
Web Quest
Chapter 5
WHICH IS THE LONGEST OF THEM ALL?
THE TASK
This Web Quest provides students with an opportunity to use a variety
of length units and show how they are related. It also acts as a review
of graphing techniques used in Chapter 3. This Web Quest can be done individually
or in pairs.
Students will use several websites to find the length of 1 animal from
each of the following groups: mammal, amphibian and reptile, bird, fish,
and insect. They must find 1 example that is measured in millimetres,
1 in centimetres, 1 in decimetres, 1 in metres and 1 in multiple units.
They will graph this data, using the graphing method of their choice.
Using their graph students must answer the question, which animal
is the longest of them all? Students will also write 2 other questions
that their graphs answer.
GOALS
• use a variety of length units
and show how they are related
• compare 5 animals of a variety of lengths
• collect and organize data
• construct a graph to display data
MEETING INDIVIDUAL NEEDS
• Students may find it challenging to find a scale for their
graph. Be sure that they are looking at the lengths of the animals using
a common unit of measurement.
INSTRUCTIONAL PROCESS
 Have students read the Introduction and Task sections of the Web Quest.
Ask students to give you examples of animals belonging to the 5 animal
groups. Ask them to consider what length units they think they would
use for each of the groups. Have students explain their thinking.
 The following websites are some of the many sites that provide information
on animals.
Seaworld
The
Canadian Museum of Nature
The
Toronto Metro Zoo
Hinterland
Who's Who
Lengths are not provided for each animal so encourage students to scan
the texts quickly instead of reading the entire thing in search of this
information. As you circulate, point out that even though the length
of an animal may be written using one unit of measurement, students
may record lengths using the unit of measurement of their choice. Students
can record data on the The
Animal Group Factsheet.
 Once they have finished collecting their data, students may begin
constructing their graphs. If needed, do a quick review of graphing
techniques. While students are working, observe/interview students
to see how they are carrying out the task. Ensure that they are able
to choose an appropriate scale for their graph.
 Once they have completed their graphs, have them answer the question,
"Which is the longest of their 5 animals?" and write 2 more questions
that their graphs answer.
 As a task wrapup, have students compare their findings with each
other. For example, who chose the longest/shortest mammal in the class?
RESOURCES
Websites:
Seaworld
The
Canadian Museum of Nature
The
Toronto Metro Zoo
Hinterland
Who's Who
Materials:
graphing software and computer (optional)
grid paper
pencil crayons
ruler
Files:
The
Animal Group Fact Sheet
ASSESSMENT

Level 1 
Level 2 
Level 3 
Level 4 
Understanding of Concepts 
• Demonstrates a superficial understanding
of how to: read/interpret data from a graph and has difficulty drawing
conclusions; use a variety of lengths and show how they are related. 
• Demonstrates a partial understanding
of how to: read/interpret data from a graph and draw simple conclusions;
use a variety of lengths and show how they are related. 
• Demonstrates an appropriate understanding
of how to: read/interpret data from a graph and draw simple conclusions;
use a variety of lengths and show how they are related. 
• Demonstrates an indepth understanding
of how to: read/interpret data from a graph and draw conclusions;
use a variety of lengths and show how they are related. 
Application of graphing Procedures
 Selecting Procedures
 Applying Procedures 
• selects an inappropriate scale to graph
data
• makes major errors and/or omissions when constructing
a graph 
• selects a partially appropriate scale
to graph data
• makes several errors and/or omissions when a graph 
• selects an appropriate scale to graph
data
• makes minor errors and/or omissions when constructing
a graph 
• selects the most efficient scale to
graph data
• makes no errors and/or omissions when constructing
a graph 
Communication
Use of Mathematical Conventions>

• few graphing conventions are used correctly 
• some graphing conventions are used
correctly 
• most graphing conventions are used
correctly 
• almost all graphing conventions are
used correctly 

