The document describes the components and structure of a WebQuest, an inquiry-oriented lesson format that uses internet resources. It outlines the typical sections of a WebQuest, including an introduction, task, process, resources, evaluation, conclusion, and teacher page. It distinguishes between short-term and long-term WebQuests based on duration and instructional goals. Templates and examples are provided to guide teachers in creating WebQuests for their students. Pros and cons are listed, such as the ability to make learning exciting but also the increased time commitment for teachers.

1. Miciah Long, Ashley Bennett,
and Cindy McBrayer

2. Introduction- Provides background
1)
information to make the activity fun and
desirable for the students.
Task- A formal description of what will be
2)
accomplished by the end of the activity.
Process- Provides a description of the steps
3)
the learner should go through with
embedded links to follow.

3. 4) Resources- Provide a list of resources that the
students will need to complete the task.
5) Evaluation- The rubric is presented in a clear,
concise manner for evaluating students’ work.
6) Conclusion- Allows for reflection by the student
and summation for the teacher.
7) Teacher Page- It allows for discussions at this time
for questions or comments.
http://webquest.sdsu.edu/templates/lesson-template1.htm
http://www.thirteen.org/edonline/concept2class/webquests/index_sub3.ht
ml

4. Short term WebQuest- The instructional goal is knowledge
acquisition and integration. At the end of a short term
WebQuest, a learner will have grappled with a
significant amount of new information and made sense
of it. A short-term WebQuest is designed to be
completed in one to three class periods.
Long term WebQuest-The instructional goal of a extending
and refining knowledge. After completing a longer term
WebQuest, a learner would have analyzed a body of
knowledge deeply, transformed it in some way, and
demonstrated an understanding of the material by
creating something that others can respond to, on-line
or off-. A longer term WebQuest will typically take
between one week and a month in a classroom setting.

5. A template is available that guides the
teacher through the process of creating a
short-term, single discipline WebQuest.
 Non-WebQuest 3 will guide the teacher in
organizing the resources in their discipline
into categories like searchable
database, reference material, project
ideas, etc.
http://webquest.sdsu.edu/about_webquests.html

6.  http://school.discoveryeducation.com/schrockguid
e/
 http://www.thinkquest.org/library
 http://www.marcopolo-education.com
 http://oncampus.richmond.edu/academics/educati
on/projects/
 http://www.stonewall.fcps.net/wq/wq.htm
 http://www.techtrekers.com
 http://bestwebquests.com
 http://www.gecdsb.on.ca/d&g/DP/locator/asp
 http://www.mapacourse.com/webcastproject/web
qestlinks.htm

7.  Computer
 Internet Access
 Quiet Environment for Thinking
 Information for Subject
 Resource Sites
 Citations
 Collaboration

8.  Pro- makes learning more exciting for students
 Pro- provides students with specific information in
an interactive structure format.
 Pro- fosters higher level thinking.
 Con- more teacher directed than student directed.
 Con- teacher spends more time creating WebQuest
project than a regular lesson plan.
 Con- computer availability.
www.coollessons.wikispaces.com