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Australian Animals

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  • 1. Student Page [Teacher Page] Put the Title of the Lesson Here A WebQuest for xth Grade (Put Subject Here) Title Introduction Designed by Task Put Your Name Here Process Put Your E-mail Address Here Evaluation Conclusion Credits Based on a template from The WebQuest Page
  • 2. Student Page [Teacher Page] Introduction This document should be written with the student as the intended audience. Write a short Title paragraph here to introduce the activity or lesson to the students. If there is a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet.") then Introduction here is where youll set the stage. If theres no motivational intro like that, use this section Task to provide a short advance organizer or overview. Remember that the purpose of this section is to both prepare and hook the reader. Process It is also in this section that youll communicate the Big Question (Essential Question, Evaluation Guiding Question) that the whole WebQuest is centered around. Conclusion Credits
  • 3. Student Page [Teacher Page] The Task Describe crisply and clearly what the end result of the learners activities will be. The task Title could be a: Introduction problem or mystery to be solved; Task position to be formulated and defended; product to be designed; Process complexity to be analyzed; personal insight to be articulated; Evaluation summary to be created; persuasive message or journalistic account to be crafted; Conclusion a creative work, or anything that requires the learners to process and transform the information theyve gathered. If the final product involves using some tool (e.g., HyperStudio, the Web, video), mention it here. Dont list the steps that students will go through to get to the end point. That belongs in the Process section. Credits
  • 4. Student Page [Teacher Page] The Process To accomplish the task, what steps should the learners go through? Use the numbered list Title format in your web editor to automatically number the steps in the procedure. Describing this section well will help other teachers to see how your lesson flows and how they Introduction might adapt it for their own use, so the more detail and care you put into this, the better. Task Remember that this whole document is addressed to the student, however, so describe the steps using the second person. Process 1. First youll be assigned to a team of 3 students... Evaluation 2. Once youve picked a role to play.... 3. ... and so on. Conclusion Learners will access the on-line resources that youve identifed as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, embed the links that each group will look at within the description of that stage of the process. (Note, this is a change from the older WebQuest templates which included a separate Resources section. Its now clear that the resources belong in the Process section rather than alone.) In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about. If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section. Credits
  • 5. Student Page [Teacher Page] Evaluation Beginning Developing Accomplished Exemplary Score Title 1 2 3 4 Stated Description of identifiable Description of identifiable Description of identifiable Description of Introduction objective or performance performance performance identifiable Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance Task beginning level of performance. development and movement toward mastery of performance. characteristics reflecting the highest level of mastery of performance. performance. Process Stated Description of identifiable Description of identifiable Description of identifiable Description of objective or performance performance performance identifiable Evaluation Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance beginning level of development and mastery of performance. characteristics reflecting performance. movement toward the highest level of Conclusion mastery of performance. performance. Stated Description of identifiable Description of identifiable Description of identifiable Description of objective or performance performance performance identifiable Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance beginning level of development and mastery of performance. characteristics reflecting performance. movement toward the highest level of mastery of performance. performance. Stated Description of identifiable Description of identifiable Description of identifiable Description of objective or performance performance performance identifiable Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance beginning level of development and mastery of performance. characteristics reflecting performance. movement toward the highest level of mastery of performance. performance. Stated Description of identifiable Description of identifiable Description of identifiable Description of objective or performance performance performance identifiable Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance beginning level of development and mastery of performance. characteristics reflecting performance. movement toward the highest level of mastery of performance. performance. Credits
  • 6. Student Page [Teacher Page] Conclusion Put a couple of sentences here that summarize what they will have accomplished or Title learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content Introduction beyond this lesson. Task Process Evaluation Conclusion Credits
  • 7. Student Page [Teacher Page] Credits & References List here the sources of any images, music or text that youre using. Provide links back to Title the original source. Say thanks to anyone who provided resources or help. Introduction List any books and other analog media that you used as information sources as well. Task Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that Process others can acquire the latest version of this template and training materials. Evaluation Conclusion Credits
