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Place image here
(it should be an interesting image
related to the topic of the WebQuest)
WEBQUEST TITLE
A WebQuest for xth Grade <Put Subject
Here>
Designed by <Put Your Name Here>
<Put Your E-mail Address Here >
Introduction
This should be an attention grabber and make
the learners interested in doing the WebQuest. You are writing to
the learners. Write a short paragraph here to introduce the activity
to the learners. If there is a role or scenario involved (e.g., "You
are a town councillor who is protesting the lack of a police station.")
then here is where you'll set the stage. If there's no motivational
intro like that, use this section to provide a short overview. Remember
that the purpose of this section is to both prepare and hook the reader.
It is also in this section that you'll communicate the critical question
that the whole WebQuest is centered around.
The Task
Describe clearly and briefly what the end result
of the learners' activities will be. The task could be (amongst
others) a:
problem or mystery to be solved;
position to be formulated and defended;
product to be designed (e.g. a Powerpoint presentation or a web
site or a newsletter);
personal insight to be communicated;
summary to be created;
persuasive message or journalistic account to be crafted;
a creative work, or
anything that requires the learners to process and transform the
information they've gathered.
Don't list the steps that students will go through
to get to the end point. That belongs in the Process section.
The Process
This is the scaffold for the students. It explains
what steps the learners should go through. Use the numbered list
format in your web editor to automatically number the steps in the
procedure. Describing this section well will also help other teachers
to see how your lesson flows and how they might adapt it for their
own use, so the more detail and care you put into this, the better.
Remember that this whole document is addressed to the student, however,
so describe the steps using the second person.
Most WebQuests involve role playing (see examples).
You will introduce the roles here and give detail for each role.
You could have different process instructions for each role in addition
to the general process instructions.
Learners will access the online 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,
include the links that each group will look at within the description
of that stage of the process.
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.
Resources
You could list the resources separately before
or after the Process, but it is preferable to integrate the resources
with the process instructions. You will notice how this is dealt
with in different examples.
| List the web resources in this table
(optional) |
Resources do not all have to be web resources. |
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Evaluation
Describe to the learners how their performance
will be evaluated. Specify whether there will be a common grade
for group work vs. individual grades. You should include assessment
of the process (e.g. group work, evidence of thinking etc) as well
as the final outcome (e.g. content of the final report, presentation
skills etc).
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Exemplary
4 |
Accomplished
3 |
Developing
2 |
Beginning
1 |
Score
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Performance
Criteria
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Description of identifiable
performance characteristics reflecting the highest level of
performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting development and movement
toward mastery of performance. |
Description of identifiable
performance characteristics reflecting a beginning level of
performance. |
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Performance
Criteria
|
Description of identifiable
performance characteristics reflecting the highest level of
performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting development and movement
toward mastery of performance. |
Description of identifiable
performance characteristics reflecting a beginning level of
performance. |
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Performance
Criteria
|
Description of identifiable
performance characteristics reflecting the highest level of
performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting development and movement
toward mastery of performance. |
Description of identifiable
performance characteristics reflecting a beginning level of
performance. |
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Performance
Criteria
|
Description of identifiable
performance characteristics reflecting the highest level of
performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting development and movement
toward mastery of performance. |
Description of identifiable
performance characteristics reflecting a beginning level of
performance. |
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Performance
Criteria
|
Description of identifiable
performance characteristics reflecting the highest level of
performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting development and movement
toward mastery of performance. |
Description of identifiable
performance characteristics reflecting a beginning level of
performance. |
|
Performance
Criteria
|
Description of identifiable
performance characteristics reflecting the highest level of
performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting development and movement
toward mastery of performance. |
Description of identifiable
performance characteristics reflecting a beginning level of
performance. |
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Conclusion
Write a couple of sentences here
that summarize what the learner will have accomplished or 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 beyond this lesson.
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