titanic web quest
DESCRIPTION
A WebQuest for 8th grade mathematics that covers math and social sudies standards.TRANSCRIPT
Student Page
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[Teacher Page] A WebQuest-for 8th Grade (Mathematics)
Designed by:
Jessica Overby
Based on a template from The WebQuest Page
Rediscovering the Titanic with Numbers
Process 2
Process 3
Background: Seychellen 2008 Bubbles
Mister.Tee at flickr.com
May 5th, 2008
Olympic and Titanic
Joan Thewlis at flickr.com
July 5th, 2008
Robert Ballard
Erik Charlton at flickr.com
March 1st, 2008
Old Rose: “Fifteen-hundred people
went into the sea, when Titanic sank
from under us. There were twenty boats
floating nearby... and only one came
back. One. Six were saved from the
water, myself included. Six... out of
fifteen-hundred. Afterward, the seven-
hundred people in the boats had
nothing to do but wait... wait to die...
wait to live... wait for an absolution...
that would never come” (“The Titanic”).
On December 19th of 1997, James
Cameron released his hit movie, “The
Titanic,” that took millions by surprise
with its fictional romantic tale of a
wealthy girl, Rose, and a homeless boy,
Jack, and their ill-fated endeavor on the
R.M.S Titanic. Using this love story of
Jack and Rose, the historic event of the
Titanic was resurfaced from the depths
of the ocean!
Hopefully, many of you have seen
this movie or have learned about the
REAL Titanic sometime in school.
Whatever the case may be, the Titanic
was a crucial event in the history of the
United States! In this WebQuest, not
only will you learn about the tragedy of
the R.M.S Titanic, but you will also be
able to experience the Titanic with a
mathematical perspective! As a
mathematician, you and your group will
discover breath-taking stories, facts,
and statistics of this historical
capstone by each researching and
analyzing a specific inquiry topic to
discover how more lives could have
been saved.
IntroductionStudent Page
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Introduction
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[Teacher Page]
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Leonardo diCaprio and
Kate Winslet on the bow
of the Titanic at the San
Francisco Wax Museum
1
mharrsch at flickr.com
Sep. 22nd, 2008
For this WebQuest, you and your group will create a PowerPoint presentation from the information you find on the Internet! Your PowerPoint presentation will need to contain spreadsheet tables and charts from Excel that will further demonstrate your mathematical findings. When you have finished, your group will present your final product to the entire class. In the end, you will be able to answer:*What was the story of the REAL Titanic?*How did prices compare for first class through third class?*How did certain factors influence the amount who survived?*AND MOST IMPORTANTLY,How could more lives have been saved?
The TaskStudent Page
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Introduction
Task
Process 1
Evaluation 1Evaluation 2Evaluation 3
Conclusion
Credits
[Teacher Page]
Process 2
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STEPS:
1. EVERYONE in your group needs to research the historic event of the Titanic by
looking at the following websites: The Basic Story, Tour the Titanic ,
Something to Ponder, and The Facts of this magnificent ship! You may also use
The Titanic Encyclopedia for an additional resource!
2. Choose a topic and answer its questions. When asked, make sure to construct as
many tables and charts as needed to accurately convey your comparisons. Click
on the website links provided (in red) to find your main information. If
desired, you may use other resources as well. Before you start, read the rest of
the steps of this process!
NOTE: If you do not know how to use these programs…
Basic tutorial for Excel
How to make tables in Excel
How to make charts in Excel
How to make a presentation in PowerPoint
CLASS PRICE DIFFERENCES( convert all to U.S.D $) (TOPIC 1):
Your job is to compare the differences of how much things were for those passengers who were classified
as 1st class (very wealthy), all the way through those who were classified as 3 rd class (very poor). Do this
by answering the following questions and providing tables and charts:
1. How much did the Titanic cost to build? Then compare it to how much it would cost to build it 10 years
later? 20 years later? Today? (Hint: Use inflation calculator)
2. What were the price differences for a one-way ticket for 1st THROUGH 3rd class? (make a bar chart(s))
3. How much would it cost for a family of 6 to go as 1st class? As 3rd class?
4. Create a similar math problem of your own and solve it. Explain your answer.
5. What would these prices be today? Why do you think these prices are so different? (make a table(s))
Prices and Differences
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[Teacher Page]
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THE SURVIVORS (TOPIC 2):
Your job is to analyze how certain factors influenced how many survived compared to
how many died that fatal night. Do this by answering the following questions and
providing tables and charts:
1. How many men vs. women vs. children survived total? In each class? What was the
total percentage of women that survived? Children? Men? Why do you think this
happened?(make a bar chart(s))
2. How many crew members survived? How did this compare to the amount of
passengers that survived? Why do you think this happened? (make a table(s))
3. If 100 more women survived, what would be the new ratio of men to women that
survived?
4. Create your own similar math problem and solve it. Explain your answer.
5. Do you think that these factors still matter today? For instance, if the Titanic sank
today, would these numbers remain the same? Why do you think this?
The Survivors
THE SAFETY SCANDAL (TOPIC 3):
Your job is to research why there was a problem with getting everyone off of the ship.