  • 8. [Student Page]Teacher Page Put the Title of the Lesson Here (Teacher) A WebQuest for xth Grade (Put Subject Here) Title Introduction Designed by Learners Put Your Name Here Standards Put Your E-mail Address Here Process Resources EvaluationTeacher Script Conclusion Credits Based on a template from The WebQuest Page
  • 9. [Student Page]Teacher Page Introduction (Teacher) Begin with something that describes the origin of the lesson. For example: This Title lesson was developed as part of the San Diego Unified School Districts Triton Project, a federally funded Technology Innovation Challenge Grant. Introduction Learners 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. Standards Process Resources EvaluationTeacher Script Conclusion Credits
  • 10. [Student Page]Teacher Page Learners (Teacher) Describe the grade level and course that the lesson is designed to cover. For Title example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to Introduction additional grades and subjects, mention that briefly here as well. Learners Describe what the learners will need to know prior to beginning this lesson. Limit this Standards description to the most critical skills that could not be picked up on the fly as the lesson is given. Process Resources EvaluationTeacher Script Conclusion Credits
  • 11. [Student Page]Teacher Page Curriculum Standards (Teacher) What will students learn as a result of this lesson? Describe the outcomes Title succinctly. Use the language of existing standards. For example: Introduction Social Studies Standards Addressed Learners •Recognize the relationships among the various parts of a nations cultural Standards life. •Learn about the mythology, legends, values and beliefs of a people Process . Most lessons dont just teach a block of content; they also implicitly teach one or Resources more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were Evaluation encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization?Teacher Script Comparison? Teamwork? Compromise? Conclusion Credits
  • 12. [Student Page]Teacher Page The Process (Teacher) You can paste in the process description given to students in the “student” process Title slide and then interleave the additional details that a teacher might need. Introduction Describe briefly how the lesson is organized. Does it involve more than one class? Learners 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 Standards what? Process 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 Resources here and suggest ways to get around them. Evaluation 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 roleTeacher Script plays, for example? Conclusion If youre 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. Credits
  • 13. [Student Page]Teacher Page Resources (Teacher) Describe whats needed to implement this lesson. Some of the possibilities: Title •Class sets of books Introduction •E-mail accounts for all students Learners •Specific software (how many copies?) •Specific hardware (what kind? How many?) Standards •Specific reference material in the classroom or school library •Video or audio materials Process If the lesson makes extensive use of specific websites, it would be appropriate to Resources list, describe and link them here. Evaluation 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 theTeacher Script room? Do you need to coordinate with a teacher at another school? With a partner Conclusion in industry or a museum or other entity? Is a field trip designed in as part of the lesson? Credits
  • 14. [Student Page]Teacher Page Evaluation (Teacher) How will you know that this lesson was successful? Describe what student products Title or performances youll be looking at and how theyll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. Introduction Learners 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 Standards make use of this lesson. Process Resources EvaluationTeacher Script Conclusion Credits
  • 15. [Student Page]Teacher Page Teacher Script (Teacher) The WebQuest model is best suited for learners who can navigate the Web on their Title 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 Introduction Learners and special populations by creating a facilitated WebQuest, one that Learners requires an adult or older peer to drive things. Standards 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. Process This page will include step by step directions to the facilitator, including: Resources •What to say at each point in the process Evaluation •What to click on •What questions and misconceptions to anticipateTeacher Script •How long to take at each point Conclusion •When to direct learners to work away from the computer 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. This page is linked to the Process segment off of the Teacher Page Credits
  • 16. [Student Page]Teacher Page Conclusion (Teacher) Make some kind of summary statement here about the worthiness of this lesson and Title the importance of what it will teach. Introduction Learners Standards Process Resources EvaluationTeacher Script Conclusion Credits
  • 17. [Student Page]Teacher Page Credits & References (Teacher) List here the sources of any images, music or text that youre using. Provide links back to Title the original source. Say thanks to anyone who provided resources or help. Introduction List any books and other analog media that you used as information sources as well. Learners Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that Standards others can acquire the latest version of this template and training materials. Process Resources EvaluationTeacher Script Conclusion Credits