This document provides instructions for creating a WebQuest lesson to teach educators how to create their own WebQuests. The lesson involves solving a fictional murder mystery based on events from the book "The Outsiders" by working in pairs to investigate clues, develop theories, and present findings in a PowerPoint. The process is outlined in 7 steps, which guide educators through brainstorming theories, creating evidence, getting feedback, and presenting their work. Educators are encouraged to be creative and have fun while learning how to design an effective student-centered WebQuest.

1. Student Page
[Teacher Page]
Webquest to Create Webquests
Title For Educators
Introduction Designed by
Task Rachel Ake
Process rea18@zips.uakron.edu
Evaluation
Conclusion
Credits
Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Welcome to the wonderful world of WebQuests! In this project, you will use your critical
Title thinking skills to solve a bloody murder case that might sound a little familiar…read on!
Introduction
Task
Process
Evaluation
Conclusion
Credits

3. Student Page
[Teacher Page]
The Task
You will look at the events in the book “The Outsiders” in a much different way. Imagine
Title you are a cop working in Tulsa, OK during the mid 1960’s, and you have just found a boy
stabbed to death in a local park. You have no further in formation other than this. Your job
Introduction is to investigate this murder, and figure out who’s behind it.
Task
Once you and your partner have put together a theory of what happened, you will present
Process it to your police chief (me) via PowerPoint presentation.
Evaluation
Conclusion
Credits

4. Student Page
[Teacher Page]
The Process
Title 1. You will be assigned a partner to work with on this project. I will give the both of you a
sheet with a list of all the evidence found at the crime scene.
Introduction 2. Once you have your partner, you will begin brainstorming ideas on what could have
Task happened in the park (do not just tell me what happened in the book, act as if you have
no other information other than what I’ve given you)
Process 3. Once you and your partner have come up with some leads (at least 3), you will put
together a storyboard/timeline of events on a poster board leading up to his murder
Evaluation and any suspects you have (for pictures of the suspects, you can use IMDB’s character
list) –http://www.imdb.com/title/tt0086066/?ref_=sr_1
Conclusion 4. You and your partner will present the poster board to your police chief (me) and I will
either approve or disapprove of your theories.
 If I approve, you may then choose one of the leads you have come up with and expand
on it. You will then move on to recreating the night of the murder through pictures and
evidence you have compiled. Keep in mind, your theory can be anything you want it to
be as long as it’s backed up by concrete evidence and makes sense. Don’t be afraid to get
creative for this portion
 If I disapprove, you and your partner will have to revamp your leads. You don’t need to
have it figured out at this point, but your leads have to be concrete and believable.
5. During your recreation of the murder, have fun with it. You may check out a digital
camera from me if you wish to come up with your own forms of evidence. You will be
required to document the evidence just as I have on the paper I handed out to you, and
then submit it to me so I can approve it.
6. Once you have compiled all of the evidence you choose to use, begin to put together
your PowerPoint presentation. Include lots of pictures and details. You and your partner
will present it to the class. Your presentation must be between 7-10 minutes long. Once
everyone has presented, the class will vote on the best theory, and that group will
receive 10 points of extra credit on the project
7. Remember, HAVE FUN!!!
Credits

5. Student Page
[Teacher Page]
Evaluation
CATEGORY 4 3 2 1
Theories Theories are Theories are Theories do not Theories and
Title cohesive and well somewhat lacking, make sense. evidence to not
thought out. but still Included evidence, match up
Introduction
Student understandable. but did not relate whatsoever. No
Task demonstrates Student uses them back to the cohesiveness to
Creativeness Student uses Student uses good Student uses Student uses no
Process outstanding amount of creativity mediocre amount creativity, followed
creativity for story. of creativity, not the book
Evaluation Completely original very inventive
and inventive.
Conclusion Content Student has Student has good Student has little Student has no
excellent understanding of understanding of understanding of
understanding of what happened in events in the book, events in the book,
the book and the the book, few several errors in story does not
events that errors in story story match up with the
Mechanics No spelling or Very few spelling or Several spelling and Too many spelling
grammar errors in grammar errors in grammar errors in or grammar errors
PowerPoint or PowerPoint or PowerPoint or to comprehend
poster board. Poster board poster board what was written
PowerPoint / Poster PowerPoint and PowerPoint and PowerPoint and PowerPoint and
board poster board are poster board are poster board are poster board are
well put together, decently put not put together poorly put together,
include several together, includes well. Includes only do not include
pictures, and pictures and mostly some pictures and pictures and do not
Requirenments All parts of project Some parts of All parts of project Some parts of
are turned in on project are turned it are turned in late project are turned
time. on time in late
Credits

6. Student Page
[Teacher Page]
Conclusion
Congratulations! You’ve solved the murder. Hopefully this lesson got you thinking about
Title how there are always two sides to every story. I know we were all on Johnny’s side while
reading the book, but we have to force ourselves to think outside of the box sometimes. If
Introduction you want to, you may visit these thinks that I’ve provided. They really get you thinking-
Task
http://www.sparknotes.com/lit/outsiders/
Process http://www.cliffsnotes.com/study_guide/literature/the-outsiders/book-summary.html
http://www.theoutsidersbookandmovie.com/
Evaluation
Conclusion
Credits

7. Student Page
[Teacher Page]
Credits & References
Big thanks to everyone who helped-
Title
“The Outsiders” by S.E.Hinton
Introduction http://www.cthowell.net/The_Outsiders/the_outsiders.html
Task http://rubistar.4teachers.org/
http://www.sparknotes.com/lit/outsiders/
Process http://www.cliffsnotes.com/study_guide/literature/the-outsiders/book-summary.html
http://www.theoutsidersbookandmovie.com/
Evaluation http://earth-rider.com/tag/the-outsiders/
http://www.imdb.com/title/tt0086066/?ref_=sr_1
Conclusion
Here’s a link back to the WebQuest page:
http://springboard.uakron.edu/d2l/le/content/3856851/viewContent/1994344/View
And the WebQuest slideshare group:
http://webquest.org/
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