You will need to answer the following questions and provide tables and charts:
1. How many life vests were provided? Find the ratio of life vests to people on board.
Why did people still die?
2. How many lifeboats were on board? Why this number? How many could each boat
fit?
(provide a pie chart(s) comparing the amount of lifeboats to the amount of people)
3. If things worked out perfectly, how many people, total, should have been able to get
into the lifeboats with full capacity? How many boats should there have been to
save everyone? (make a table(s))
4. Make your own similar math problem and solve it. Explain your answer.
5. Do you think that it would have been better to have bigger boats, or more boats?
Why?
The Safety Scandal
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3. After doing your research, answering the questions, and making
your tables and charts, collaborate with the rest of your group
members. Make sure all of your group members do their part so
you get a good grade!
4. Create your PowerPoint as a group. For the introduction of your
PowerPoint, present at least 5 interesting facts you learned about
the Titanic. Your body will have each members’ inquiry topic
work. For the conclusion, your group needs to answer the
almighty question--- How could more lives have been saved? This
can be answered with a mathematical calculation if you want.
There is no set answer, but use the data that you researched to
support your answer. For example, if I found information on the
speed of the Titanic as a topic, I could say that the Titanic should
have been going at a different speed so that it would have never
hit the iceberg in the first place. I would then need to explain
why with specific evidence. Finally, include a reference page for
all of the sources used in MLA format. Look at the rubric for how
to make a good PowerPoint. Remember, the more detailed,
visually appealing, and mathematical your project, the better!
Also, make sure you practice presenting your presentation as a
group!
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[Teacher Page]
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Evaluation- PowerPoint (Group grade)Student Page
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CATEGORY 10 8 5 2 Score
Text Elements Font is easy to read
with appropriate sizing
and color. Text is
appropriate in length
for the audience and to
the point. Background
enhances readability of
text.
Sometimes text is easy-
to-read, but in a few
places the use of colors,
fonts, or busy/dark
backgrounds do not
enhance readability.
Readability is difficult
with lengthy
paragraphs, too many
different fonts, colors,
or busy/dark
backgrounds.
Text extremely difficult
to read with long
blocks of text.
Inappropriate colors,
backgrounds, or fonts.
Introduction Presents overall topic
and draws in audience.
Has more than 5
interesting facts on the
Titanic.
Is clear and relates to
the topic. Has 5 facts.
Show some structure,
but not a clear sense of
what is to follow. May
be overly detailed or
incomplete. Less than 5
facts.
Does not make clear to
the audience what is to
follow. No facts
provided.
Body Has all 3 topics with
each question fully
answered. Responses
are logical and well-
explained by using
critical thinking.
Mathematical formulas
and steps are shown.
Has more tables and
charts than requested.
Has all 3 topics. All the
questions are answered.
Shows some means of
critical thinking. Most
mathematical formulas
and steps shown. Has
the tables and charts
requested.
Does not have all 3
topics. Few questions
are answered. Little
critical thinking used.
Few formulas and
mathematical steps
shown. Few tables and
charts.
Does not have all 3
topics. Few or no
questions answered
with no critical thinking
involved. No
mathematical formulas
and steps shown. No
tables and charts
provided.
Conclusion Answers main question
with a thorough
answer. Supports with
much evidence.
Answers main
question. Supports with
some evidence.
Answers main
question. Provides little
or no support.
Does not answer the
main question.
Citations Sources of information
are properly cited in
MLA format. Cites all
sources used
(WebQuest links).
Uses additional
sources.
Most sources properly
cited. Includes all
sources used.
Some sources cited
incorrectly. May not
cite all sources used.
Few or no sources
cited. Also, sources are
not cited correctly.
Tables and Charts Has appropriate title at
top. Has axis labels
when needed.
Effectively compares
the data being analyzed.
Has a title and
appropriate labels.
Compares the data, but
not as clearly.
Does not have title or
labels. Formatted so
that data comparison is
unclear.
Merely provides a table
or chart, or not at all.
Total ____/ 60 points
Evaluation- Presentation (Individual Grade)Student Page
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CATEGORY 5 4 3 1 Score
Time-Limit Presentation is 10-15
minutes long.
Presentation is within
1 to 2 minutes of this
range.
Presentation is within
3 to 4 minutes of this
range.
Presentation is much
shorter or much
longer than 10-15
minutes.
Speaks Clearly Speaks clearly and
distinctly all (100-
95%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (100-
95%) the time, but
mispronounces one
word.
Speaks clearly and
distinctly most ( 94-
85%) of the time.
Mispronounces no
more than one word.
Often mumbles or can
not be understood OR
mispronounces more
than one word.
Posture and Eye
Contact
Stands up straight,
looks relaxed and
confident. Establishes
eye contact with
everyone in the room
during the
presentation.
Stands up straight and
establishes eye contact
with everyone in the
room during the
presentation.
Sometimes stands up
straight and establishes
eye contact.
Slouches and/or does
not look at people
during the
presentation.
Group Work Obvious member
contributed to project
and put in exceptional
effort and time.
Participated in
presentation.
Worked extremely
well with group
members.
Member contributed
to project. May have
put in slightly less
work than others.
Participated in
presentation. For the
most part, worked
well with others.
