Ech webquest

Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1

WELCOME TO THE ếchWEBQUEST
Designed in mind for:
Upper High School Vietnamese ESL Students
Intermediate + Level

CHAMPIONS OF THE WORLD

“everybody dance now”

Great moves everyone, Ok, now it‟s market research time! Complete your individual frog survey.
Refer Appendix 1
Whole class analysis and discussion of survey results

Introduction Tasks Process Resource Assessment Conclusion Teacher Notes App. 1

INTRODUCTION

o, Welcome, everyone!

, the creators of Freddo Frog chocolate bars have decided that their current
Freddo Frog packets need a make over. Their idea for the new packaging is to include frog trivia
questions on the packaging for their customers to enjoy. The trouble is everyone who works for
Cadbury is so busy producing and taste testing chocolate that they don‟t have the time to research
about frogs! This is where our class comes in. We have been asked by the Head of Cadbury‟s
advertising division to be their researchers. Our task is to find out what we can about frogs from
around the world. From this research we will create trivia questions and facts for Cadbury to use
on their new Freddo Frog wrappers and we have been retained to produce a Trivial Pursuits-type
board game that Cadbury will produce and distribute as part of the promotion for their new
packaging concept.

So, let‟s get hopping!

TASKS

Whole Class Tuning In Task

Pattes De Grenouilles - Tasks

Protectors - Tasks

Anura - Tasks

Der Frosch - Tasks

WHOLE CLASS TUNING IN TASKS
Have you ever wondered what the inside of an animal looks like – while it‟s still alive? Let‟s have a
look at this…what do you think?

Now let‟s look at a Web clip of it:

http://www.break.com/usercontent/2007/10/See-Through-Frogs-377444.html

We will now form into 4 groups with each group to examine frogs from a particular perspective:

 Group Pattes de Grenouilles:investigating Le Chef‟s French legs.

 Group Anura: investigating some amazing science behind frogs.

 Group Protectors: investigating conservation issues about frogs.

 Group Der Frosch:investigating the ethnoherpetology of frogs.


PATTES DE GRENOUILLES TASKS

Frogs are not just eaten in the form of the delicious chocolate Freddo Frogs; they are also eaten in many countries as
real food. Your group is to investigate the commercial aspects on the use of frogs. To complete this task your group
will need to:

1. Take on the personas of a frog farmer/hunter and a frog chef during your research.
2. Complete an individual daily blog on your understandings gathered from your research. Evaluate your
understandings against your own personal beliefs and opinions. Selectively incorporate Web images, clips
and other hyperlinks (no more than 15 minutes daily).
3. As a group, prepare an opinion piece on frogs from a farmer‟s and a chef‟s point of view for submission to
our local English language newspapers (500 word limit).
4. Prepare a PowerPoint presentation showing your group‟s KEY findings and understandings to be presented
onếch Day.
5. Create a video pretending you are chefs on a television cooking show showing how to prepare and cook a
recipe. You will bring this food item to school on ếchDay for all to sample.
6. Select an aspect of your research and present it in a drama form (you may wish to incorporate your television
cooking show in your drama). Be sure that it is your adopted persona‟s points of view that are reflected.
7. Prepare a hands-on activity the rest of the class and invited audience can participate in during ếch Day.
8. Daily creation of Trivial Pursuits-type questions and answers towards a class-generated board game.


PROTECTORS TASKS

You are a group of conservationists. Although frogs can be noisy they don‟t speak „Human‟. Your job is to represent
frogs‟ interests in the world of humans by publically speaking out for the conservation of frogs and their habitats. To
complete this task you will need to:

1. Take on the role of frog conservationists during your research.

3. As a group, prepare an opinion piece on frogs from a conservationist‟s point of view for submission to our
local English language newspapers (500 word limit).
onếch Day.
5. Select an aspect of your research and present it in a drama form. Be sure that it is your adopted persona‟s
points of view that are reflected.


ANURA TASKS

You are a group of scientists. You will research the given websites on frogs from a scientific
perspective. To complete your tasks you will need to:

1. Take on the role of frog scientists during your research.
2. Complete an individual daily blog on your understandings gathered from your research. Evaluate
your understandings against your own personal beliefs and opinions. Selectively incorporate Web
images, clips and other hyperlinks (no more than 15 minutes daily).
3. As a group, prepare an opinion piece on frogs from a scientist‟s point of view for submission to
4. Prepare a PowerPoint presentation showing your group‟s KEY findings and understandings to be
presented onếch Day.
5. Select an aspect of your research and present it in a drama form. Be sure that it is your adopted
persona‟s points of view that are reflected.
6. Prepare a hands-on activity the rest of the class and invited audience can participate in during ếch
Day.
7. Daily creation of Trivial Pursuits-type questions and answers towards a class-generated board
game.


DER FROSCH TASKS

You are a group of ethnoherpetologists. Your task is to research the given websites on frogs and organise and
present your findings to the rest of the class and invited audience on ếch Day. To complete your tasks you will need
to:

1. Take on the role of ethnoherpetologists during your research.
3. As a group, prepare an opinion piece on frogs from an ethnoherpetologist‟s point of view for submission to
onếch Day.
5. Select an aspect of your research and present it in a drama form. Be sure that it is your adopted persona‟s
points of view that are reflected.

