one class. With the help of the Internet, students will go online to various supermarket websites to find the costs of the fruits. With the help of a spreadsheet, they will write down the various prices for each fruit. Then, they will determine which store has the fruit for the cheapest price. By adding up the four prices, the children will get the total cost for the fruit salad. Although students will be encouraged to find the prices on their own, some may need assistance navigating their way around the website. Once they have found the cheapest price for the fruit salad, they will pass you their spreadsheet and you will verify that their addition is correct. 

Day 3: Collage Creation

Students will have been asked in advance to bring in old magazines and/or supermarket fliers for this activity. They will have one class to make their collage of a fruit salad. Students will have their own supplies which will include:

• scissors
• glue
• supermarket fliers
• markers/crayons/leads
• construction paper
• graph paper
• ruler

Once their collage is complete, they will present their artwork and bar graph to the class, explaining that the top four fruits have the highest bar, and therefore are in the fruit salad.

At the end of the webquest, evaluate the student based on correct addition, creativity, and knowledge of bar graphs. 

Resources

• SMART Board
• Graph Paper
• Internet
• Google Spreadsheet