Contributed to the
project. Barely
participated in
presentation. Had
troubles with other
members.
It is clear member did
not work on project
and did not work well
with other group
members.
Total ____/20 points
Evaluation- Math Aspects (Individual Grade)Student Page
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CATEGORY 5 4 3 1 Score
Mathematical Concepts Explanation shows
complete
understanding of the
mathematical concepts
used to solve the
problems.
Explanation shows
substantial
understanding of the
mathematical concepts
used to solve the
problems.
Explanation shows
some understanding of
the mathematical
concepts needed to
solve the problems.
Explanation shows very
limited understanding
of the underlying
concepts needed to
solve the problems OR
is not written.
Mathematical
Reasoning
Uses complex and
refined mathematical
reasoning.
Uses effective
mathematical reasoning
Some evidence of
mathematical
reasoning.
Little evidence of
mathematical
reasoning.
Mathematical Errors 90-100% of the steps
and solutions have no
mathematical errors.
Almost all (85-89%) of
the steps and solutions
have no mathematical
errors.
Most (75-84%) of the
steps and solutions
have no mathematical
errors.
More than 75% of the
steps and solutions
have mathematical
errors.
Mathematical
Terminology and
Notation
Correct terminology
and notation are always
used, making it easy to
understand what was
done.
Correct terminology
and notation are
usually used, making it
fairly easy to
understand what was
done.
Correct terminology
and notation are used,
but it is sometimes not
easy to understand
what was done.
There is little use, or a
lot of inappropriate
use, of terminology
and notation.
Total ____/20 points
Total for Project ____/60
PowerPoint
____/20
Presentation
____/20
Math Aspects
____/100 points
TOTAL PROJECT
Congratulations! You and your team have completed your WebQuest project using the amazing Internet as your main source of information! Hopefully, you now have a better understanding of the Titanic and why so many people died. The sinking of the Titanic was a devastating event and could have been less severe if some simple calculations were made. Also, if you have not already, could the speed the Titanic was going also have accounted for something? You can look at this website for further information if you are curious:Reasons for Hitting the Iceberg
You may also Become more Involved with the Event of the Titanic.
ConclusionStudent Page
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[Teacher Page]
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Rubistar. 2008. University of Kansas. 5 Nov. 2008
<http://rubistar.4teachers.org/index.php>.
To acquire the latest version and training materials of this template go to The WebQuest Page and The WebQuest Slideshare Group.
Credits & References
Student Page
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[Teacher Page]
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[Student Page]
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Process 1Process 2 Process 3Process 4Process 5Resources
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Teacher Page
A WebQuest for 8th Grade (Mathematics)
Designed by:
Jessica Overby
Based on a template from The WebQuest Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
Robert Ballard
Erik Charlton at flickr.com
March 1st, 2008
Credits
This lesson was created by Jessica Overby, a current undergraduate student at
Colorado State University studying in the department of education for secondary
mathematics. It was completed during the fall semester of 2008 as a WebQuest
project for an Educational Technology and Assessment class.
This lesson was designed as a tool to bring students to a better understanding
of the Titanic and its fatal end by using mathematical calculations and analysis. In
groups of three, each student will become an expert on one of the three provided
inquiry topics (pricing, survival, and safety). After they have researched their
topics, have answered the accompanying questions, and have created tables and
charts with Excel for comparison, they will come together in order to create a
collaborative PowerPoint. The students will improve their collaboration skills by
working together to create a 10-15 minute presentation on their PowerPoint.
Students will share their knowledge with each other so that they will become an
expert in all of the topics. They will also be able to check their group members’
mathematical work and tables/charts for correctness.
This WebQuest will also make students utilize the Internet as a tool for
researching their topics. They will use websites that will contain Excel and
PowerPoint tutorials, an MLA tutorial, textual information, a virtual tour,
informative videos, an encyclopedia, data analysis tables/charts, images, an
inflation calculator, and figures in order to become an expert for their inquiry topics.
Please note, before they start researching their individual topics, they will all need
to research the basic facts and information of the titanic with the websites provided.
This background search will provide them with the basic facts they will need to
know in order to answer the higher level questions that involve critical thinking and
etc.
[Student Page]
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Learners
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Process 1Process 2 Process 3Process 4Process 5Resources
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Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
Credits
This lesson was constructed to cover eighth grade content in the
Colorado Model Content Standards for the areas of mathematics and
social studies. It can also be easily extended to 7th or 9th grade students
by merely tweaking the topic questions to match the specific
mathematical grade level standards.
Before starting this lesson, teachers need to make sure that the
students know how to make charts and tables to compare data. Also,
students need to have worked with the basic mathematical abilities
needed for the covered standards (on the next page). They at least
need to know the basics of these concepts and calculations. This
lesson will improve their learning of these standards. In addition,
teachers should take a survey to see how many students have worked
with Excel and PowerPoint before. There are tutorials in this lesson on
how to use these programs; however, it would not hurt to devote a
lesson to provide them with hands on experience of how to use these
programs. Furthermore, it is suggested for teachers to provide an
example of a visually appealing and well-organized PowerPoint so the
students can have an idea of what is expected.
