<Title of the Lesson> A WebQuest for <xth Level, Subject>
Designed by
<Your Name>
<Your E-mail Address> <interesting graphic/video representing the content>
Introduction
Create an activity to motivate and prepare your pupils’ for their task, by writing a short paragraph here to introduce the activity or lesson to the pupils. You can do this by providing an intriguing scenario (e.g., "You are a detective trying to identify the mysterious poet.") or an overview.
You will also have to communicate the Big Question (Essential Question, Guiding Question) that the whole WebQuest is centred around.
The following tips may be useful when writing the Introduction:
□ Tap on your pupils' past experiences;
□ Draw from your pupils’ prior knowledge;
□ Link it to your pupils' future goals;
□ Provide opportunities for your pupils to apply problem-solving skills;
□ Get your pupils to role-play in a make-believe scenario; and
□ Focus on the timeliness of the solution to be found.
The Task
This section gives your pupils the big picture of what they need to do. This is where you communicate the goals to them. You should state:
□ What the pupils are expected to learn;
□ The tasks they are expected to perform and/or product they are expected to produce;
The task could be a: · Problem or mystery to be solved; · Position to be formulated and defended; · Product to be designed; · Complexity to be analyzed; · Personal insight to be articulated; · Summary to be created; · Persuasive message or journalistic account to be crafted; · a creative work, or · Anything that requires the learners to process and transform the information they've gathered.
□ Circumstances/ scenarios surrounding the task -including the events that lead to these circumstances- if not already mentioned in the introduction,
Some tips: · To create interest in the tasks, try using anecdotes, examples, quotations, metaphors or interesting and authentic scenarios. · You may also include some guiding questions that your pupils need to bear in mind in order to accomplish the tasks. · Don't list the steps that Pupils will go through to get to the end point. That belongs in the Process section.
<list of URLs to be assessed by pupils / custom search engine widget>
The Process Here, you need to list the detailed steps and the resources –in first-person narrative- required by pupils to complete their task For example,
1. First you'll be assigned to a team of 3 pupils...
2. Once you've picked a role to play....
You need to:
□ State clearly how your pupils are to be organised;
□ Include a step-by-step guide on how your pupils can go about completing the given tasks;
□ Include a short description of what can be found at each given web site; and
□ Pose leading questions for each web site to help your pupils stay focussed on the tasks at hand.
Your pupils will access the online resources that you have identified. You may do one of the following: □ Have a set of links that everyone looks at as a way of obtaining background information. □ Group the links that each pupil should look at based on his/her role.
In the Process block, you might also provide some guidance on how to organize the information gathered: · Flowcharts; · Summary tables; · Concept maps, or other organizing structures; · Checklist of questions to analyze the information with; and · Checklist of things to notice or think about.
If you have prepared worksheets, link them to this section. <downloaded/created rubric>
It is important to let your pupils know how you will grade their work. You can make use of an evaluation rubric to show how marks are awarded. Specify whether there will be a common grade for group work vs. individual grades and whether you are grading the process, product or both.
Beginning
1
Developing
2
Accomplished
3
Score
Stated Objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting a developing level of performance.
Description of identifiable performance characteristics reflecting a accomplished level of performance.
Stated Objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting a developing level of performance.
Description of identifiable performance characteristics reflecting a accomplished level of performance.
Stated Objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting a developing level of performance.
Description of identifiable performance characteristics reflecting a accomplished level of performance.
Summarize what they will have accomplished or learned by completing this WebQuest. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson.
You can also get your pupils to summarise what they have learnt and reflect on the whole learning process through a group discussion or quiet moments for self-reflection. A follow-up activity can also be included to tap on the new knowledge acquired, heightened enthusiasm and thirst for knowledge.
<compiled citations for all resources used>
Credits & References
Doing research using Internet resources is a great way to complete a learning task. However, do remind your pupils to take note of the following:
□ List here the sources of any images, music or text that you're using to give credit to the authors or publishers. In citing the source of the resources, pupils need to include the author, title, name of web site, date of publication and web site address.
