Nascar Fun
Teacher Page

A Web Quest for 6th Grade (Math, Writing, Technology)

Designed by

Nathan Crowder    nc45233@appstate.edu
Melissa Dodson    md42142@appstate.edu
Lynn Edmonds    ce37073@appstate.edu
Jerry Whittington    jw5049@appstate.edu

Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page
 



Introduction

This lesson was developed as a web quest project for Dr. Messner and Dr. Ulmer's Literacy, Technology, and Instruction Spring 2002 class at Appalachian State University .

This project is also being used to fulfill the North Carolina
Advanced Technology Competencies for Educators and potential educators.  They are listed here  for your reference. The specific competencies that were met by this web quest are listed in the curriculum  standards  section of the teacher page.

This web quest allows students to work together to research a nascar race track.  Students will use technology, math, and writing skills to learn about their prospective track and present their information to the rest of the class as part of a NASCAR Celebration, intended to give students the opportunity to showcase what they have learned.


Learners

This lesson is designed for 6th grade.  The focus of this lesson is on Math and Language Arts.  The students will use technology throughout the lesson. 

Learners will need to know basic computer skills such as word processing, keyboarding and internet usage.  Students will also need to have some background on collecting data, making graphs through Microsoft Excel, searching the World Wide Web, and working with Microsoft Works.
 


Curriculum Standards

This web quest aligns with several competency goals from the North Carolina Standard Course of Study for sixth grade math, language arts and computer and technology skills. 

Math Standards Addressed

Competency Goal 4:  The learner will demonstrate an understanding and use of graphing, probability, and data analysis.

    4.01 Create and evaluate graphic representation of   data.
    4.05 Construct convincing arguments based on analysis of data and interpretation of graphs.

Language Arts Standards Addressed

Competency Goal 1:  The learner will use language to express individual perspectives drawn from personal or related experience.

    1.03 Interact appropriately in group settings by:

  • listening attentively. 
  • showing empathy. 
  • contributing relevant comments connecting personal experiences to content. 
  • monitoring own understanding of the discussion and seeking clarification as needed.
Competency Goal 2:  The learner will explore and analyze information from a variety of sources.

    2.01 Explore informational materials that are read,
    heard, and/or viewed by:

  • reviewing the characteristics of informational works. 
  • restating and summarizing information. 
  • determining the importance of information. 
  • making connections to related topics/information. 
  • monitoring comprehension. 
  • drawing inferences. 
  • generating questions.
    2.02 Use multiple sources of print and non print information in developing informational materials such as brochures, newsletters, and infomercials 
  • by exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM). 
  • distinguishing between primary and secondary sources.
Technology Standards Addressed

Competency Goal 2:  The learner will demonstrate knowledge and skills in the use of computer and other technologies.

    2.1 Use keyboarding skills to increase productivity and accuracy. (KU/WP/DTP)

Competency Goal 3:  The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.

    3.1 Select and use technology tools to collect,
    analyze, and display data. (SI)
    3.2 Use word processing/desktop publishing
    applications to create documents related to
    content areas. (KU/WP/DTP)
    3.5 Select most appropriate type of graph to
    display data and state the reason. (SS)



Process

To begin each teams quest, each member will be assigned a part in researching a championship race track. Then you will all take part in convincing the rest of the class that your track is number one! Good luck!

1.First you'll be assigned to a team of 3 students, each group will choose a track to research (make sure there is not another group doing your track already).

2. Then in your groups you will decide on who will do each part of the task. (one person does the statistical research, one does the history, and one makes a brochure).
3. After you have chosen your part look below and click on the image that will take you to instructions about your job.
4. Then after you have completed your task, get back with your group and talk about what you found out. Work together to create a presentation about your track and why it is the best track in Nascar!
5.Be creative and HAVE FUN!!!
 
 
 
 

STATISTICAL RESEARCH                              BROCHURE
 
 
 
 
 
 
 
 
 

HISTORY OF THE TRACK               GROUP PRESENTATION


This lesson is organized for both a math and a language arts class.  Therefore, it is interdisciplinary, requiring teacher cooperation and communication. 

It is organized as a group project/presentation.  The groups need to be divided in to groups of three.  The best way to do this would be to randomly select the groups.  Do your best to have diverse groups for a wide range of learning.  This project could probably be completed in about two weeks, if the students worked on it about an hour or so each day.

One stumbling block you might run into is groups wanting to do the same track.  One way to get around this problem may be to have each group write down their top three choices in order and tell them they are not guaranteed their first choice.  Another way to get around this may be just using a first-come-first-serve basis.  Students then know they must work together to make the decision quickly.