[Student Page]
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Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
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Curriculum Standards 1 (Teacher)Objectives
Understand how much it cost to build the Titanic and learn how to use an inflation calculator
to see how much it would cost today.
Learn about cost differences of the tickets according to class.
Analyze data and use it in mathematical problems.
Create math problems that will help to understand the material.
Understand why so many were not able to get into a lifeboat and compute how many
lifeboats there should have been.
Identify how many women, men, children, and crew members survived from each class.
Use ratios to compare results as part-to-part and part-to-whole.
Use critical thinking when comparing data with tables and charts.
Use Excel and PowerPoint to increase technological capabilities.
Learn to work in groups.
Develop conclusions for how more lives could have been saved.
Kinds of Thinking/Communication Skills
Inference Making – The text + previous knowledge = inference
The students will make inferences when answering their topic questions.
Critical Thinking – Synthesis, evaluation, and reconstruction of thinking
In addition to analysis. Students will use critical thinking when answering their topic questions
and the conclusion question.
Creative Production – Creating a product that is unique and visually appealing
Students will do this when they are making their PowerPoints.
Creative Problem-Solving – Creating a problem that has a creative solution
Students will do this when they have to make their own problems and solve them. Also when
they answer the conclusion question.
Observation and Categorization – Observing and categorizing information
Students will observe the information they find on the websites provided, and categorize the
data into tables on Excel.
Comparison – Comparing data to form a conclusion
Students will create charts in Excel to compare the data from their sources. They will then
form conclusions on this data.
Teamwork -- Assigning tasks to each member of a group to make a final product
Students will be in groups of three and will each take on a different research topic. They will
reassemble and share their information to the other group members. As a team, they will
create a PowerPoint containing all of their results and present this.
[Student Page]
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Process 1Process 2 Process 3Process 4Process 5Resources
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Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
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Credits
Curriculum Standards 2 (Teacher)This WebQuest has been designed to relate to these particular standards found in Colorado Model
Content Standards:
Social Studies Standards Addressed2.1 Students know how to formulate questions and hypotheses
regarding what happened in the past and to obtain and
analyze historical data to answer questions and test hypotheses.
*formulate historical questions based on examination of primary* and secondary*
sources including documents, eyewitness accounts, letters and diaries, artifacts,
real or simulated historical sites, charts, graphs, diagrams, and written texts;
* gather information from multiple sources, including electronic databases, to
understand events from multiple perspectives
4.1 Students understand the impact of scientific and technological
developments on individuals and societies.
* explain the significance of the achievements of individual scientists and inventors from
many cultures
Math Standards AddressedStandard 1:
Students develop number sense and use numbers and number relationships in
problem-solving situations and communicate the reasoning used in solving these
problems.
1. demonstrate meanings for integers, rational numbers,
percents, exponents, square roots, and pi (π ) use physical
materials and technology in problem-solving situations;
4. use the relationships among fractions, decimals, and
percents, include the concepts of ratio and proportion, in
problem-solving situations;
Standard 3:
Students use data collection and analysis, statistics, and probability in problem solving
situations and communicate the reasoning used in solving these problems.
4. formulate hypotheses, draw conclusions, and make
convincing arguments based on data analysis;
Standard 6 Students link concepts and procedures as they develop and use computational techniques,
including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-
solving situations and communicate the reasoning used in solving these problems.
Benchmark 4 Select and use appropriate methods ALGORITHMS for computing with
commonly used fractions and decimals, percents, and integers in
problem-solving situations from among mental arithmetic, estimation,
paper-and-pencil, calculator, and computer methods and determining
whether the results are reasonable.
[Student Page]
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The Process 1 (Teacher)
If teachers are in a one-computer classroom or for pre-readers and are creating a facilitated
WebQuest in which the teacher or an aide controls the computer and guides discussion, you can
link from here to the Teacher Script page which contains a printable script for the facilitator to
follow.
Variations
If this lesson is carried out in a lab vs. in-class, it would be much easier for the teacher and
the students. The teacher could make this an in-class project and could make the project aimed
more towards learning how to use technology and the Internet. The teacher could just have
them make a PowerPoint about the R.M.S Titanic by taking out the mathematical calculations
and critical thinking questions.
Lesson Organization
The Teacher will need to provide students with a fair amount of time for this project. Students
will be expected to work on this outside of school, but some may not have the necessary
programs on their home computers. A suggestion is to give students about three weeks to
complete this project, and to devote at least three class periods to being in a computer lab. For
the first week, the teacher should have the students research their information. Have them
write out their answers to the topic questions for a homework completion grade. The next
week, they should work on their charts/tables with Excel. They should collaborate with their
group members and create their PowerPoints. The last week, they should put it all together
and practice their presentations. Then it should be time for presentation day! This is a
multidisciplinary lesson because it involves math and social studies.
Creating Groups
For this activity, it is suggested that the teacher divides the students into groups beforehand.
When creating these groups of three, the teacher should try to have one student who has
exceptionally high math skills, one who might be good with computers, and one student who is
a good verbal communicator/leader. If the teacher is able to make the groups consist of a
variation of students such as this, the students will be able to help and learn from each other.
Also, try to not put all of the students who like to work alone in one group. If the teacher does
not know the students well enough to do this, he/she can have the students take a personality
survey beforehand.