PROCESS
Introduction Tasks PROCESS Resources Assessment Conclusion Teacher Notes App. 1

Pattes de Grenouilles

Protectors

Anura

Der Frosch

PROCESS Pattes De Grenouilles
translate

INTRODUCTION
GROUP PATTES DE GRENOUILLES

By now, you are aware frogs are a real human food for some cultures and countries. Adopt the personas of your
group and follow the steps below to complete your tasks.

Rich Topic Concept: There is an expression: All humans are born equal.

Rich Topic Question: Do you think this expression should apply to all life?

PLANNING PHASE
Step 1
Working individually, when you hear the words “frogs” and “food” what do you think, feel, and know?
Would you eat a frog? Would you farm or hunt frogs? What questions do you have that you want answered?
Brainstorm and write them down.

Work in pairs and combine your ideas.
Whole group comes together and shares their ideas producing a mind map diagram using Inspiration. Print
out and post this diagram on your group‟s wall.

Step 2
Your group will take on the personas of frog farmers/hunters and frog chefs. Review the Task and Process
stages to familiarize yourselves with all that your group needs to achieve. Pair yourselves up and allocate
daily tasks for each pair to achieve. Timeline these tasks. Be prepared to modify your allocations/timelines
as circumstances evolve. Record your allocations and timelines and show to teacher for approval before
proceeding with any of the following stages.

RESEARCH PHASE
Step 1 – Focus Questions
Begin your research using your group‟s websites. You are not excluded from using other Web sites not listed
but you need to be careful on your time management and on keeping on task. Print out and continually refer
to the following focus questions to help you stay on point.

Focus Questions

How do people farm/hunt frogs?

What does a frog farm look like?

Which groups benefit from the farming, hunting, cooking and selling of frogs as food?
What are the benefits to these people? Make sure to include economic benefits.

In which cultures/countries are frogs eaten as food?

What are some popular frog recipes? Later on you will be required to bring along a
cooked recipe to school on ếchDay.

Step 2 – Zoo Visit and Skype Session
Our class is going to visit the Ho Chi Minh Zoo and have a Skype session with an amphibian expert at the
Sydney Zoo in Australia. Your group is to prepare three or four questions to ask the experts during the Skype
session and the zoo excursion (the same set of questions is fine for both sessions if they apply). Your
questions will need to be approved by teacher prior to our meetings with the experts.

Step 3 – Group Visit to a Local Food Market

Take a trip with your group to the local food market.
Once you have located frogs for sale you will need to buy a sufficient quantity to
cook a recipe your group has selected from your research for ếchDay.
Politely ask the vendor how many frogs they sell and who buys them. Perhaps
they have a favorite recipe they are willing to share. Ask any other questions you
like just so long as you are polite, you‟re not taking too much time from the
vendor and your questions are not going to upset the vendor.
Take a camera with you and ask if you may take some photos. Explain it is for a
class project.

INFORMATION PROCESSING PHASE
At this stage you will need to make sense of the experiences you have had and the information you have gathered so
far in this web quest.

Class Blog
Each group member will complete a daily blog journal on the information found each day reflecting on what
that information means to your adopted personas and to you personally (no more than 15 minutes daily spent
on this).

At the end of the research phase, you will complete your individual daily blog postings by comparing the
views of your group‟s personas to your own personal views. Your personal views should be informed by the
findings of the other groups in class. Also discuss if and how your views have changed since the class survey
conducted on day one. This posting should reflect your learning and understanding to date. There are no
right or wrong answers here, just your personal, reflective opinions and views.

Trivial Pursuits Questions
Based upon your research findings, your group will daily generate a list of trivia questions and answers for
latter collation into a Trivial Pursuits-type board game (aim for about five questions per day). These trivia
questions will be saved in a word file and printed out for posting on your group‟s class wall for all to view.
You may supplement your daily trivia questions with contextual information and understandings such as
selective text, pictures, and graphics to be printed out and posted on your group‟s class wall for other groups
to engage with.
Post any additional information on the class wall that you think is important and interesting – be selective!

ếch Day
Your group will prepare and present a PowerPoint presentation on ếchDay. This presentation should be no
longer than 10 slides and will show the KEY points/findings you have discovered through your research.
Each PowerPoint slide will NOT display volumes of text! They will display key words, quotes, images,
graphs, and hyperlinks that prompt the speaker to talk about, not read from. Each group member will present
at least one slide.

Your group will perform a presentation (such as a skit, drama, mime, puppet show, or debate) on ếchDay
reflecting the views of your group‟s personas. Your group will need to decide on a situation/scenario you
wish to present and the type of presentation it will take. Brainstorm an idea/s and present the outline/s to
teacher (don‟t worry, teacher has a safety net already prepared should your group need it).

Your group will select an activity for the class and audience to participate in on ếchDay. The activity may
take the form of a game, dance, song, word puzzle, etc. Present your group‟s idea to teacher for prior
approval before fully developing the idea.

Your group will provide a frog dish you have researched using the frogs purchased from the local food
market for all to sample on ếch Day.