□ Avoid plagiarism. Encourage pupils to construct new knowledge from the information gathered.
□ Steer clear of the dangers of infringing copyright.
A WebQuest for <xth Level, Subject>
Designed by
<Your Name>
<Your E-mail Address>
<interesting graphic/video representing the content>
Introduction
Create an activity to motivate and prepare your pupils’ for their task, by writing a short paragraph here to introduce the activity or lesson to the pupils. You can do this by providing an intriguing scenario (e.g., "You are a detective trying to identify the mysterious poet.") or an overview.
You will also have to communicate the Big Question (Essential Question, Guiding Question) that the whole WebQuest is centred around.
The following tips may be useful when writing the Introduction:
□ Tap on your pupils' past experiences;
□ Draw from your pupils’ prior knowledge;
□ Link it to your pupils' future goals;
□ Provide opportunities for your pupils to apply problem-solving skills;
□ Get your pupils to role-play in a make-believe scenario; and
□ Focus on the timeliness of the solution to be found.
The Task
This section gives your pupils the big picture of what they need to do. This is where you communicate the goals to them. You should state:
□ What the pupils are expected to learn;
□ The tasks they are expected to perform and/or product they are expected to produce;
The task could be a:
· Problem or mystery to be solved;
· Position to be formulated and defended;
· Product to be designed;
· Complexity to be analyzed;
· Personal insight to be articulated;
· Summary to be created;
· Persuasive message or journalistic account to be crafted;
· a creative work, or
· Anything that requires the learners to process and transform the information they've gathered.
□ Circumstances/ scenarios surrounding the task -including the events that lead to these circumstances- if not already mentioned in the introduction,
Some tips:
· To create interest in the tasks, try using anecdotes, examples, quotations, metaphors or interesting and authentic scenarios.
· You may also include some guiding questions that your pupils need to bear in mind in order to accomplish the tasks.
· Don't list the steps that Pupils will go through to get to the end point. That belongs in the Process section.
<list of URLs to be assessed by pupils / custom search engine widget>
The Process
Here, you need to list the detailed steps and the resources –in first-person narrative- required by pupils to complete their task
For example,
1. First you'll be assigned to a team of 3 pupils...
2. Once you've picked a role to play....
You need to:
□ State clearly how your pupils are to be organised;
□ Include a step-by-step guide on how your pupils can go about completing the given tasks;
□ Include a short description of what can be found at each given web site; and
□ Pose leading questions for each web site to help your pupils stay focussed on the tasks at hand.
Your pupils will access the online resources that you have identified. You may do one of the following:
□ Have a set of links that everyone looks at as a way of obtaining background information.
□ Group the links that each pupil should look at based on his/her role.
In the Process block, you might also provide some guidance on how to organize the information gathered:
· Flowcharts;
· Summary tables;
· Concept maps, or other organizing structures;
· Checklist of questions to analyze the information with; and
· Checklist of things to notice or think about.
If you have prepared worksheets, link them to this section.
It is important to let your pupils know how you will grade their work. You can make use of an evaluation rubric to show how marks are awarded. Specify whether there will be a common grade for group work vs. individual grades and whether you are grading the process, product or both.
1
2
3
Summarize what they will have accomplished or learned by completing this WebQuest. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson.
You can also get your pupils to summarise what they have learnt and reflect on the whole learning process through a group discussion or quiet moments for self-reflection. A follow-up activity can also be included to tap on the new knowledge acquired, heightened enthusiasm and thirst for knowledge.
Credits & References
Doing research using Internet resources is a great way to complete a learning task. However, do remind your pupils to take note of the following:
□ List here the sources of any images, music or text that you're using to give credit to the authors or publishers. In citing the source of the resources, pupils need to include the author, title, name of web site, date of publication and web site address.
□ Avoid plagiarism. Encourage pupils to construct new knowledge from the information gathered.
□ Steer clear of the dangers of infringing copyright.
Last updated on 17 Aug 2009
Adapted from a template from The WebQuest Page
http://webquest.sdsu.edu/LessonTemplate.html