This WebQuest is novice teacher friendly!
[Student Page]
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Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
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The Process 2 (Teacher)[Student Page]
Title
Introduction
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Conclusion
You will be assigned to two other group members to complete this project over the next 3 weeks
longer/shorter if you choose. You will be provided three class periods to complete it. You will be
expected to work on this project OUTSIDE OF CLASS as well. Do not worry, if you do not have
PowerPoint and Excel at home there is a computer lab at school! You will have the choice of researching
one of the following inquiry topics:
1. Class Price Differences
2. Survival Influences
3. The Safety Scandal
STEPS:
EVERYONE in your group needs to research the historic event of the Titanic by looking at the following
websites: The Basic Story, Tour the Titanic , Something to Ponder, and The Facts of this magnificent
ship! You may also use The Titanic Encyclopedia for an additional resource! Tell them they must look
at these to be able to answer the questions to their topics fully. Also, they will need to add 5 historical
facts to the introduction of their PowerPoint.
Choose one of the following inquiry topics and answer its questions To evaluate if the students have had
enough prior mathematical skills, calculate the correct answers on your own for each question before
assigning the project. When asked, make sure to construct as many tables and charts as needed to
accurately convey your comparisons. Click on the website links provided (in red) to find your main
information. If desired, you may use other resources as well. Before you start, read the rest of the steps
of the process!
NOTE: If you do not know how to use these programs… it is highly suggested to provide additional
instruction about how to use these programs.
Basic tutorial for Excel
How to make tables in Excel
How to make charts in Excel
How to make a presentation in PowerPoint
Tell students to write down their work and responses to their topic questions before they collaborate with
their groups to create their PowerPoint. Have them turn in this rough draft as a separate grade for
completion; however, this is not accounted for in the grading rubric.
Credits
The Process 3 (Teacher)[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
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Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
CLASS PRICE DIFFERENCES(make sure to tell students to convert all to U.S.D $) (TOPIC 1):
Your job is to compare the differences of how much things were for those passengers who were
classified as 1st class (very wealthy), all the way through those who were classified as 3rd class (very
poor). Do this by answering the following questions and providing tables and charts:
1. How much did the Titanic cost to build? Then compare it to how much it would cost to build it 10
years later? 20 years later? Today? (Hint: Use inflation calculator) They will find out how much it
cost to build off of the website, then they will plug the year into the calculator to find out the price
inflation of that year. Following this, they will use a mathematical algorithm to computer how much it
would cost in 10 and 20 years. It already says how much it would cost to build for today on the
website.
2. What were the price differences for a one-way ticket for 1st THROUGH 3rd class? (make a bar
chart(s))
3. How much would it cost for a family of 6 to go as 1st class? As 3rd class?
4. Create a similar math problem of your own and solve it. Explain your answer. This is just to give
students the chance to make a simple math problem of their own. Do not grade this very hard, just
make sure their answer is correct)
5. What would these prices be today? Why do you think these prices are so different? (make a table(s))
Prices and Differences
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The Process 4 (Teacher)[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
Credits
Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
THE SURVIVORS (TOPIC 2):
Your job is to analyze how certain factors influenced how many survived compared to how many died
that fatal night. Do this by answering the following questions and providing tables and charts.
1. How many men vs. women vs. children survived total? In each class? What was the total percentage
of women that survived? Children? Men? Why do you think this happened?(make a bar chart(s)) For
this question, make sure that the students have had practice working with percents.
2. How many crew members survived? How did this compare to the amount of passengers that
survived? Why do you think this happened? (make a table(s))
3. If 100 more women survived, what would be the new ratio of men to women that survived? For this
question, make sure students have had practice with ratios.
4. Create your own similar math problem and solve it. Explain your answer.
5. Do you think that these factors still matter today? For instance, if the Titanic sank today, would these
numbers remain the same? Why do you think this? For this question, students should use their prior
knowledge of current equal rights. The Survivors
THE SAFETY SCANDAL (TOPIC 3):
Your job is to research why there was a problem with getting everyone off of the ship. You will need to
answer the following questions and provide tables and charts:
1. How many life vests were provided? Find the ratio of life vests to people on board. Why did people
still die? The website explains that people still died because of how cold the water was.
2. How many lifeboats were on board? Why this number? How many could each boat fit? (provide a
pie chart(s) comparing the amount of lifeboats to the amount of people)
3. If things worked out perfectly, how many people, total, should have been able to get into the lifeboats
with full capacity? How many boats should there have been to save everyone? (make a table(s))
4. Make your own similar math problem and solve it. Explain your answer.
5. Do you think that it would have been better to have bigger boats, or more boats? Why? This question
is just to stimulate students to think critically. There is no right or wrong answer for this project. The
Safety Scandal
Credits
The Process 5 (Teacher)[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
Credits
Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
3. After doing your research, answering the questions, and making your tables and
charts, collaborate with the rest of your group members. Make sure all of your group
members do their part so you get a good grade! Make sure students understand that
they need to act as a teacher and teach their other group members everything they
learned about their topic.