Newspaper Opinion Piece
Based on your group‟s research and your individual blogs, your group will collaboratively write an opinion
piece for submission for publication in the local English language newspapers. Your group will need to
select the main idea, present it in a thesis statement and develop paragraphs supporting the thesis statement
(using the SEX-OP approach). Finish with a concluding paragraph. Present your initial outline to Teacher for
approval and feedback. Once approved, post each stage of your essay on the class blog so group members
may all contribute to the writing process and so that Teacher may give you ongoing feedback. You will need

to assign roles for group members: perhaps assigning paragraph roles once a thesis statement has been
agreed upon. Also, you will need to peer edit each other‟s paragraphs.

CONSTRUCTION PHASE
During this phase, your group will need to identify and prepare all the materials and resources you will need to
present your items on ếchDay.

Categorize each presentation item into a table format showing the stages of presentation of each piece and
the materials and resources required for each stage. This will act as your checklist on what you need to have
ready and prepared on ếchDay.

PRESENTATION/PERFORMANCE PHASE
All groups will practice their items, in class, in preparation for ếchDay. Teacher is not looking for perfection, rather,
that you, the performers and presenters are confident in your own abilities to enjoy the day knowledgeable that you
are adequately prepared to deliver.


PROCESS Protectors

INTRODUCTION
GROUP PROTECTORS
Who will speak out for those that cannot speak for themselves? As conservationists, your role is to bring attention to
the dangers faced by frogs from human exploitation and human actions. You will explore the leading causes of frog
declines and deformities. You will use your group‟s findings to form an opinion on why we should/shouldn‟t care
about these dramatic declines, deformities, and disappearances plaguing many amphibian populations around the
world.

Rich Topic Concept: The „web of life‟ emphasizes interconnectivity; that actions have repercussions, no matter
how far removed in time or space.

Rich Topic Questions: From a conservation perspective, what relationships can you identify between frogs and
people/cultures? How can you categorize these relationships? How do you personally view or value these
relationships?

PLANNING PHASE
GROUP PROTECTORS
Step 1
Working individually, when you hear the words “frogs” and “conservation” what do you think, feel, and
know? Would you save a frog? Do frogs need saving or are they just a slimy animal not worth our attention?
What about where they live (their habitats)? What questions do you have that you want answered?
Brainstorm and write them down.

Step 2
Your group will take on the role of conservationists fighting for the rights of frogs.
Review the Task and Process stages to familiarize yourselves with all that your group needs to achieve. Pair
yourselves up and allocate daily tasks for each pair to achieve. Timeline these tasks. Be prepared to modify
your allocations/timelines as circumstances evolve. Record your allocations and timelines and show to
teacher for approval before proceeding with any of the following stages.

RESEARCH PHASE
GROUP PROTECTORS
Step 1

Focus Questions

What threats are there to frogs?
What do frogs eat?
What threats are there to the food sources frogs eat from human activities?
If frogs were to became extinct how might this affect humans?
What range of habitat types do frogs occupy?
What conservation measures are taken to protect frogs?
What can regular people do to aid frogs?


GROUP PROTECTORS

Class Blog
on this).


to engage with.

ếch Day
at least one slide.




CONSTRUCTION PHASE
GROUP PROTECTORS


GROUP PROTECTORS


PROCESS Anura
translate - elaborate

INTRODUCTION
GROUP ANURA
Frogs are incredibly cool and wondrous animals, but you don‟t need to take my word for it. From a scientific
perspective, you will research the given websites and describe frog life cycles, adaptations, physiological wonders,
and the scientific benefits of frogs for humans.

Rich Topic Concept: Science can reflect the best of man, and the worst.

Rich Topic Questions: How has the scientific study of frogs benefited man? What about the frogs?

PLANNING PHASE
GROUP ANURA
Step 1
Working individually, when you hear the words “frogs” and “science” what do you think, feel, and know?
What questions do you have that you want answered? Brainstorm and write them down.

Step 2
Your group will take on the role of scientists examining and reporting on the information you collect about
frogs.

RESEARCH PHASE
GROUP ANURA
Step 1

Focus Questions

What benefits to humans are derived from frogs?
What threats to humans do frogs pose?
What is the life cycle of frogs?
What is the taxonomic classification of frogs?
What types of frog species are there and how many?
What types of adaptations do different frog species have?
What range of habitat types do frogs occupy?
What other cool frog facts can you discover?



GROUP ANURA

Class Blog
on this).



to engage with.

ếch Day
at least one slide.




CONSTRUCTION PHASE
GROUP ANURA


GROUP ANURA



PROCESS Der Frosch
translate

INTRODUCTION
GROUP DER FROSCH
Frogs are found on all the world‟s continents except Antarctica. This means cultures from all around the world have
an historical and contemporary relationship with frogs. You will select and examine some of these relationships and
report on the ethnoherpetological connections you identify. Be prepared to evaluate and comment on your findings
from your own personal perspective.

Rich Topic Concept: The notions of „right‟ and „wrong‟ imply single viewpoints.

Rich Topic Questions: Can differing, even conflicting perspectives all be right?

PLANNING PHASE
GROUP DER FROSCH
Step 1
Working individually, when you hear the words “frogs” and “human culture” what do you think, feel, and
know? What questions do you have that you want answered? Brainstorm and write them down.
Whole group comes together and shares their ideas producing a single mind map diagram using Inspiration.
Print out and post this diagram on your group‟s wall.

