Ech webquest

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webquest frogs ESL intermediate +

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Ech webquest

  1. 1. 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
  2. 2. 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!
  3. 3. TASKSIntroduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1Whole Class Tuning In TaskPattes 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:
  4. 4.  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.Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 PATTES DE GRENOUILLES TASKSFrogs are not just eaten in the form of the delicious chocolate Freddo Frogs; they are also eaten in many countries asreal food. Your group is to investigate the commercial aspects on the use of frogs. To complete this task your groupwill 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.Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 PROTECTORS TASKSYou are a group of conservationists. Although frogs can be noisy they don‟t speak „Human‟. Your job is to representfrogs‟ interests in the world of humans by publically speaking out for the conservation of frogs and their habitats. Tocomplete this task you will need to: 1. Take on the role of frog conservationists during your research.
  5. 5. 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 conservationist‟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. 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.Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 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 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. 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.Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 DER FROSCH TASKSYou are a group of ethnoherpetologists. Your task is to research the given websites on frogs and organise andpresent your findings to the rest of the class and invited audience on ếch Day. To complete your tasks you will needto:
  6. 6. 1. Take on the role of ethnoherpetologists 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 an ethnoherpetologist‟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. 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. 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 GRENOUILLESBy now, you are aware frogs are a real human food for some cultures and countries. Adopt the personas of yourgroup 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 GROUP PATTES DE GRENOUILLESStep 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.
  7. 7. 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 GROUP PATTES DE GRENOUILLESStep 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.
  8. 8. INFORMATION PROCESSING PHASE GROUP PATTES DE GRENOUILLESAt this stage you will need to make sense of the experiences you have had and the information you have gathered sofar 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
  9. 9. 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 GROUP PATTES DE GRENOUILLESDuring this phase, your group will need to identify and prepare all the materials and resources you will need topresent 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 GROUP PATTES DE GRENOUILLESAll 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 youare adequately prepared to deliver.Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 PROCESS Protectors INTRODUCTION GROUP PROTECTORSWho will speak out for those that cannot speak for themselves? As conservationists, your role is to bring attention tothe dangers faced by frogs from human exploitation and human actions. You will explore the leading causes of frogdeclines and deformities. You will use your group‟s findings to form an opinion on why we should/shouldn‟t careabout these dramatic declines, deformities, and disappearances plaguing many amphibian populations around theworld.Rich Topic Concept: The „web of life‟ emphasizes interconnectivity; that actions have repercussions, no matterhow far removed in time or space.Rich Topic Questions: From a conservation perspective, what relationships can you identify between frogs andpeople/cultures? How can you categorize these relationships? How do you personally view or value theserelationships?
  10. 10. PLANNING PHASE GROUP PROTECTORSStep 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. 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 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 PROTECTORSStep 1 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 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?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.
  11. 11. INFORMATION PROCESSING PHASE GROUP PROTECTORSAt this stage you will need to make sense of the experiences you have had and the information you have gathered sofar 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.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.
  12. 12. CONSTRUCTION PHASE GROUP PROTECTORSDuring this phase, your group will need to identify and prepare all the materials and resources you will need topresent 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 GROUP PROTECTORSAll 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 youare adequately prepared to deliver.Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 PROCESS Anura translate - elaborate INTRODUCTION GROUP ANURAFrogs are incredibly cool and wondrous animals, but you don‟t need to take my word for it. From a scientificperspective, 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 ANURAStep 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. 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.
  13. 13. Step 2 Your group will take on the role of scientists examining and reporting on the information you collect about 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 ANURAStep 1 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 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?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. INFORMATION PROCESSING PHASE GROUP ANURAAt this stage you will need to make sense of the experiences you have had and the information you have gathered sofar 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
  14. 14. 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.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 GROUP ANURADuring this phase, your group will need to identify and prepare all the materials and resources you will need topresent 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 GROUP ANURA
  15. 15. 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 youare adequately prepared to deliver.Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 PROCESS Der Frosch translate INTRODUCTION GROUP DER FROSCHFrogs are found on all the world‟s continents except Antarctica. This means cultures from all around the world havean historical and contemporary relationship with frogs. You will select and examine some of these relationships andreport on the ethnoherpetological connections you identify. Be prepared to evaluate and comment on your findingsfrom 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 FROSCHStep 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. Work in pairs and combine your ideas. 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. 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.
