Elaine Best

Sports Team Dilemma

Notes to the Teacher Introduction Task Process Resources Evaluation Conclusion

Help! Family in Crisis! The Bogus twins, Sally and Charles, are arguing with their parents, Maude and Harold, about wanting to play a sport. Sally and Charles are in the sixth grade, and they want to join a sports team. Harold and Maude finally agreed to allow the twins to participate, but the argument continues about which sport each twin should pursue. They need your help, and they need it NOW!

Your family unit will research the problem, and decide which team sport each twin should play. Your family unit will present your findings to your classroom in the form of a commercial (one for each twin), and your class will vote for the sport that they think is the most appropriate for each twin. The Bogus family will abide by your class' decision.

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Task

Your family unit will develop and complete a comparison table, which includes at least five team sports, using at least four criteria. The table will be used as a visual aide for the two commercials.

You will use a word processor to write a persuasive composition justifying the rationale for the family's decision from the perspective of your role in the family. You will write one composition about the decision for Sally and one about the decision for Charles.

Your family unit will create two commercials. Each commercial will explain the reasons for the family unit's choice of team sport for each twin. Your commercials will be designed to convince your class to vote for your decision.

You will present your commercials to the class. After all of the commercials have been presented, your class will vote for one team sport for Charles, and one team sport for Sally.

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Process

1. You will form a family unit consisting of Maude Bogus, Harold Bogus, Sally Bogus, and Charles Bogus.

2. Your family unit will determine what information is relevant to assist in determining a sport for each twin. You will establish at least four. The criteria that you might include are:

·         sports description

·         gender (boys and girls) participation

·         equipment required

·         equipment cost

·         availability of playing the sport in your area

·         gender availability of the sport in your area

·         instructional programs for the sport in your area

·         potential for participation in college

3. You will develop and complete a comparison table of relevant information for a least five team sports. A team is defined as a group of people playing together as one side in a sport; the members join in a co-operative activity.

4. As you review the information pertinent to the decision making process, you will view the information from the perspective of your role in the family.

5. Your family unit will discuss the information on the comparison table, and decide as a unit which team sport each twin will pursue.

6. You will use a word processor to write two persuasive compositions explaining your sport choices for Sally and Charles. Each composition will:

o clearly state your decision

o support your family's decision by noting relevant information in an organized manner

o use words which evoke emotions

o foresee and note others' concerns

o address counter-arguments

Learning Aide: Review the Persuasive Composition Rubric in the Evaluation Section.

7. Plan and practice two commercials, one for each team sport selected. Each commercial will include the following:

o        visual aides to represent the information supporting the decision

o        song, jingle, or rap

o        persuasive techniques to convince the class of the validity of the choice

o        participation of each family member

Learning Aide: Review the Commercial Presentation Rubric in the Evaluation Section.

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Resources

Internet Resources:

Baseball Information http://www.eteamz.com/baseball/rules/basic/index.cfm?m=1,2,3,4,5

Basketball Information http://www.basketball.com/nba/rules/index.shtml

Field Hockey Information http://www.usfieldhockey.com/hockey/fih/fih_contents.htm

Football Information http://www.football.com/rulesabc/index.shtml

Ice Hockey Information http://www.nhl.com/hockeyu/rulebook/index.html?clk=001

Ice Hockey Information http://www.ihonc.com/Rulebook/m

Soccer Information http://www.drblank.com/slaws.htm

Softball Information http://softballsearch.eteamz.com/softballrules.html

Volleyball Information http://www.volleyball.org/general/index.html

Sports Injury Research http://www.unc.edu/depts/nccsi/

Preventing Injuries http://www.niams.nih.gov/hi/topics/childsports/child_sports.htm

Potential for College Participation http://www.ncaa.org/sponsorships/

Print Resources:

The telephone book could be used to contact resources to determine the following information:

· equipment cost

· availability of playing the sport in your area

· gender availability of the sport in your area

· instructional programs for the sport in your area

YMCA

Girls' Club

Boys' Club

Parks and Recreation Department

Play It Again Sports Store

Sporting Goods Stores

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Evaluation

Persuasive Composition Rubric

Content - (4 Points) Points Earned______

· Persuasive

· Informative

· Details

· Creative

· Relevant information to the decision

· Ideas clearly stated

· Foresee others' concerns

· Note others' concerns

· Address counter-arguments

Organization - (4 Points) Points Earned______

· Decision clearly stated

· Beginning, middle, and end

· Supported ideas

· Ideas fit together to form a cohesive whole

· Effective transitions

· Conclusion

Vocabulary - (4 Points) Points Earned______

· Words that evoke emotions

· Sense of voice

· Sentence variety - simple, compound, and complex

· Precise word choice

· Precise word usage

Mechanics - (4 Points) Points Earned______

· Spelling

· Capitalization

· Punctuation

· Subject - verb agreement

· Verb tense

· Word order

· Pronouns

· Prepositions

Formatting - (4 Points) Points Earned______

· Margins

· Tabs

· Spacing

· Page Orientation

· Font Size

Total Points______

Commercial Presentation Rubric

Names: ________________________

Teacher: _______________________

Date of Presentation: ____________

Title of Work: ___________________

Criteria

Points

	1	2	3	4
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.	____
Content Knowledge	Student does not have a grasp of information.	Student demonstrates limited grasp of information.	Student is at ease with content, but fails to elaborate.	Student demonstrates full knowledge (more than required) with explanations and elaboration.	____
Visuals	Student uses no visuals.	Student occasionally uses visuals that rarely support text and presentation.	Visuals relate to text and presentation.	Student uses visuals to reinforce text and presentation.	____
Mechanics	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.	____
Delivery	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly.	Student uses a clear voice and correct, precise pronunciation of terms.	____
				Total---->	____

Teacher Comments:

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Conclusion

Sally and Charles thank you, and appreciate all of your hard work. They are really excited about playing their team sports. Maude and Harold Bogus also thank you because they could not figure out how to solve the team sports dilemma.

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Notes to the Teacher

This webquest is designed for sixth graders. It was developed to use the following standards for sixth grade in the area of language arts, as adopted by the Indiana State Board of Education:

· Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports.

· Make reasonable statements and conclusions about a text, supporting them with accurate examples.

· Use a computer to compose documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, and page orientation.

· Write persuasive compositions that:

o        state a clear position on a proposition or proposal.

o        support the position with organized and relevant evidence and effective emotional appeals.

o        anticipate and address reader concerns and counter-arguments.

· Use simple sentences, compound sentences, and complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts.

o        Simple sentences: sentences with one subject and verb, such as The pine tree is native to many parts of America.

o        Compound sentences: sentences with two equal clauses, such as The giraffe has a long neck and long legs, but it is a very graceful animal.

o        Complex sentences: sentences that include one main clause and at least one subordinate clause, such as I just sat at my desk, not knowing what to do next, although others around me were writing furiously.

    Some of the websites listed in the Resources Section have pop-up advertisements, so you may want to visit the sites to determine if the advertisements are appropriate for your students.

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