Step 2
Your group will take on the role of ethnoherpetologists examining and reporting on the information you
collect about frogs.

RESEARCH PHASE
GROUP DER FROSCH
Step 1

Focus Questions

Where and when (historical and contemporary periods) are frogs culturally
represented?
How and why are frogs positively represented in cultures?
How and why are frogs portrayed negatively in cultures?
How are frogs portrayed in legends, myths, folk stories, astronomy, modern
popular culture including books, movies, songs, toys, education, other? Be
selective and don‟t try to incorporate too much into your tasks (keep tabs with
each other and Teacher).

Step 2 – Family Interview
Interview your parents and grandparents on their knowledge, stories and understandings about frogs from
their personal and cultural perspective. Write one or two paragraphs and post on your blog.


GROUP DER FROSCH

Class Blog
on this).


to engage with.

ếch Day
at least one slide.




CONSTRUCTION PHASE
GROUP DER FROSCH


GROUP DER FROSCH

WEB RESOURCES

Introduction Tasks Process RESOURCES Assessment Conclusion Teacher Notes App.1

Resources for Pattes de Grenouilles

Resources for Protectors

Resources for Anura

Resources for Der Frosch

Resources for All Groups

WEB RESOURCES

PATTES DE GRENOUILLES

Saigon‟s Toad Lady
Frogs in a Saigon Food Market – GRUESOME!
Science facts about frogs
Frogs legs images
Frogs legs in the cuisine of different cultures
What do frogs taste like?
Eating frogs Vietnamese style
Quick frogs legs recipes
Frogs legs cooking videos and instructions
Interview with American Frog Farmer
The rewards of frog farming
Frogs help farmers make a living in Thailand
VIDEO: Breeding Frogs in the Mekong Delta
VIDEO: Jurong Bullfrog Farm Indonesia
VIDEO: How to fry frogs legs


WEB RESOURCES

PROTECTORS

Save the frogs
Eating frogs to death(contains some information to share with Group Anura)
The top threats to frogs
Images of threats to frogs
Habitat distribution of frogs
Issues surrounding the frog trade

Amazing science facts about frogs
Bangladesh banned selling frogs for food
Frogs are being eaten to extinction
Threats to Frogs
http://www.frogsaustralia.net.au/conservation/threats.cfm
http://www.squidoo.com/savethefrogsnonprofit
http://cgee.hamline.edu/frogs/science/declines.html
http://cgee.hamline.edu/frogs/science/malform.html
http://cgee.hamline.edu/frogs/science/photos.html
VIDEO: Bullfrog Ballet
VIDEO: Frogs eating
VIDEO: Frog trying to eat fly
VIDEO: Frog successfully eating a fly
Guides to diet, Housing and habits of popular species of frogs


WEB RESOURCES

ANURA

General Sites Applicable to More Than One Category

http://en.wikipedia.org/wiki/Frog
http://cgee.hamline.edu/frogs/science/faq1.html
http://cgee.hamline.edu/frogs/science/experts.html
http://www.kiddyhouse.com/Themes/frogs/ differences between frogs & toads
http://cgee.hamline.edu/frogs/science/faq1.html#life
http://www.frogsaustralia.net.au/frogs/faq.cfm
http://www.frogsvilleusa.com/facts/index.html
http://allaboutfrogs.org/weird/weird.html

Taxonomy/Glossary


Frog Species, Adaptations, Habitats

http://www.uen.org/themepark/habitat/animal.shtml
http://www.frog-life-cycle.com/frog-colors.html

Frog Life Cycle

http://www.kiddyhouse.com/Themes/frogs/
http://www.kiddyhouse.com/Themes/frogs/ video

Benefits to Humans

Translucent frogs websites
http://en.wikipedia.org/wiki/See-through_frog(links to 4 more sites worth exploring)
http://www.break.com/usercontent/2007/10/See-Through-Frogs-377444.html

Medicinal benefits of frogs
http://www.exploratorium.edu/frogs/researcher/researcher_4.html
http://www.exploratorium.edu/frogs/woodfrog/index.html
http://www.seagrant.wisc.edu/frogs/medieval_magic.html

Benefits to Humans
http://indianapublicmedia.org/amomentofscience/frog-venom/
http://amphibianrescue.com/wordpress/?p=573
http://en.wikipedia.org/wiki/Frog#Uses_in_agriculture_and_research

Threats to Frogs, Conservation Issues, Aiding Frogs

Frog Conservation
http://www.frogsaustralia.net.au/conservation/threats.cfm
http://www.squidoo.com/savethefrogsnonprofit

Amphibian Decline
http://cgee.hamline.edu/frogs/science/declines.html
http://cgee.hamline.edu/frogs/science/malform.html
http://cgee.hamline.edu/frogs/science/photos.html


WEB RESOURCES

DER FROSCH
General Sites

ethno
herpetological
http://allaboutfrogs.org/
http://www.darsbydesign.com/frogs/

