Teaching with the Web: A Collection of Online Treasure Hunts and Webquests 
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Teacher’s Guide to The History of Measurements
Learning Objectives/Competencies This activity is intended for one the lessons on measurements, the first unit in the Mathematics 1 curriculum. It aims to “illustrate the development of measurement from the primitive to the present international system of units” and help students appreciate the need for a universal system of measurement. The activity may be implemented as an introductory lesson for the unit on measurements, since the activity is on a topic that is listed first in the outline for the unit. It is a motivational activity—one designed to pique the students’ interest in the topic and prepare them for the lessons involving computations of measurements. Or the activity can be done at the end of the unit on measurement, as a culminating activity. Duration 34 days Procedure Before you conduct the online treasure hunt, do the following: 1. In the computer lab, with the help of the Center Manager download all of the online resources/websites and save these for offline viewing. Make sure that the saved files can be accessed from all of the computers in the lab. 2. Make sure that all computers are working. 3. Load the treasure hunt onto each computer or to the teacher’s PC and make sure it can be accessed from of the computers in the lab. 4. Load the treasure hunt onto each computer or to the teacher’s PC and make sure it can be accessed from all of the computers in the lab. 5. Print copies of the treasure hunt for your students (one copy per group). (optional) 6. In the classroom, group your students into groups of three members each. 7. Each group computer will be assigned a computer. If you have more groups than computers, you may have to divide your class into two sets, with one set of groups working in the lab on this treasure hunt on Day 1 of this lesson and the other set of groups working on the treasure hunt on Day 2. Prepare a worthwhile classroom activity (seatwork) that is related to the topic for groups that will remain in the classroom on Day 1. On Day 2, the set of students who will remain in the classroom may work on their answer to the Big Question or be given a seatwork as well. 8. Explain the procedure of the online treasure hunt. You may distribute the print copies of the online treasure hunt (one copy per group). 9. Find out whether your students know how to use a computer (keyboard and mouse). If needed, bring your students to the computer laboratory and orient them to its use. Also give them instructions on proper behavior in the computer lab. During the online treasure hunt, do the following: 1. Lead the groups into the computer lab and get them settled in. When everyone is ready, instruct all groups to start reading the online treasure hunt. (You and the Center Manager may open the treasure hunt file and have it ready for reading before the students enter the lab, or you can ask your students to open the file following oral instructions from you.) There is no need for a motivational activity since students will be motivated enough by the prospect of using the computer lab for this lesson. Also, the introduction to the online treasure serves as motivation. 2. Use the time allotted for your class. Do not borrow the time intended for other subjects. Start on time and end on time. The students should be able to finish answering the small questions in 30 or so minutes. The Big Question is to be done as homework. However, groups can begin planning their report (the answer to the Big Question) in the time remaining before the end of the period. 3. Move around the room. Observe how each group is doing the activity and write down your observations in a teacher’s log/journal. Assist students as needed. 4. Collect the groups’ answers to the small questions. Remind the class of the need to work on their answer to the Big Question. Tell the class that the synthesis for the lesson will be done after all groups have finished the online treasure hunt. 5. At the end of your workday, complete your personal notes on the conduct of the online treasure hunt in your teacher’s log/journal. After the online treasure hunt, in your classroom (Day 2 if all of the groups were able to participate in the online treasure hunt on Day 1 because there were enough computers for all groups, or Day 3 if the groups had to work at the computer lab in two batches): 1. Discuss with the class the answers to the treasure hunt questions. Be sure to discuss the answers to all six questions. 2. Summarize the main points of the lesson. 3. Remind the class to work on their report on an ancient or traditional unit of measurement (the answer to the Big Question). At this point, they may have questions on what traditional units of measure to report on. Be ready with a list of ancient and traditional units of measure from which groups can choose. Also, try to show your students an example of the kind of report you expect. 4. Monitor the students’ work from time to time in the two weeks during which they are to work on their group report (the answer to the Big Question), to make sure that they will be ready to submit something on the due date. When the answers to the Big Question are due: 1. Collect the group reports. 2. Ask group representatives to briefly describe to the rest of the class what traditional unit of measure they reported on and to show photos of it. Ask the groups why they chose that unit of measure and what references or sources of information they used. 3. In the last 15 minutes of the period, ask each student to answer the combined self and peerassessment form. 4. Grade the group reports using the rubric and record the scores (group members get the same score). Let the students know what their scores are.  
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