4. Create your PowerPoint as a group. For the introduction of your PowerPoint, present
at least 5 interesting facts you learned about the Titanic. Your body will have each
members’ inquiry topic work. For the conclusion, your group needs to answer the
almighty question--- How could more lives have been saved? This can be answered
with a mathematical calculation if desired Students must have a logical answer and
provide supporting evidence. There is no set answer, but use the data that you
researched to support you answer. For example, [EXAMPLE: if I found information
on the speed of the Titanic as a topic, I could say that the titanic should have been
going at a different speed so that it would have never hit the ice berg in the first
place. I would then need to explain why with specific evidence]. Finally, include a
reference page for all of the sources used in MLA format. Look at the rubric for how
to make a good PowerPoint. Remember, the more detailed, visually appealing, and
mathematical your project, the better! Go over the rubric with the class.
Credits
Human resources:
Only one teacher is needed to implement this lesson. Parents and aides are not needed, but can help
students on how to use the computer programs if applicable. No other additional human resources are
necessary.
Resources (Teacher)To implement this lesson, it is suggested that the teacher creates a list of the students’ e-mails and
phone numbers for each group and distributes it to them at the beginning of the project. Of course,
student and parent consent will be needed beforehand, but this will help the students communicate with
each other when working on their projects. Furthermore, in case some do not have computers at home,
the teacher needs to make sure that the students work with computers at least one class period. For
these students, the teacher also needs to make sure that there is a computer lab open during the day. In
addition, if possible, it is highly recommended for the teacher to provide each group with Excel and
PowerPoint software. Finally, if the students have troubles with the calculations, their math books should
provide as a sufficient resource.
The websites the students will be referring to for their research:
http://www.imdb.com/name/nm0001784/ (quote from Rose, “The Titanic”)
http://www.teachertube.com/view_video.php?viewkey=7b65a2d829e9672f5f82 (video clip describing the
story)
http://www.youtube.com/watch?v=s9uiYKMArr0 (virtual tour of the ship)
http://www.youtube.com/watch?v=DXDUwvZ-4FA&feature=related (video clip from The History Channel
about new phenomena of the Titanic)
http://www.geocities.com/RainForest/Vines/8059/titanic.htm (website all about the Titanic)
http://www.encyclopedia-titanica.org/ (Google encyclopedia for the Titanic)
http://www.usd.edu/trio/tut/excel/ (written Excel tutorial)
http://www.youtube.com/watch?v=7mfWx8AWRtQ (video tutorial for making tables in Excel)
http://www.youtube.com/watch?v=OR7E8ejD6zU (video tutorial for making charts in Excel)
http://www.bcschools.net/staff/PowerPointHelp.htm (written PowerPoint tutorial)
http://www.westegg.com/inflation/ (inflation calculator so they can determine how much the Titanic cost to
build at different periods of time)
http://www.keyflux.com/titanic/facts.htm (facts and figures on the Titanic so they can answer the questions
to Topic 1)
http://www.anesi.com/titanic.htm (bar charts and data tables for the survivors of the disaster for Topic 2)
http://www.historyonthenet.com/Titanic/lifeboats.htm (website on the safety devices for Topic 3)
http://easybib.com / (a website that will cite their sources with MLA format)
http://en.wikipedia.org/wiki/RMS_Titanic (Wikipedia search on the Titanic)
http://www.titanic.com/ (Titanic website where students can become a member and learn all there is to
know about the Titanic)
[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
Credits
Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
Credits
Evaluation 1 (Teacher)The students will be evaluated both individually and for their group work. As a result, there
are three grading rubrics that will be used.
The first grading rubric is for the PowerPoint that the students will create and present to the
class. This rubric will help determine how successful the WebQuest was towards teaching
students how to work in groups and how to collaborate with each other. This rubric is broken
into five sections: text elements, introduction, body, conclusion, and citations. For the text
elements section, the average project (score of 8) will need to be fairly easy to read and visually
appealing. For the most part, students will need to use different fonts, colors, and backgrounds
that will enhance readability and should not have long blocks of text that are difficult to read.
For the introduction, it will need to be clear and relate to the topic. The main thing here is that
they will need to include at least five historical facts about the Titanic. For the body of the
PowerPoint, students will need to have all three topics included, all of the questions answered
with the use of critical thinking, most of the mathematical formulas and steps shown, and the
requested amount of tables and charts. Next, their conclusion will need to have their opinion of
how more lives could have been saved with supporting evidence. Finally, all of the sources
they used will need to be cited correctly. The content of the PowerPoint and their responses to
the open-ended questions will help determine how well the students learned the historic
standards that will be covered.
The next rubric is an individual grade for how he/she will present. It is divided into time-
limit, speech, posture/eye contact, and group work. The average presenter will need to have a
group that stays within one to two minutes of the time-limit. Also, he/she will need to speak
clearly 100-95% of the time, stand up straight, make eye contact with everyone in the room,
and put in an equal amount of effort into the group project.
Lastly, the rubric for the math aspects will cover the mathematical standards that will be
used for this project. This rubric will cover the individual student’s answers and calculations for
the answers to his/her inquiry topic. Teachers will need to make sure that all of the
mathematical concepts are well understood with a clear explanation of the concepts used to
solve the problems. Also, he/she will need to have effective mathematical reasoning, 85-89%
error free calculations, and use correct terminology and notation. To sum it up, the first rubric
will be worth sixty points, and the last two will be worth twenty points each; making this project
out of one-hundred points. Their final scores will illustrate how successful this project was.
[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
Credits
Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
Credits
Evaluation 2 (Teacher) -PowerPoint (Group Grade)
CATEGORY 10 8 5 2 Score
Text Elements Font is easy to read
with appropriate sizing
and color. Text is
appropriate in length
for the audience and to
the point. Background
enhances readability of
text.
Sometimes text is easy-
to-read, but in a few
places the use of colors,
fonts, or busy/dark
backgrounds do not
enhance readability.
Readability is difficult
with lengthy
paragraphs, too many
different fonts, colors,
or busy/dark
backgrounds.
Text extremely difficult
to read with long
blocks of text.
Inappropriate colors,
backgrounds, or fonts.
Introduction Presents overall topic
and draws in audience.
Has more than 5
interesting facts on the
Titanic.
Is clear and relates to
the topic. Has 5 facts.
Show some structure,
but not a clear sense of
what is to follow. May
be overly detailed or
incomplete. Less than 5
facts.
Does not make clear to
the audience what is to
follow. No facts
provided.
Body Has all 3 topics with
each question fully
answered. Responses
are logical and well-
explained by using
critical thinking.
Mathematical formulas
and steps are shown.
Has more tables and
charts than requested.
Has all 3 topics. All the
questions are answered.
Shows some means of
critical thinking. Most
mathematical formulas
and steps shown. Has
the tables and charts
requested.
Does not have all 3
topics. Few questions
are answered. Little
critical thinking used.
Few formulas and
mathematical steps
shown. Few tables and
charts.
Does not have all 3
topics. Few or no
questions answered
with no critical thinking
involved. No
mathematical formulas
and steps shown. No
tables and charts
provided.
Conclusion Answers main question
with a thorough
answer. Supports with
much evidence.
Answers main
question. Supports with
some evidence.
Answers main
question. Provides little
or no support.
Does not answer the
main question.
Citations Sources of information
are properly cited in
MLA format. Cites all
sources used
(WebQuest links).
Uses additional
sources.
Most sources properly
cited. Includes all
sources used.
Some sources cited
incorrectly. May not
cite all sources used.
Few or no sources
cited. Also, sources are
not cited correctly.
Tables and Charts Has appropriate title at
top. Has axis labels
when needed.
Effectively compares
the data being analyzed.
Has a title and
appropriate labels.
Compares the data, but
not as clearly.
Does not have title or
labels. Formatted so
that data comparison is
unclear.
Merely provides a table
or chart, or not at all.
Total ____/ 60 points
[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
Credits
Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
Credits
Evaluation 3 (Teacher) –Presentation (Individual Grade)
CATEGORY 5 4 3 1 Score
Time-Limit Presentation is 10-15
minutes long.
Presentation is within
1 to 2 minutes of this
range.
Presentation is within
3 to 4 minutes of this
range.
Presentation is much
shorter or much
longer than 10-15
minutes.
Speaks Clearly Speaks clearly and
distinctly all (100-
95%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (100-
95%) the time, but
mispronounces one
word.
Speaks clearly and
distinctly most ( 94-
85%) of the time.
Mispronounces no
more than one word.
Often mumbles or can
not be understood OR
mispronounces more
than one word.
Posture and Eye
Contact
Stands up straight,
looks relaxed and
confident. Establishes
eye contact with
everyone in the room
during the
presentation.
Stands up straight and
establishes eye contact
with everyone in the
room during the
presentation.
Sometimes stands up
straight and establishes
eye contact.
Slouches and/or does
not look at people
during the
presentation.
Group Work Obvious member
contributed to project
and put in exceptional
effort and time.
Participated in
presentation.
Worked extremely
well with group
members.
Member contributed
to project. May have
put in slightly less
work than others.
Participated in
presentation. For the
most part, worked
well with others.
Contributed to the
project. Barely
participated in
presentation. Had
troubles with other
members.
It is clear member did
not work on project
and did not work well
with other group
members.
Total ____/20 points
[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
Credits
Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
Credits
Evaluation 4 (Teacher) –Math Aspects (Individual Grade)
CATEGORY 5 4 3 1 Score
Mathematical Concepts
Explanation shows complete understanding of the mathematical concepts used to solve the problems.
Explanation shows substantial understanding of the mathematical concepts used to solve the problems.
Explanation shows some understanding of the mathematical concepts needed to solve the problems.
Explanation shows very limited understanding of the underlying concepts needed to solve the problems OR is not written.
Mathematical Reasoning
Uses complex and refined mathematical reasoning.
Uses effective mathematical reasoning
Some evidence of mathematical reasoning.
Little evidence of mathematical reasoning.
Mathematical Errors 90-100% of the steps and solutions have no mathematical errors.
Almost all (85-89%) of the steps and solutions have no mathematical errors.
Most (75-84%) of the steps and solutions have no mathematical errors.
More than 75% of the steps and solutions have mathematical errors.
Mathematical Terminology and Notation
Correct terminology and notation are always used, making it easy to understand what was done.