Ethnoherpetological Myths, Beliefs, Uses

http://allaboutfrogs.org/weird/general/myths.html
http://www.exploratorium.edu/frogs/folklore/index.html
http://www.frog-life-cycle.com/frog-myths.html
http://www.whats-your-sign.com/animal-symbolism-frog.html
http://www.vanishingtattoo.com/tattoos_designs_symbols_frogs.htm
http://en.wikipedia.org/wiki/Frogs_in_popular_culture
http://en.wikipedia.org/wiki/Ethnoherpetology
http://library.thinkquest.org/J0110059/frogmyths.html
http://library.thinkquest.org/J0110059/myth2.htm

Stories, Fables, Jokes, Riddles, Web Clips

http://aesopfables.com/cgi/aesop1.cgi?sel&TheBoysandtheFrogs
Moral: One man's pleasure may be another's pain
http://aesopfables.com/cgi/aesop1.cgi?sel&TheFrogsAskingforKing
Moral: Let well enough alone
http://aesopfables.com/cgi/aesop1.cgi?sel&TheFrogsandtheWell&&frogwell.ram
Moral: Look before you leap
http://aesopfables.com/cgi/aesop1.cgi?sel&TheHaresandtheFrogs2
Moral: There is always someone worse off than yourself
http://cgee.hamline.edu/frogs/students/writing/joke.html
http://cgee.hamline.edu/frogs/art/2001/index.html#sanchez
http://www.firstpeople.us/FP-Html-Legends/TheFrogsandtheCrane-Unknown.html
http://www.bellaonline.com/articles/art47850.asp
http://www.kidzone.ws/lw/frogs/activities-riddles.htm
http://www.bluegecko.org/kenya/tribes/embu/stories-frogs.htm
http://www.frogsvilleusa.com/myth/index.html
VIDEO: http://darsbydesign.com/frogs/sandra_bullock.html
VIDEO: http://www.youtube.com/watch?v=aDnTo2S2BrA

Songs

http://www.frogsonice.com/froggy/songs/rana.shtml
http://www.frogsonice.com/froggy/songs/school.shtml
http://www.frogsonice.com/froggy/songs/rhymes.shtml (tongue twister)
http://www.frogsonice.com/froggy/songs/hot-frogs.shtml
http://www.naturecanada.ca/cwn_naturewatch_fw_jokes.asp
http://allaboutfrogs.org/weird/general/songs.html

Frog Web Games

http://www.darsbydesign.com/frogs/
http://www.dltk-kids.com/puzzles/theme.asp?tid=29

Making Stuff Activities

http://www.exploratorium.edu/frogs/rain_stick/index.html
http://www.kiddyhouse.com/Themes/frogs/origamifrog.html
http://www.enchantedlearning.com/crafts/cards/frogpopup/
http://www.dltk-kids.com/animals/mfroglifecycle.htm
http://www.enchantedlearning.com/themes/frog.shtml

What Kind of Frog Are You?
http://allaboutfrogs.org/funstuff/frogtest.php3


WEB RESOURCES

ALL GROUPS
Web Sites Applicable To All Groups

http://cgee.hamline.edu/frogs/science/experts.html
http://www.kiddyhouse.com/Themes/frogs/ differences between frogs & toads
http://cgee.hamline.edu/frogs/science/faq1.html#life
http://www.frogsaustralia.net.au/frogs/faq.cfm
http://www.pulsetc.com/Planet/04.18.07.savetheplanet.pdfPesticide threat to frogs is
threat to humans!
http://www.frogsvilleusa.com/facts/index.html
http://allaboutfrogs.org/weird/weird.html

Frog Stories For Kids
http://www.kiddyhouse.com/Themes/frogs/
http://www.fi.edu/fellows/fellow9/jun99/j-page_one.shtml

Activities

Step-by-step instructions on drawing a frog
http://www.seagrant.wisc.edu/frogs/draw_frog.html

Origami Jumping Frog
http://www.seagrant.wisc.edu/frogs/origami_instr.html

Online Quizzes
http://www.seagrant.wisc.edu/frogs/fact_fiction.html
http://www.seagrant.wisc.edu/frogs/quiz_jumping.html

Frog Clip Art, Animations, Clips, Images, Sounds

Frog Recipes
http://www.frogsvilleusa.com/recipes/index.html

Free Clip Art & Animations
http://www.frogsvilleusa.com/clipart/index.html
http://www.frogsonice.com/froggy/pictures.shtml
http://images.google.com/images?client=safari&rls=en-us&q=year+of+the+frog&oe=UTF-8&um=1&ie=UTF-
8&ei=HXhlSsauBKbg6gPazuUo&sa=X&oi=image_result_group&ct=title&resnum=4
http://darsbydesign.com/elina/
http://www.darsbydesign.com/frogs/ani.htm

Frog Sounds
http://www.fi.edu/fellows/fellow9/jun99/sounds/bullfrog.wav
http://animaldiversity.ummz.umich.edu/site/topics/frogCalls.html


ASSESSMENT
The following rubrics have been created to guide you throughout this unit of work. There is a daily assessment wall
chart where students self and peer evaluate; this will enable the teacher to quickly identify any students consistently
underperforming and to take appropriate action. There is also a daily oral assessment rubric, which allows the
teacher to evaluate the specific knowledge learning and understanding from each group and to assess the
understandings and linkages students are making with their rich topic concepts and questions.

Do not feel overwhelmed by the rubrics. They will be fully discussed in class and are intended to aid your progress
through the webquest .

