Great Turkey Walk WebQuest

Agricultural WebQuest Series

Missouri Farm Bureau and

Missouri State University

This WebQuest is based on the book, "The Great Turkey Walk" by Kathleen Karr, 1998 (ISBN 037432773). Additional ideas for activities based on this well known children's book can be found at the eMINT's site.

Students are referred to a Farm Bureau site in which the cost of today's turkey dinner is presented. Such sites come and go, so you may need to use a search vehicle to guide your students to the most up-to-date news releases. Do this by looking for American Farm Bureau's latest "Annual Thanksgiving Meal Price Survey".

Fowler, Allan. Turkeys that Fly and Turkeys that Don't. Chicago : Childrens Press, 1994.

Stemple, David. High Ridge Gobbler : A Story of the American Wild Turkey. Honesdale, PA : Boyds Mills Press, 2001.

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.

Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.

Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.

Students use spoken, written, and visual language to accomplish their own purposes.

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer.

Organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; analyze and evaluate the mathematical thinking and strategies of others; use the language of mathematics to express mathematical ideas precisely.

Recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics.

Create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; use representations to model and interpret physical, social, and mathematical phenomena.

Understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates.

Students demonstrate a sound understanding of the nature and operation of technology systems; students are proficient in the use of technology.

Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, and personal pursuits, and productivity.

Students use technology tools to enhance learning, increase productively, and promote creativity; students use productivity tools to collaborate in construction technology-enhanced models, prepare publications, and produce other creative works.

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Students use technology to locate, evaluate, and collect information from a variety of sources; students use technology tools to process data and report results; students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Students use technology resources for solving problems and making informed decisions; students employ technology in the development of strategies for solving problems in the real world.

This page was developed by Samantha McMaster Warren, reviewed by Lyndon and Barbara Irwin and is maintained by Missouri Farm Bureau.

Please address questions to Diane Olson at Missouri Farm Bureau or Dr. Lyndon Irwin at Missouri State University.