Webquest Template0[1]

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Webquest Template0[1]

  1. 1. American Civil War Photo Search Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 7th Grade (History) Designed by Harold Duckworth [email_address] Based on a template from The WebQuest Page
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Imagine you are a reporter for the New York Times doing a story about head figures in the Civil War. This activity will reinforce what we have been studying in class about the Civil Car. Choose from one of the following people to do your online research and photo hunt: Abraham Lincoln Jefferson Davis Ulysses S. Grant Gen. Joseph E. Johnston's Gen. Robert E. Lee Part One: 1 PAGE PAPER After choosing the person you are interested in write a one page paper on the reason you choose the person and give specific examples of their accomplishments and what impact they had on the war. Part Two: PHOTO HUNT Use the site http://search.creativecommons.org/# to find five photos to represent your person to the class. It can be photos of the person, battles, or simply photos that represent the Civil War. After choosing the photos you will present them to the class in groups of five and explain why you chose the photos you chose.
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>This activity will reinforce the following concepts: </li></ul><ul><li>Identifying key figures in the American Civil War </li></ul><ul><li>Students ability to research information </li></ul><ul><li>Use of valid sources </li></ul><ul><li>Reinforce classroom knowledge </li></ul><ul><li>Get background information on American Civil War </li></ul><ul><li>Help students with Web related searches </li></ul><ul><li>Students ability to work as a team </li></ul><ul><li>Use the site http://search.creativecommons.org/# to find information and photos about the person you chose. Creative Commons provides free tools that let authors, scientists, artists, students, and educators easily mark their creative work with the freedoms they want it to carry. You can use CC to change your copyright terms from &quot;All Rights Reserved&quot; to &quot;Some Rights Reserved.&quot; Here you can do a search and modify it so you can share the work you search for. </li></ul>Title
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Here are the steps on how to perform the assignment: </li></ul><ul><li>First you will choose a person from a list I have provided. </li></ul><ul><li>Next you will perform a web search on that person and find some photos </li></ul><ul><li>After that you will chose five photos to show the class </li></ul><ul><li>Then as a group give a five minute presentation on the five photos </li></ul><ul><li>Finally everyone will write a 1 page paper on the person you choose </li></ul><ul><li>::These are some links to show you some examples of what type of photos you will need for the presentation. </li></ul><ul><li>http://www.archives.gov/research/civil-war/photos/images/civil-war-126.jpg </li></ul><ul><li>http://www.biocrawler.com/w/images/thumb/6/6e/350px-American_Civil_War_Battles_by_Theater,_Year.png </li></ul><ul><li>http://www.archives.gov/research/civil-war/photos/images/civil-war-180.jpg </li></ul><ul><li>:: You paper needs to be a FULL page, double space and in 12 font Times New Roman. Please provide the links to the creative commons site you got the photos from. </li></ul>
  5. 5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A “C” paper: Gives a reasonable summary explanation for the characteristics At least mentions the most important information Has multiple inaccuracies AND is quite vague A “B” paper: C essay requirements plus: Addresses ALL of the photos and gives at least some explanation of why or how for most of the them Has a couple of inaccuracies OR is occasionally vague A couple of references to the reading An “A” paper: C and B requirements plus: Logical, concise Clearly identifies the problem and explains it No inaccuracies Numerous references to the readings This will be worth 50/100 points <ul><li>For the presentation make sure you have the following: </li></ul><ul><li>Good References </li></ul><ul><li>Clear presentation </li></ul><ul><li>Relevant photos to the subject </li></ul><ul><li>Three minutes </li></ul><ul><li>This will be worth 50/100 points </li></ul>
  6. 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This activity was designed to expand what we have learned in the classroom to something you have created and researched. By finding the pictures of your person and other photos of the civil war you will be able to have something to grasp about history. You will also be helping your fellow students understanding of the Civil War by doing the presentation. Working in a group will also help you better get to know your fellow students. I challenge you to find some other sites using creative commons that have good Civil War information and photos. For five points extra credit send me the links of three sites that contain good civil war photos. [email_address]
  7. 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Here are links to The WebQuest Page and The WebQuest Slideshare Group http://webquest.org/index.php http://www.slideshare.net/group/webquest These are her so that others can acquire the latest version of this template and training materials. Thanks to: :Creative Commons for such an awesome web site : content.lib.washington.edu for the photo
  8. 8. Put the Title of the Lesson Here (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for xth Grade (Put Subject Here) Designed by Put Your Name Here Put Your E-mail Address Here Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  9. 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant. In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students. Evaluation Teacher Script Conclusion
  10. 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Describe the grade level and course that the lesson is designed to cover. For example: &quot;This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent.&quot; If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given. Evaluation Teacher Script Conclusion
  11. 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example: </li></ul><ul><li>Social Studies Standards Addressed </li></ul><ul><ul><li>Recognize the relationships among the various parts of a nation's cultural life. </li></ul></ul><ul><ul><li>Learn about the mythology, legends, values and beliefs of a people </li></ul></ul><ul><ul><li>. </li></ul></ul><ul><li>Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise? </li></ul>Evaluation Teacher Script Conclusion
  12. 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need. Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example? If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Evaluation Teacher Script Conclusion
  13. 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Describe what's needed to implement this lesson. Some of the possibilities: </li></ul><ul><ul><li>Class sets of books </li></ul></ul><ul><ul><li>E-mail accounts for all students </li></ul></ul><ul><ul><li>Specific software (how many copies?) </li></ul></ul><ul><ul><li>Specific hardware (what kind? How many?) </li></ul></ul><ul><ul><li>Specific reference material in the classroom or school library </li></ul></ul><ul><ul><li>Video or audio materials </li></ul></ul><ul><li>If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here. </li></ul><ul><li>Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson? </li></ul>Evaluation Teacher Script Conclusion
  14. 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page ( Evaluation ) into this space and add any clarifications needed for another teacher to make use of this lesson. Evaluation Teacher Script Conclusion
  15. 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things. </li></ul><ul><li>Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest. </li></ul><ul><li>This page will include step by step directions to the facilitator, including: </li></ul><ul><ul><li>What to say at each point in the process </li></ul></ul><ul><ul><li>What to click on </li></ul></ul><ul><ul><li>What questions and misconceptions to anticipate </li></ul></ul><ul><ul><li>How long to take at each point </li></ul></ul><ul><ul><li>When to direct learners to work away from the computer </li></ul></ul><ul><li>To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point. </li></ul><ul><li>This page is linked to the Process segment off of the Teacher Page </li></ul>Evaluation Teacher Script Conclusion
  16. 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach. Evaluation Teacher Script Conclusion
  17. 17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well. Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion

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