Individual Daily Performance Evaluation Chart

CATEGORY

Was I on task (did I continually refer to
the focus questions)?

Did I help keep the group on task?

Was I a good listener?

Was I a good contributor to my group?

Was my attitude positive and helpful?

Individual Daily Blog Rubric

CATEGORY 4 3 2 1
All blogs posted and All blogs posted and
Posted daily blog on time. mostly on time.
Most blogs posted. Few blogs posted.

Blog posts
All key points Most key points Some key points Few key points
identify key identified. identified. identified. identified.
points
Writing style makes Writing style makes Writing style Writing style lacks or
Writing style use of SEXOp, is use of SEXOp, is makes use of is poor in many of the

engaging, clear, and mostly engaging, clear, SEXOp, is required elements.
coherent. and coherent. somewhat
engaging, clear,
and coherent.
Use of
Yes, but some not Some personal Little if any personal
appropriate Yes, and appropriate.
appropriate. opinion posted. opinion expressed.
personal opinion
Use of
Yes, some not Few or no graphics or
appropriate Yes, all relevant and Yes, some not relevant
relevant ad too hyperlinks
graphics and not too much. or too many links.
many links. incorporated.
hyperlinks

Oral Presentation Rubric: Whole Class Daily Informal Presentation

CATEGORY 4 3 2 1
Level of Shows a full Shows a good Shows a good Does not seem to
knowledge and understanding of the understanding of the understanding of parts understand the topic
topic. topic. of the topic. very well.
Understanding

Use of materials Student uses several Student uses 1 Student uses 1 prop The student uses no
that support resources that make supporting resource that makes the supporting resources OR
the presentation better. that makes the presentation better. the resources chosen
presentation presentation better. detract from the
presentation.

Response to Responds fully to all Responds fully to most Responds to audience Responds poorly to
audience questions audience questions audience questions questions providing audience questions with
providing clarity and providing clarity and some clarity and little clarity or
understanding. understanding. understanding. understanding.

Group Newspaper Opinion Piece

CATEGORY 4 3 2 1
Clear Thesis Yes Mostly Somewhat No
Statement
Paragraphs
Support Thesis
Statement and All Most Somewhat Poorly
Make Use of
SEXOp
Individual
Contribution to
Opinion Piece Yes Mostly Somewhat No
Fair and
Equitable

ếch Day – Audience Activity Rubric

CATEGORY 4 3 2 1
All materials and
resources ready Yes Mostly Somewhat No
and prepared.
The activity was
fun, engaging
and something Yes Mostly Somewhat No
relevant was
learned.
Group fully
managed and Yes Mostly Somewhat No
directed the
activity.

ếch Day – “Trivial Pursuits” Game Rubric

CATEGORY 4 3 2 1
All students in the All students in the Most students in the Several students in the
group could easily group could easily group could easily group could NOT correctly
and correctly state and correctly state and correctly state 1- state facts about the topic
Knowledge Gained several facts about 1-2 facts about the 2 facts about the used for the game.
the topic used for topic used for the topic used for the
the game. game. game.

All information All but two of the All but four of the Several information cards
Accuracy of cards made for the information cards information cards made for the game are not
Content game are correct. made for the game made for the game accurate.
are correct. are correct.
Contrasting colors Contrasting colors Unappealing colors Little or no color and
and graphics were and/or graphics and graphics were graphics were included.
used to give the were used to give used to give the cards
Attractiveness
cards and game the cards and game and game board
board visual board visual visual appeal.
appeal. appeal.
The group worked The group The group worked The group often did not
well together with generally worked fairly well together work well together and the
all members well together with with all members game appeared to be the
Cooperative work
contributing all members contributing some work of only 1-2 students
significant amounts contributing some work. in the group.
of quality work. quality work.

ếch Day – Drama Presentation Rubric

CATEGORY 4 3 2 1
Point-of-view, Point-of-view, Point-of-view, Point-of-view, arguments,
arguments, and arguments, and arguments, and and solutions proposed were
Role solutions proposed solutions proposed solutions proposed rarely in character.
were consistently in were often in were sometimes in
character. character. character.
Student uses several Student uses 1-2 Student uses 1-2 The student uses no props
props (could props that props that make the OR the props chosen detract
include costume) accurately fit the presentation better. from the presentation.
that accurately fit period, and make
Props/Costume
the period, shows the presentation
creativity and better.
enhances the
presentation.
All topic Almost all topic Most of the topic Very little of the topic
information information information was information was accurate.
Topic Accuracy
appeared to be appeared to be accurate.
accurate. accurate.

Group presented Group mostly Group sometimes Group rarely presented TO
Presentation TO the audience. presented TO the presented TO the the audience.
audience. audience.

