1. Student Page
[Teacher Page]
Put the Title of the Lesson Here
A WebQuest for xth Grade (Put Subject Here)
Title
Introduction Designed by
Task Put Your Name Here
Process Put Your E-mail Address Here
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
This document should be written with the student as the intended audience. Write a short
Title paragraph here to introduce the activity or lesson to the students. If there is a role or
scenario involved (e.g., "You are a detective trying to identify the mysterious poet.") then
Introduction here is where you'll set the stage. If there's no motivational intro like that, use this section
Task to provide a short advance organizer or overview. Remember that the purpose of this
section is to both prepare and hook the reader.
Process
It is also in this section that you'll communicate the Big Question (Essential Question,
Evaluation Guiding Question) that the whole WebQuest is centered around.
Conclusion
Credits

3. Student Page
[Teacher Page]
The Task
Describe crisply and clearly what the end result of the learners' activities will be. The task
Title could be a:
Introduction problem or mystery to be solved;
Task position to be formulated and defended;
product to be designed;
Process complexity to be analyzed;
personal insight to be articulated;
Evaluation summary to be created;
persuasive message or journalistic account to be crafted;
Conclusion a creative work, or
anything that requires the learners to process and transform the information
they've gathered.
If the final product involves using some tool (e.g., HyperStudio, the Web, video), mention it
here.
Don't list the steps that students will go through to get to the end point. That belongs in the
Process section.
Credits

4. Student Page
[Teacher Page]
The Process
To accomplish the task, what steps should the learners go through? Use the numbered list
Title format in your web editor to automatically number the steps in the procedure. Describing
this section well will help other teachers to see how your lesson flows and how they
Introduction might adapt it for their own use, so the more detail and care you put into this, the better.
Task Remember that this whole document is addressed to the student, however, so describe
the steps using the second person.
Process
1. First you'll be assigned to a team of 3 students...
Evaluation 2. Once you've picked a role to play....
3. ... and so on.
Conclusion
Learners will access the on-line resources that you've identifed as they go through the
Process. You may have a set of links that everyone looks at as a way of developing
background information, or not. If you break learners into groups, embed the links that
each group will look at within the description of that stage of the process. (Note, this is a
change from the older WebQuest templates which included a separate Resources section.
It's now clear that the resources belong in the Process section rather than alone.)
In the Process block, you might also provide some guidance on how to organize the
information gathered. This advice could suggestions to use flowcharts, summary tables,
concept maps, or other organizing structures. The advice could also take the form of a
checklist of questions to analyze the information with, or things to notice or think about. If
you have identified or prepared guide documents on the Web that cover specific skills
needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link
them to this section.
Credits

5. Student Page
[Teacher Page]
Evaluation
Beginning Developing Accomplished Exemplary Score
Title 1 2 3 4
Stated Description of identifiable Description of identifiable Description of identifiable Description of
Introduction objective or performance performance performance identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
Task beginning level of
performance.
development and
movement toward
mastery of performance. characteristics reflecting
the highest level of
mastery of performance. performance.
Process Stated Description of identifiable Description of identifiable Description of identifiable Description of
objective or performance performance performance identifiable
Evaluation Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
beginning level of development and mastery of performance. characteristics reflecting
performance. movement toward the highest level of
Conclusion mastery of performance. performance.
Stated Description of identifiable Description of identifiable Description of identifiable Description of
objective or performance performance performance identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
beginning level of development and mastery of performance. characteristics reflecting
performance. movement toward the highest level of
mastery of performance. performance.
Stated Description of identifiable Description of identifiable Description of identifiable Description of
objective or performance performance performance identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
beginning level of development and mastery of performance. characteristics reflecting
performance. movement toward the highest level of
mastery of performance. performance.
Stated Description of identifiable Description of identifiable Description of identifiable Description of
objective or performance performance performance identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
beginning level of development and mastery of performance. characteristics reflecting
performance. movement toward the highest level of
mastery of performance. performance.
Credits

6. Student Page
[Teacher Page]
Conclusion
Put a couple of sentences here that summarize what they will have accomplished or
Title learned by completing this activity or lesson. You might also include some rhetorical
questions or additional links to encourage them to extend their thinking into other content
Introduction beyond this lesson.
Task
Process
Evaluation
Conclusion
Credits

7. Student Page
[Teacher Page]
Credits & References
List here the sources of any images, music or text that you're using. Provide links back to
Title the original source. Say thanks to anyone who provided resources or help.
Introduction List any books and other analog media that you used as information sources as well.
Task
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Process others can acquire the latest version of this template and training materials.
Evaluation
Conclusion
Credits

8. [Student Page]
Teacher Page Put the Title of the Lesson Here (Teacher)
A WebQuest for xth Grade (Put Subject Here)
Title
Introduction Designed by
Learners Put Your Name Here
Standards Put Your E-mail Address Here
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