One big part that you are responsible is coordinating the NASCAR Celebration at the end.  Here are some possible suggestions to go along with the presentations at the NASCAR Celebration:

  • Serve cake shaped and decorated like a car.
  • Decorate the room with checkered flags, balloons, and streamers.
  • Have pictures of cars and tracks hanging all over the room. 
  • If possible, dress like a race car driver.
For this web quest, you as the teacher need to have background in computer skills, specifically in using Microsoft Works and Excel.  You should also have a little background in NASCAR race tracks, so that you know that the history of the track is correct.  You'll need to know how to access the internet.
 

Variations

One variation to how this lesson could be executed would be to use it as a lab instead of an in-class lesson.  The students could be learning about statistics and/or writing in class, and the web quest project would be a practical way to practice what they learn.
 



Resources Needed

There are several resources you will need to implement this lesson:
 

  • Computer access for all students
  • Internet access
  • Microsoft Office (Works and Excel)
  • Floppy disks for each student to save work
  • Coordination and communication with other teachers
  • Possibly a video camera for the Celebration
  • Possibly help from parents for decoration and food for the Celebration

Evaluation

The following rubric will be used to assess the students work.
 
 

There will be a common grade for the entire group!

Red Flag
(0-5 pts)
 

1

Caution Flag
(6-10 pts)

2

White Flag
(11-15 pts)

3

Checkered Flag
(16-20 pts)
4
Score
Group Interaction

























 

Did not work well with other group members.  Lack of respect within group.
Worked fairly well with other group members.  One or two people did all the work.
Worked well with other group members.  Completed the majority of the task.
Worked extremely well with other group members. Everyone played equal part in completing the assignment.
 
Brochure




























 

No brochure is finished.
Some of the brochure is complete, but there is not enough information in it.  There are many mistakes.
Most of the brochure is complete, but there are a few mistakes.
The brochure is complete with all the necessary information.  There are no mistakes.
 
Statistics




























 

No statistics are presented in graphs.
Some statistics are presented, but not clear.
Most statistics are presented, but several are not clear.
Statistics are presented clearly in graphs.
 
History

 

The paper is not typed.  It does not include necessary information.
The paper is typed, but has many mistakes.  Most of the necessary information is left out.
The paper is typed with few mistakes.  Most of the necessary information is included.
The paper is typed well with no mistakes.  All the necessary information is included in the paper.
 
Presentation and Finished Product
Product is not complete.  The group does not present.
The product is done, but there are "holes".  The presentation is not in-depth and not done well by any of the group members.
The product is done with minor mistakes.  The presentation is done well by only 1 or 2 group members. 
The product is done with no mistakes.  The presentation is clear and done well.
 

Some possible questions and guidelines that may be used to assess the students work:

Group Interaction indicates how well the group worked together to achieve the end results.  Some questions that may be used to guide your appraisal are: 

Did they group solve their disputes in a reasonable manner?
Did all of the group members contribute or did one person do most of the work?
Did the group set appropriate goals for themselves?
Did the group come to mutual decisions about the nature of the end product?
Did the group spend their time wisely? 
Was appropriate time set outside of class to complete the project?

You may wish to have each group member complete a small write-up after the project is competed where they state whether or not they felt the group worked well together and why or why not.


Brochure indicates how attractive and complete the brochure is. A 1 should be no brochure at all.  A 4 should not only include relevant data but should be professional in appearance and should stand out above the others.


Statistics Where statistics used in an appropriate way?  Were graphs used to represent the statistics in a way that is easy to understand and makes sense?  Is the math correct?  Are the graphs attractive and professional?


History-Does the paper show effective use of resources?  Is the paper in the own students words?  Are there few errors in grammar?  Is the paper in-depth?  Does it show adequate time invested?  Are sources appropriately documented?


Presentation and finished product- Are the students well prepared?  Do they seem to know their subject well?  Do they divide up how they are going to speak in an effective manner?



 
 
 

Conclusion

Hopefully, students will learn about Nascar in a way that is fun, yet teaches fundamental lessons in math and language arts.  Students should also have a new aspect on how to use technology and work better within a group setting.



Credits & References

Web Pages:
 www.iespana.es/amazingsounds/
This is a great site for sounds of all kinds, some of which are included on this site.
 www.nascar.com
This is a great web site for any and all NASCAR information you need.  This site contains track information, statistics, drivers' names, pictures, schedule, etc.
 www.google.com
This is a great search engine that students can use to search for any information.
 rpm.espn.com
The website containing your latest NASCAR news.
 www.gast-gazette.com
This is a good site for finding the history of the race tracks.
 sports.yahoo.com/rac/nascar/
This is a great site to get the latest race results for each track.

We also give special thanks to Dr. Spagnolo of Appalachian State University! 


Last updated on August 15, 1999. Based on a template from The Web Quest Page