ếch Day – Power Point Oral Presentation Rubric

CATEGORY 4 3 2 1
Pitch Pitch was often Pitch was often Pitch was rarely Pitch was not used to
used and conveyed used but the used OR the convey emotion.
emotions emotions conveyed emotions conveyed
appropriately. sometimes did not often did not fit the
fit the content. content.
Pauses Pauses were Pauses were Pauses were Pauses were not
effectively used 2 effectively used intentionally used intentionally used.
or more times to once to improve but were not
improve meaning meaning and/or effective in
and/or dramatic dramatic impact. improving meaning
impact. or dramatic impact.
Comprehension Student is able to Student is able to Student is able to Student is unable to
accurately answer accurately answer accurately answer a accurately answer questions
almost all questions most questions few questions posed posed by audience about the
posed by audience posed by audience by audience about topic.
about the topic. about the topic. the topic.
Enthusiasm Facial expressions Facial expressions Facial expressions Very little use of facial
and body language and body language and body language expressions or body
generate a strong sometimes generate are used to try to language. Did not generate
interest and a strong interest generate much interest in topic being
enthusiasm about and enthusiasm enthusiasm, but presented.
the topic in others. about the topic in seem somewhat
others. faked.
Preparedness Student is entirely Student seems The student is Student does not seem at all
prepared and has mostly prepared but somewhat prepared, prepared to present.
obviously might have needed but it is clear that
rehearsed. a couple more rehearsal was
rehearsals. lacking.
Posture and Eye Student uses Student uses 1 prop Student uses 1 prop The student uses no props
Contact several props that shows that makes the OR the props chosen detract
(could include creativity and presentation better. from the presentation.
costume) that show which enhances the
creativity and presentation.
which enhances the
presentation.
Vocabulary Uses vocabulary Uses vocabulary Uses vocabulary Uses several (5 or more)
appropriate for the appropriate for the appropriate for the words or phrases that are
audience. Extends audience. Includes audience. Does not not understood by the
audience 1-2 words that include any audience.
vocabulary by might be new to vocabulary that
defining words that most of the might be new to the
might be new to audience, but does audience.
most of the not define them.
audience.
Stays on Topic Stays on topic all Stays on topic most Stays on topic some It was hard to tell what the
(100%) of the time. (99-90%) of the (89%-75%) of the topic was.
time. time.
Content Shows a full Shows a good Shows a good Does not seem to
understanding of understanding of understanding of understand the topic very
the topic. the topic. parts of the topic. well.
Collaboration Almost always Usually listens to, Often listens to, Rarely listens to, shares
with Peers listens to, shares shares with, and shares with, and with, and supports the
with, and supports supports the efforts supports the efforts efforts of others in the
the efforts of others of others in the of others in the group. Often is not a good
in the group. Tries group. Does not group but team member.
to keep people cause "waves" in sometimes is not a
working well the group. good team member.
together.
Volume Volume is loud Volume is loud Volume is loud Volume often too soft to be
enough to be heard enough to be heard enough to be heard heard by all audience
by all audience by all audience by all audience members.
members members at least members at least
throughout the 90% of the time. 80% of the time.
presentation.


CONCLUSION

F-R-O-G-T-A-S-T-I-C! Pats on our backs for all! We have come to the end of our Webquest!

By now, we all have a rich understanding of the different view points people and groups have of frogs; namely, a
cultural, historical, environmental, and scientific point of view – and not forgetting the frog‟s point of view!

How have your understandings and personal views and opinions developed over the course of this project? Have
there been any changes, significant or otherwise, that you have noticed? What about your independent and social
group work skills? How have they progressed? Have you developed an appreciation of the importance of
contributing in a positive way to a group effort, and how this can also benefit you as an individual? How about ếch
Day? Did your parents, family and other invited guests enjoy it? Have a think about that and feedback on it.

What about your teacher? Have a think and tell or write/type some (anonymous if you wish) feedback thoughts to
help make your teacher better, and to let him know the good stuff you liked. Either email your thoughts and
comments directly to teacher or write/print them on paper and place in teacher‟s classroom mailbox.

Finally, my smooth-skinned friends, let‟s all have a frog-tastic day 


TEACHER NOTES

Who this WebQuest was Designed For
This webquest was designed in mind for a group of mostly upper-intermediate level ESL Vietnamese high school
students. Although most of the Web resources are generic, some aspects such as the visit to the local zoo and food
market were specifically designed for this particular group. Additionally, Vietnamese people commonly use frogs as
a food source and they are commonplace in their street markets. The students therefore have a cultural background
association with frogs. Some non-English terms have been used throughout this document. The English translations
are given as follows:
The Vietnamese term „ếch‟ translates into English as „frog‟.
The term „anura‟ is a scientific term categorizing frogs as an order of amphibians.
The French term „Pattes de Grenouilles‟ translates into English as „legs of frogs‟.
The German term „Der Frosch‟ translates into English as „the frog‟.

The acronym SEXOp stands for „statement‟, „explanation‟, „example‟, and „opinion‟.

Other WebQuests Teachers May Find Useful
http://webtech.kennesaw.edu/jcheek3/frogs.htm
http://www.everythingesl.net/lessons/Christine_Gorman.php
http://zunal.com/webquest.php?w=23907

Engagement and Whole Class Pre-Group Frog Activities

Prior to sending groups off to begin their tasks, the whole class will participate in engagement and pre-group
activities as follows:

1. Introductory engagement activity: The whole class will view the following website on laboratory created
translucent frogs: http://www.break.com/usercontent/2007/10/See-Through-Frogs-377444.html
2. Teacher conducts a class survey on their feelings about frogs (refer Appendix 1). This may be used to re-
examine their feelings and attitudes at the conclusion of the unit.
3. (Optional) Students take home the above survey and interview their family and friends. These results will be
collated and graphed in three ways: class results only, family results only, class and family results combined.