  16. 16. RESEARCH PHASE GROUP DER FROSCHStep 1 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 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.Step 3 – 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. INFORMATION PROCESSING PHASE GROUP DER FROSCHAt this stage you will need to make sense of the experiences you have had and the information you have gathered sofar 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.
  17. 17. 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.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 GROUP DER FROSCHDuring this phase, your group will need to identify and prepare all the materials and resources you will need topresent 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 GROUP DER FROSCHAll 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 youare adequately prepared to deliver.
  18. 18. WEB RESOURCESIntroduction 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
  19. 19. Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 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
  20. 20. Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 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 http://cgee.hamline.edu/frogs/science/faq1.html http://en.wikipedia.org/wiki/Frog 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
  21. 21. 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.htmlIntroduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 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
  22. 22. http://aesopfables.com/cgi/aesop1.cgi?sel&TheBoysandtheFrogs Moral: One mans pleasure may be anothers painhttp://aesopfables.com/cgi/aesop1.cgi?sel&TheFrogsAskingforKing Moral: Let well enough alonehttp://aesopfables.com/cgi/aesop1.cgi?sel&TheFrogsandtheWell&&frogwell.ram Moral: Look before you leaphttp://aesopfables.com/cgi/aesop1.cgi?sel&TheHaresandtheFrogs2 Moral: There is always someone worse off than yourselfhttp://cgee.hamline.edu/frogs/students/writing/joke.htmlhttp://cgee.hamline.edu/frogs/art/2001/index.html#sanchezhttp://www.firstpeople.us/FP-Html-Legends/TheFrogsandtheCrane-Unknown.htmlhttp://www.bellaonline.com/articles/art47850.asphttp://www.kidzone.ws/lw/frogs/activities-riddles.htmhttp://www.bluegecko.org/kenya/tribes/embu/stories-frogs.htmhttp://www.frogsvilleusa.com/myth/index.htmlVIDEO: http://darsbydesign.com/frogs/sandra_bullock.htmlVIDEO: http://www.youtube.com/watch?v=aDnTo2S2BrA Songshttp://www.frogsonice.com/froggy/songs/rana.shtmlhttp://www.frogsonice.com/froggy/songs/school.shtmlhttp://www.frogsonice.com/froggy/songs/rhymes.shtml (tongue twister)http://www.frogsonice.com/froggy/songs/hot-frogs.shtmlhttp://www.naturecanada.ca/cwn_naturewatch_fw_jokes.asphttp://allaboutfrogs.org/weird/general/songs.html Frog Web Gameshttp://www.darsbydesign.com/frogs/http://www.dltk-kids.com/puzzles/theme.asp?tid=29 Making Stuff Activitieshttp://www.exploratorium.edu/frogs/rain_stick/index.htmlhttp://www.kiddyhouse.com/Themes/frogs/origamifrog.htmlhttp://www.enchantedlearning.com/crafts/cards/frogpopup/http://www.dltk-kids.com/animals/mfroglifecycle.htmhttp://www.enchantedlearning.com/themes/frog.shtmlWhat Kind of Frog Are You?http://allaboutfrogs.org/funstuff/frogtest.php3
  23. 23. Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 WEB RESOURCES ALL GROUPS Web Sites Applicable To All Groups 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.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
  24. 24. Frog Sounds http://www.fi.edu/fellows/fellow9/jun99/sounds/bullfrog.wav http://animaldiversity.ummz.umich.edu/site/topics/frogCalls.htmlIntroduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 ASSESSMENTThe following rubrics have been created to guide you throughout this unit of work. There is a daily assessment wallchart where students self and peer evaluate; this will enable the teacher to quickly identify any students consistentlyunderperforming and to take appropriate action. There is also a daily oral assessment rubric, which allows theteacher to evaluate the specific knowledge learning and understanding from each group and to assess theunderstandings 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 progressthrough 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
  25. 25. 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 1Level of Shows a full Shows a good Shows a good Does not seem toknowledge and understanding of the understanding of the understanding of parts understand the topic topic. topic. of the topic. very well.UnderstandingUse of materials Student uses several Student uses 1 Student uses 1 prop The student uses nothat support resources that make supporting resource that makes the supporting resources OR the presentation better. that makes the presentation better. the resources chosenpresentation presentation better. detract from the presentation.Response to Responds fully to all Responds fully to most Responds to audience Responds poorly toaudience 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