9. [Student Page]
Teacher Page Introduction (Teacher)
Begin with something that describes the origin of the lesson. For example: This
Title lesson was developed as part of the San Diego Unified School District's Triton
Project, a federally funded Technology Innovation Challenge Grant.
Introduction
Learners In this second paragraph of the introduction, describe briefly what the lesson is
about. Remember, the audience for this document is other teachers, not students.
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

10. [Student Page]
Teacher Page Learners (Teacher)
Describe the grade level and course that the lesson is designed to cover. For
Title example: "This lesson is anchored in seventh grade language arts and involves
social studies and math to a lesser extent." If the lesson can easily be extended to
Introduction
additional grades and subjects, mention that briefly here as well.
Learners
Describe what the learners will need to know prior to beginning this lesson. Limit this
Standards description to the most critical skills that could not be picked up on the fly as the
lesson is given.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

11. [Student Page]
Teacher Page Curriculum Standards (Teacher)
What will students learn as a result of this lesson? Describe the outcomes
Title succinctly. Use the language of existing standards. For example:
Introduction
Social Studies Standards Addressed
Learners
•Recognize the relationships among the various parts of a nation's cultural
Standards life.
•Learn about the mythology, legends, values and beliefs of a people
Process .
Most lessons don't just teach a block of content; they also implicitly teach one or
Resources more types of thinking. In addition to describing learning outcomes within traditional
subject areas, describe what kind of thinking and communications skills were
Evaluation encouraged by this lesson. Inference-making? Critical thinking? Creative
production? Creative problem-solving? Observation and categorization?
Teacher Script Comparison? Teamwork? Compromise?
Conclusion
Credits

12. [Student Page]
Teacher Page The Process (Teacher)
You can paste in the process description given to students in the “student” process
Title slide and then interleave the additional details that a teacher might need.
Introduction
Describe briefly how the lesson is organized. Does it involve more than one class?
Learners Is it all taught in one period per day, or is it part of several periods? How many days
or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or
Standards what?
Process If students are divided into groups, provide guidelines on how you might do that.
If there are misconceptions or stumbling blocks that you anticipate, describe them
Resources here and suggest ways to get around them.
Evaluation What skills does a teacher need in order to pull this lesson off? Is it easy enough for
a novice teacher? Does it require some experience with directing debates or role
Teacher Script plays, for example?
Conclusion
If you're designing for a one-computer classroom or for pre-readers and are creating
a facilitated WebQuest in which the teacher or an aide controls the computer and
guides discussion, you can link from here to the Teacher Script page which would
contain a printable script for the facilitator to follow.
Variations
If you can think of ways to vary the way the lesson might be carried out in different
situations (lab vs. in-class, for example), describe them here.
Credits

13. [Student Page]
Teacher Page Resources (Teacher)
Describe what's needed to implement this lesson. Some of the possibilities:
Title
•Class sets of books
Introduction
•E-mail accounts for all students
Learners •Specific software (how many copies?)
•Specific hardware (what kind? How many?)
Standards •Specific reference material in the classroom or school library
•Video or audio materials
Process
If the lesson makes extensive use of specific websites, it would be appropriate to
Resources list, describe and link them here.
Evaluation Describe also the human resources needed. how many teachers are needed to
implement the lesson. Is one enough? Is there a role for aides or parents in the
Teacher Script room? Do you need to coordinate with a teacher at another school? With a partner
Conclusion in industry or a museum or other entity? Is a field trip designed in as part of the
lesson?
Credits

14. [Student Page]
Teacher Page Evaluation (Teacher)
How will you know that this lesson was successful? Describe what student products
Title or performances you'll be looking at and how they'll be evaluated. This, of course,
should be tightly related to the standards and objectives you cited above.
Introduction
Learners You may want to just copy and paste the evaluation section of the student page
(Evaluation) into this space and add any clarifications needed for another teacher to
Standards make use of this lesson.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

15. [Student Page]
Teacher Page Teacher Script (Teacher)
The WebQuest model is best suited for learners who can navigate the Web on their
Title own and can read the kinds of material commonly found on the Web. We can
stretch the format to reach primary-aged learners, developmental English Language
Introduction
Learners and special populations by creating a facilitated WebQuest, one that
Learners requires an adult or older peer to drive things.
Standards Use this page to create a script for that facilitator. The facilitator would print this
page out and use it to guide their progress through the WebQuest.
Process
This page will include step by step directions to the facilitator, including:
Resources
•What to say at each point in the process
Evaluation •What to click on
•What questions and misconceptions to anticipate
Teacher Script •How long to take at each point
Conclusion •When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens
embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
Credits

16. [Student Page]
Teacher Page Conclusion (Teacher)
Make some kind of summary statement here about the worthiness of this lesson and
Title the importance of what it will teach.
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

17. [Student Page]
Teacher Page Credits & References (Teacher)
List here the sources of any images, music or text that you're using. Provide links back to
Title the original source. Say thanks to anyone who provided resources or help.
Introduction List any books and other analog media that you used as information sources as well.
Learners
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Standards others can acquire the latest version of this template and training materials.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits