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Webquest 2014 by Rachel Klatt

Group Daniel McGuire, Skye Jarvis, Rachel Klatt, and Adrianna M
#1. The intent of the webquest:
We designed this webquest with math, art, and special education in mind. We are asking our
middle school students to reconstruct a model Parthenon. The original Parthenon in Athens,
Greece was built with the ratio of the front columns to the side columns of 4:9. The ratio of the
space between the columns to the height is also 4:9. The students are to discover this ratio by
exploring several websites. They are to have a review of ratio and proportion as “process part
1.” The students are then to explore the Greek art that is on the Parthenon by using various
websites. This is “process part 2.” Processes part 3 and 4 ask the students to sketch out their
model of the Parthenon, and then they are to make a model of the Parthenon. We adapted this
webquest for the special education environment by embedding audio and lots of pictures into
the task and process parts of the instructions. We also chose a tactile-kinesthetic lesson for
those who are more “hands on” learners. We chose a 2 week time period for the students to
complete the webquest. Here are the content area standards that are met with this webquest:
PR- producing/ performing for Art
PE- perceiving/ knowing
1PR Demonstrate technical skill and craftsmanship in the use of
materials, tools and technology to solve an artistic problem.
2PR Experiment with a variety of techniques and working methods when
creating an original work of art.
3PR Generate ideas and engage in thoughtful planning when solving a
visual art problem.
4PR Apply art and design principals in the construction of three- dimensional artworks.
5PE Examine designed objects and identify the processes and decisions made to
produce them with attention to purpose, aesthetics, social issues and cultural
and personal meaning.
Understand ratio concepts and use ratio reasoning to solve problems.
1. Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities. For example, “The ratio of wings to
beaks in the bird house at the zoo was 2:1, because for every 2 wings there
was 1 beak.” “For every vote candidate A received, candidate C received
nearly three votes.”
2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠
0, and use rate language in the context of a ratio relationship. For example,
“This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is ¾
cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which
is a rate of $5 per hamburger.”1
3. Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with whole- number
measurements, find missing values in the tables, and plot the pairs of
values on the coordinate plane. Use tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and
constant speed. For example, if it took 7 hours to mow 4 lawns, then at
that rate, how many lawns could be mowed in 35 hours? At what rate
were lawns being mowed?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity
means 30/100 times the quantity); solve problems involving finding the
whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units; manipulate and
transform units appropriately when multiplying or dividing quantities.
4. Represent three-dimensional figures using nets made up of rectangles and
triangles, and use the nets to find the surface area of these figures. Apply
these techniques in the context of solving real-world and mathematical

#2. Who was responsible for each part of the webquest?
Daniel M. did the embedding of all material into the powerpoint, and he did the “task” portion.
Skye J. did the introduction and the conclusion. Adrianna M did the half of “process 2,” the
rubric, and the references. Rachel K. did Process 1, half of Process 2, Process 3, and Process 4.

#3. Evaluate the process of making the webquest:
How did your group work together? I thought our group worked together very well. We seemed
to get into a rhythm early on. Everybody gravitated to a part that they could do well, and they
went ahead and did it.
Would you use this in the classroom? Yes, I would. This is a perfect way for students to learn
the concept of ratio and proportion, which I have found to be a difficult concept to get the
students to understand by just using paper, pencil, and textbook methods.