  26. 26. ếch Day – Audience Activity Rubric CATEGORY 4 3 2 1All materials andresources 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 topicKnowledge 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 cardsAccuracy of cards made for the information cards information cards made for the game are notContent 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 cardsAttractiveness 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 theCooperative 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 wereRole 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 makeProps/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.
  27. 27. Group presented Group mostly Group sometimes Group rarely presented TOPresentation TO the audience. presented TO the presented TO the the audience. audience. audience. ếch Day – Power Point Oral Presentation Rubric CATEGORY 4 3 2 1Pitch 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 propsContact 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, shareswith 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.
  28. 28. Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 CONCLUSIONF-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, acultural, 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? Havethere been any changes, significant or otherwise, that you have noticed? What about your independent and socialgroup work skills? How have they progressed? Have you developed an appreciation of the importance ofcontributing in a positive way to a group effort, and how this can also benefit you as an individual? How about ếchDay? 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 tohelp make your teacher better, and to let him know the good stuff you liked. Either email your thoughts andcomments 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 
  29. 29. Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 TEACHER NOTESWho this WebQuest was Designed ForThis webquest was designed in mind for a group of mostly upper-intermediate level ESL Vietnamese high schoolstudents. Although most of the Web resources are generic, some aspects such as the visit to the local zoo and foodmarket were specifically designed for this particular group. Additionally, Vietnamese people commonly use frogs asa food source and they are commonplace in their street markets. The students therefore have a cultural backgroundassociation with frogs. Some non-English terms have been used throughout this document. The English translationsare 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=23907Engagement and Whole Class Pre-Group Frog ActivitiesPrior to sending groups off to begin their tasks, the whole class will participate in engagement and pre-groupactivities 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.html2. 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.
  30. 30. 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 Notes1. 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 ActivitiesGroup Pattes de Grenouilles: Suggested hands-on audience activity could be to decorate plain biscuits in frog images using cake- decorating products (icing, candy, etc.).
  31. 31. 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.AcknowledgementThe resources used in this webquest are, of course, external websites. This author would like to thank andacknowledge their creators.
  32. 32. Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 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 7Qu.2. Do you think it is okay for people to eat frog legs? Yes Don‟t know NoQu.3. Have you ever eaten frog legs? Yes NoQu.4. If you could, would you eat frog? Yes Don‟t know NoQu.5. Do you think frogs are important to humans (apart from us eating them)? Yes Don‟t know NoQu.6. Do you think frogs have anything important to contribute to science? Yes Don‟t know NoQu.7. Do you think frogs should have inherent rights? Yes Don‟t know NoQu.8. Do you think frog habitats (places where they live) should be protected? Yes Don‟t know No
  33. 33. Qu.9. Do you think frogs are important to some cultures? Yes Don‟t know NoQu.10. Rank the list of animals in the box in order of your personal preference. Number 1 is the animal you likemost 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 10When you have finished, make sure your name is written at the top and then hand in to teacher.Introduction Tasks Process Resources Assessment Conclusion Teacher Notes App. 1 Welcome

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