Vincent's+Inquiry+Activity

Here is the link to the webquest. http://www.meridian.wednet.edu/~dshick/wbasebll.htm (1) This webquest is a statistics-based activity that requires students to compare baseball teams’ success in wins and losses to their payrolls. Students are asked to research baseball teams from the 1996 season, comparing their wins to their players’ salaries for the year. Once the students find the season’s statistics for each team, they must draw a graph comparing the two variables. The comprehension questions that follow require students to use the calculated relationships between salary and team wins to determine the effect of salaries on performance. For example, one of the questions asks the students to explain whether or not they think all teams have an equal shot at getting to the World Series based on payrolls. After I completed the activity, teams with a higher payroll had more success based on wins and losses. This activity requires the students to complete research and use math skills to apply data analysis to a real world situation.

(2a) NYS Standards: 1. Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument. 2. Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas. (2b) National Education Technology Standards 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate tools and resources. c. collect and analyze data to identify solutions and/or make informed decisions.

(3) This process is unique and can be thought as the construction of knowledge. It requires the ability to explore new or existing knowledge, use critical and higher-level thinking, ask questions, collect opinions and evaluate information. Inquiry is a complex process, one that requires time, resources and the ability to consider alternatives to perceived truths.
 * Definition:**


 * Rubric:**

Task requires synthesis of information and application to real-life situation. Students solve problems using critical thinking and higher level thinking (ie, making observations, considering evidence, using reasoning skills, etc.) ||  ||
 * || ** Not Evident **
 * 0 ** || ** Partial **
 * 1 ** || ** Exemplary **
 * 2 ** || ** Score ** ||
 * ** Students solve problems by exploring new and existing intelligence ** || Task requires students to find information through sources. A low use of resources that involves copying information. (ie. Definition from textbook) || Tasks requires some higher-level thinking, asking students to compare and contrast information supplied in a classroom by different authors on the same subject. (ie. a controversial topic with two different opinions. ie. book vs. magazine, etc.) || Task requires students to explore and seek information on a particular topic from multiple sources. The students will be asked to synthesize the information, both recent and past, applying information to personal experiences and life situations and draw conclusions on any changes that may have occurred through time. (ie. research project via the internet, comparing sources, analyzing sources) ||  ||
 * ** Students solve problems using critical and higher level thinking. ** || Task requires gathering information. The students are given a task that requires only lower level thinking to come to a solution (ie. fill in the blanks, matching). || Students are given a task that requires some higher level thinking (ie, analyzing and synthesizing information) but still contains some tasks that require only lower level thinking (ie, memorization as a proof of comprehension). || Analyzing and synthesizing information) but still contains some tasks that require only lower level thinking (ie, memorization as a proof of comprehension).
 * ** Students solve problems through asking questions about acquired information ** || Task requires students to ask a question about information found. This requires students to use a low level questioning process. (ie. ask a question on a reading-recall) || Students are given the task of critically thinking about information found. They generate thoughtful questions about the topic and why this information is valid. (ie. asking questions about a controversial topic) || Task requires the full understanding of in-depth question asking through critical and higher-level thinking. They will question the validity of a perceived truth in their lives. The students will be asked to oppose or defend information through multi-question responses. ||  ||
 * ** Students solve problems by collecting opinions of others on a topic ** || The task requires students to find opinions about a topic provided in a classroom. (ie. a magazine article with opinions that follow) || The task requires the students to find opinions that support their thoughts on a topic. The task will allow students to view both sides of an argument or topic, valuing both opinions. (ie. viewing a political debate, Democratic vs. Republican views) || The task requires students to think critically, ask questions, and seek opinions about a particular topic. The opinions should hold value and be of a significant matter. The opinions should be analyzed and applied to their own opinions and personal experiences. The research of opinions should be discussed and valued. They will be able to compare and contrast their opinions with those they find. (ie. internet research coupled with blogs and discussion board websites) ||  ||
 * ** Students solve problems through the evaluation and conclusions of information ** || The task requires lower-level of thinking. There is basic questions asking students for spiting back information they had found. (answering an exam question) || The task requires students to evaluate information, opinions, answering their questions. This requires some level of higher thinking, with a lower-level task completion. (ie. summarizing facts and opinions in a reflection essay) || The task requires a full level of higher-thinking. Students will be asked to draw personal conclusions about their research and inquiry on a subject. They will be asked to value all opinions and present any unanswered questions they may have. (ie. creating a presentation about their opinion on a topic. They use critical analysis and reflection on their personal thoughts and values.) ||  ||