Post+1+-+Julianna

Franchise WebQuest

(1) Description of Webquest This Webquest require me to create my own Franchise. As a class, (or just me in this case) the goal was to decide what Franchise would be the best to invest in based on information gathered and analysis. If I were in a class then I would have been put into a group of three and each person in the group would have been given a designated job. The three jobs consisted of Project Manager, Accountant, and Investor. As a group we are to do two things. First, we must learn about how to create a business plan. After becoming familiar with a business plan it is the group’s job to choose a franchise to invest in. After picking a franchise the group must gather information on that specific franchise and then create a persuasive argument as to why the class should invest in their franchise. After looking through the activity I thought that the best franchise to invest in from the provided list would be a 7-11. (2a) New York State Standards Career Development and Occupational Studies • Standard 1: Career Development Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. • Standard 2: Integrated Learning Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

English Language Arts • Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. • Standard 2: Language for Literary Response and Expression Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation. • Standard 3: Language for Critical Analysis and Evaluation Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues. • Standard 4: Language for Social Interaction Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views. Mathematics, Science, and Technology Education • Standard 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. • Standard 2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies.

(2b) Technology Standards • Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b.create original works as a means of personal or group expression. c.use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.

• Research and information Fluency Students apply digital tools to gather evaluate, and use information. Students: a. plan strategies to guide inquiry 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.

(3) Inquiry Definition and Rubric Inquiry is a type of higher-level learning in which students collect existing information from various resources and use the information gathered to develop new theories and to solve problems. Students are encouraged to interpret and argue to support their own findings because there is no one right answer. Students are required to go beyond just answering questions. They are to analyze, synthesize or evaluate the information they have collected. By analyzing and evaluating information, students are to come up with their own theories and arguments. Analysis, synthesis and evaluation are the catalysts in rousing the creative mind of the student. This information is not meant for the here and now, but is meant to provoke and inspire students toward higher-level thinking that will continue to motivate them and affect their learning throughout their lives. This higher level of thinking involves having the ability to think critically and solve tasks that will continue to affect everyday life and learning.