# Fractals WebQuest By: Leonora Spyros Click to Begin!!

## Presentation on theme: "Fractals WebQuest By: Leonora Spyros Click to Begin!!"— Presentation transcript:

Fractals WebQuest By: Leonora Spyros Click to Begin!!

Evaluation Resources Teacher’s Page Click at any time to return to this page Click to go to the next page and to go back Start

Overview This lesson is a WebQuest about fractals and what they are and how they relate to the world. It is geared towards a fifth grade mathematics class. You will need internet access in order to complete this WebQuest.

Introduction You have entered the world of strange and unusual shapes! Does anyone have an idea of what these images below are? Or how they were created? We are going to explore pictures like this and others to learn about what they are and what their purpose in math is.

Introduction Although all of the pictures from the previous slide look different, they are all fractals, which seems like a fitting name for these images of small broken pieces all put together. This WebQuest is developed to get a better understanding of what fractals are and what their purpose is in mathematics.

Task Person 1: Person 2: Person 3: Person 4:

Go to the resources page to start searching for the answers!
Person 2 Process Write the answers in your note book so they can be handed in after your group presents. How long have fractals been around? Who is the “father of fractals” or in other words, who discovered fractals? Give a brief biography of him and show some examples of his work. Who are some other mathematicians who have worked with fractals? Give some examples of their work. Go to the resources page to start searching for the answers! Click the button above to go to the resources page.

Person 3 Process How are fractals used in mathematics?
Where else are fractals present besides in mathematics? In what other fields besides math are fractals being used, and for what purpose? Go to the resources page to start searching for the answers! Click the button above to go to the resources page.

Go to the resources page to start searching for the answers!
Person 4 Process Are fractals mathematics or are they art? Who are some people that have created fractals, and are they mathematicians or artists? What artistic tools are used to produce fractals? Find some examples of fractals that look like art work. Go to the resources page to start searching for the answers! Click the button above to go to the resources page.

Person 1 Process To what branch of mathematics do fractals belong?
What mathematics and tools are needed to produce fractals? What Is self-similar in regards to fractals? Give some specific examples that apply for fractals. What is scaling in regards to fractals? Give some specific examples that apply for fractals. Go to the resources page to start searching for the answers! Click the button above to go to the resources page.

Share the information that you have found with the rest of your group. Make sure that everyone is clear on all of the information. Put together a poster, a summary, or any other type of way to present your findings with your group, including all four parts of the information that will then be presented in front of the entire class.

Evaluation You will be graded on the answers to your different questions for the number that you were assigned to individually. Then you will be graded on the group presentation, as a group, so you must all work together. You will be graded on how well you work as a group and how well you present to the class. There is a rubric I will follow for your evaluation. Click here for rubric

Rubric 5 4 3 2 1 Individual Role (Questions) Group Presentation
-Very thorough responses -Great content -Good Responses -Good content -Average responses and content -Not very thorough -Little content -Poor responses -Poor content Group Presentation -Well Organized -Great overall look -Good organization -Good look -Some organization -Some creativity -Little organization -Little creativity -Poor organization -Not creative Group Work -Worked very well together -Everyone included -Worked well together -Almost everyone included -Worked together pretty well -Most included -Worked together a little -Few included -Worked poorly together -Not everyone included Participation (In class discussion) -Actively/ Always participated -Good participation -Some participation -Little participation -No participation Total: ___/20 This WebQuest will be counted as 20% of your projects grade

Conclusions (For Follow-up Class Discussion)
How were the different roles each important in their own ways? How was it working as groups and sharing all of your individual information with the group and then putting it all together? Do you still have any new questions about fractals and their purposes in mathematics? What was your favorite thing about fractals? Is there anything that you disliked about fractals?

Resources Exploring Fractals Fractal World Fractals Lina’s Art Gallery Sprott’s Fractal Gallery Coolmath’s Fractals Fractals What is a Fractal

Teacher’s Page This is a fractal WebQuest designed for fifth grade students in a mathematics class. This WebQuest is developed to get a better understanding of what fractals are and what their purpose is in mathematics as well as outside of mathematics. It is created in a fun way to get all of the students involved individually and then to come together to share their information with each other, and finally create a presentation to show to the class. This lesson will take about a week to complete. It is designed in a fun way to engage the students to want to learn by being interactive and using computers and the internet to find the information necessary to complete their assignment.

Teacher’s Page NCTM Standards: (communication and representation)
organize and consolidate their mathematical thinking through communication communicate their mathematical thinking coherently and clearly to peers, teachers, and others use the language of mathematics to express mathematical ideas precisely recognize and apply mathematics in contexts outside of mathematics recognize and use connections among mathematical ideas understand how mathematical ideas interconnect and build on one another to produce a coherent whole