Correct terminology and notation are usually used, making it fairly easy to understand what was done.
Correct terminology and notation are used, but it is sometimes not easy to understand what was done.
There is little use, or a lot of inappropriate use, of terminology and notation.
Total ____/20 points
Total for Project ____/60
PowerPoint
____/20
Presentation
____/20
Math Aspects
____/100 points
TOTAL PROJECT
[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
Credits
Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
Credits
Teacher Script 1 (Teacher)Note: These directions are for a facilitator who is going over the WebQuest with the students on a computer that
projects onto a screen, where the students can see what he/she is doing.
Note: Q= possible student question. A= teacher answer
STEPS:
1. Introduction Slide: Read the quote to the class out loud and pause for 10 seconds after you have finished. Read
the paragraph describing the movie “The Titanic,” and ask students to raise their hands if they have seen the
movie. Read the rest of the introduction slowly, pausing for at least 2 or 3 seconds after every sentence.
Explain that the picture on the screen is of the two characters, Jack and Rose, standing on the front of the
massive ship.
2. Task Slide: Read the task out loud. Make sure to pause for a couple of seconds after each question near the
end of the slide.
3. Process 1,2,3 Slides: Read the introductory paragraph out loud. Make sure to specify if the project will still be
expected to be completed in 3 weeks with 3 in-class periods to work on it. Also, tell the students that you will not
accept “yes/no” answers; you will want descriptive, well thought out responses. Read step 1 out loud.
Emphasize that EVERYONE will need to look at all of the provided websites.
Q: How do you get to the website?
A: Just click on the words in red on the page and it will automatically take you there.
Demonstrate how to do this by clicking on the first hyperlink, The Basic Story. Read step 2. Tell the students
that the inquiry topics are class price differences, survival influences, and the safety scandal.
Q: Can more than one person have the same topic in a group?
A: No, all three topics need to be researched in each group.
Click on the hyperlinks for the Excel and PowerPoint tutorials. Watch these as a class. Answer any additional
questions afterward. Read each topic and its questions out loud. Make sure to pause for several seconds after
reading each question.
Q: Do we have to write out our responses on a piece of paper?
A: Yes, and you will turn it in on the day your project is due for a completion grade. You will need to show what
mathematical formulas and steps you used to reach your answers on this sheet and in your PowerPoint.
Q: What does (table(s)) mean?
A: This means that you will need to provide at least one table to compare the data from the question you just
answered.
Q: What if I do not remember how to find the ratio (or percentage, etc.)?
A: Your math textbook or notes should be able to provide you with enough information on how to do these
calculations. You can also ask your other teammates if they know how to do what you are having troubles with.
Q: What kind of math problem do you want us to create?
A: Provide an additional example on the board.
Read step 3 out loud and make sure that students know how important it is to tell their group members
everything they learned about their topic. Read step 4 out loud and leave several minutes for questions.
Q: So we have to make a PowerPoint and make another PowerPoint for the presentation?
A: No, you will be presenting your one PowerPoint.
[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
Credits
Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
Credits
Teacher Script 2 (Teacher)
4. Read all 3 evaluation rubrics out loud to the class. Make sure to pause after reading each section. Tell
students that the second column is what they need to match to score a C; however, they should all try and
shoot for having the project fit the first column of the rubric to get a A or B. Direct the students away from their
computers to start their projects.
5. Read the concluding paragraph out loud.
Q: Do we have to go to the websites at the end?
A: No, these are additional websites that you can use or just go to for fun.
[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
Credits
Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
Credits
Conclusion (Teacher)
This lesson will teach students many important skills in basic
math and basics facts of history. Students will learn how to
research information using the Internet and how to identify
crucial information. They will learn how to analyze data and
how to place it into tables and charts. Students will utilize their
mathematical skills to answers computational math problems
that involve integers, ratios, and percentages. After this, they
will be able to use their new types of thinking skills to answer
the open-ended questions. Upon completion, students will
reassemble into their groups to collaborate and share their
information. They will work together to create a visually
appealing PowerPoint that they will present to the class. As a
result, this lesson is worthy because it will not only teach
several historical and mathematical standards, but research
skills, data analysis, how to use Excel and PowerPoint,
comparison, many forms of thinking, teamwork, creativity, and
presentation skills. Plus, the students will know more about the
tragedy of the Titanic and why so many people died.
[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
Credits
Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion
IMDb. 2008. IMDb.com, Inc. 29 Oct. 2008 <http://www.imdb.com/title/tt0120338/>.
Kelley, Brian. "R.M.S Titanic." The Teacher's Guide. 2006. Teacher Created Resources.
30 Oct. 2008 <http://www.theteachersguide.com/>.
Rubistar. 2008. University of Kansas. 5 Nov. 2008 <http://rubistar.4teachers.org/index.php>.
To acquire the latest version and training materials of this template go to The WebQuest Page and The WebQuest Slideshare Group.
Credits & References (Teacher)
[Student Page]
Title
Introduction
Learners
Standards 1Standards 2
Process 1Process 2 Process 3Process 4Process 5Resources
Credits
Teacher Page
Evaluation 1Evaluation 2Evaluation 3Evaluation 4
Teacher Script 1Teacher Script 2
Conclusion