Teacher Page
| Home
| Introduction
| Task | Process & Resources
| Evaluation | Conclusion
| Teacher Page | Credits |
Goals & Objectives:
This Web Quest was developed in hopes of enlightening young minds to think outside the box on various issues. While these were athletics-based, a lesson can be taken out of each of the topics. Each of these are real-world topics and are the subject of ongoing debates. It is always interesting to see what teenagers (as many are involved in sports) think about and open up to when confronted with an issue that is “close to home.”
This lesson encourages students to open up and discover the different sides to a story.
Materials:
Visual aid (poster, PowerPoint, chart, graph, etc)
Evaluation and Assessment:
Students will be evaluated through the strength of their argument (resources used, amount of time obviously allotted for effective research, usefulness of their visual aids)
Suggested Time Allowance:
3-4 days in class
Curriculum Standards:
Science:
| 5.1.- Scientific Processes (A-C) | 5.5.B - Life Science: Diversity and Biological Evolution |
| 5.4 - Nature and Process of Technology (A-C) | 5.7 - Physical Science - Physics (A-B) |
Language Arts:
| 3.1 Reading (A-H) | 3.4 Listening (A-B) |
| 3.2 Writing (B-D) | 3.5 Viewing and Media Literacy (B) |
| 3.3 Speaking (A-D) |
Bloom's Taxonomy:
| Knowledge | Researching their designated topic and/or role. |
| Comprehension | Sharing through discussion with their group members on how to approach the debate. |
| Application | Apply new knowledge of the topic to the debate argument. |
| Analysis |
Reasoning in eliminating “bogus” information and selecting appropriate points. |
| Synthesis | The group/team comes to a consensus, collaborating in regard to how they will approach the debate. |
| Evaluation | Proving their side of the debate, presenting visual aids to aid in the process. |
Learning Styles:
| Abstract Random | Focus on themes and ideas, bring harmony to group situations |
| Abstract Sequential | Research, provide logical sequence |
| Concrete Random | Lead others, contribute unusual and creative ideas |
| Concrete Sequential | Fine-tune ideas to make them more efficient, organize |
Multiple Intelligences:
| Verbal/Linguistic | Debate, Questionnaire |
| Visual/Spatial | Visual aids (PowerPoint, video, poster, chart, graph) |
| Interpersonal | Group Work, Research |
| Intrapersonal | Individual assessment (questionnaire) |
| Body/Kinesthetic | Physical debate |
Sense and Meaning:
The students will have sense and meaning through this project because they will learn how to debate about an important issue. Throughout their lives, people must fight to prove their point on issues they feel strongly about. This project will help them hone their skills in learning how to effectively debate with others and to prove their points.
Primacy/Recency according to Sousa:
| Prime-Time One | Researching and gathering the information as a group on their selected issue. |
| Down Time | Organizing their data and strategizing within the group about how to approach the debate. |
| Prime-Time Two | Presenting their debate against the opposing group. |
Author: MM