4. Teacher divides class into four random groups and gives each group a rich topic question from the webquest.
Groups discuss and answer rich questions as per Noisy Round Robin approach.

Additional Notes
1. Students take home a letter from Teacher explaining what this unit of work is about, its duration, excursions,
incursions (and invitation to parents to attend) and expected outcomes. An open invitation will be extended to
parents who feel they have specialised knowledge and/or experiences they would like to share with the class. A
request for parents to allow and supervise student Internet research from home and for students to bring any
appropriate and relevant realia from home for display in the classroom.
2. The orientation stage is critical. It is here that students divide into groups and each group, and individuals within
the group, develop a global understanding of the webquest. This understanding is community generated and
ongoing throughout the webquest project. Groups will timeline a work schedule for each stage and task of the
webquest indicating whom their partner for each task is. The assessment rubrics are explicit and may seem
overwhelming. In practice, teachers will make their own judgment on how, or if, they should be incorporated
and utilized. From this author‟s perspective, many of the rubrics are guides, to help keep individuals, groups, the
whole class and the teacher on task. They are certainly not intended to place undue stress on the learners and
should not be used in that way for ESL students.
3. The whole class sessions are also critical. Pre-class sets the tone, confirms that session‟s tasks for each group
and resolves/confirms understandings. Post-class sessions are intended to consolidate existing learning and
introduce new learning from each group so that all groups may learn from each other. The trivia questions are
intended to function as a game activity here, continually reviewed and added to with each session. Post-class
sessions are also the opportunity to review individual and group performance, and have whole-class feedback on
any aspect of the project.
4. The use of group walls in the class enable each group to post their selected information in a centralized place
and enable all groups to share in each other‟s information and learning. They are intended to facilitate
community learning through explicit means, but more importantly, through implicit engagement and interaction.
5. The use of daily blog posts is also intended to consolidate and develop individual learning (and shared learning
through comment posts) whilst providing an avenue to develop personal understanding and opinions against the
opinions and views of each group‟s adopted persona.

ếch Day Group Tasks: Suggested Activities
Group Pattes de Grenouilles:
Suggested hands-on audience activity could be to decorate plain biscuits in frog images using cake-
decorating products (icing, candy, etc.).

Group Protectors:
Suggested Group Drama Activity to involve the audience could be to present and tell the story of a marsh
habitat of happy frogs living their daily lives (going to school, work, playing, etc.) when they are confronted
by a host of human activities: Audience members take on the role of frogs within a prescribed habitat space
(i.e. a chalk circle) that faces threats random threats from humans. Role the dice for:
i. Build a house (frog habitat reduced, population squeezed into a smaller space and fewer resources).
ii. Build a road (frog habitat bisected, frog community split, road kill dangers, population squeezed into
a smaller space and fewer resources).
iii. Drain a portion of the swamp for farming (frog habitat reduced, population squeezed into a smaller
space and fewer resources).
iv. Industrial pollutant spill: (frogs get ill and die, develop deformities, available habitat and resources
reduced).
v. Construct a hospital (frog habitat reduced, population squeezed into a smaller space and fewer
resources).
vi. Foreign species competitors introduced (competition for resources shrinks the pool of available
resources for the frogs).

Group Anura
Suggested hands-on audience activity could be to create and have a selection of frog jigsaw puzzle activities
having the audience assemble frog life cycles, frog anatomy, and frogs‟ position in a local habitat web/food
chain relative to other plant and animal species.

Group Der Frosch
Suggested Group Drama Activity could be a presentation of an Australian Aboriginal Dream Time story.
Suggested hands-on audience activity could be making origami frogs using different colored paper. These
could then be decorated reflecting different cultures representations of frogs.

Acknowledgement

The resources used in this webquest are, of course, external websites. This author would like to thank and
acknowledge their creators.


APPENDIX 1
Pre-Frog Web Quest Individual Student Survey

Student Name: _________________________________

Qu.1. How do you feel about frogs? Circle the adjective from the adjective box that best describes your feelings.
Don‟t like Don‟t They are They are I love
Horrified Neutral
them care much okay great them
1 2 3 4 5 6 7

Qu.2. Do you think it is okay for people to eat frog legs?
Yes Don‟t know No

Qu.3. Have you ever eaten frog legs?
Yes No

Qu.4. If you could, would you eat frog?
Yes Don‟t know No

Qu.5. Do you think frogs are important to humans (apart from us eating them)?
Yes Don‟t know No

Qu.6. Do you think frogs have anything important to contribute to science?
Yes Don‟t know No

Qu.7. Do you think frogs should have inherent rights?
Yes Don‟t know No

Qu.8. Do you think frog habitats (places where they live) should be protected?
Yes Don‟t know No

Qu.9. Do you think frogs are important to some cultures?
Yes Don‟t know No

Qu.10. Rank the list of animals in the box in order of your personal preference. Number 1 is the animal you like
most and number 9 the animal you like least.

Tigers, fish, spiders, frogs, pandas, snakes, birds, elephants, insects, whales

1
2
3
4
5
6
7
8
9
10

When you have finished, make sure your name is written at the top and then hand in to teacher.


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