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Webquest template4036

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Webquest template4036

  1. 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. 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. 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. 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. 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. 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. 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. 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 EvaluationTeacher Script Conclusion Credits Based on a template from The WebQuest Page
  9. 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 Districts 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 EvaluationTeacher Script Conclusion Credits
  10. 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 EvaluationTeacher Script Conclusion Credits
  11. 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 nations cultural Standards life. •Learn about the mythology, legends, values and beliefs of a people Process . Most lessons dont 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. 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 roleTeacher Script plays, for example? Conclusion If youre 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. 13. [Student Page]Teacher Page Resources (Teacher) Describe whats 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 theTeacher 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. 14. [Student Page]Teacher Page Evaluation (Teacher) How will you know that this lesson was successful? Describe what student products Title or performances youll be looking at and how theyll 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 EvaluationTeacher Script Conclusion Credits
  15. 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 anticipateTeacher 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. 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 EvaluationTeacher Script Conclusion Credits
  17. 17. [Student Page]Teacher Page Credits & References (Teacher) List here the sources of any images, music or text that youre 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 EvaluationTeacher Script Conclusion Credits

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