Stacie Cihlar Integration Coach School District of Mishicot

 An inquiry-oriented activity in which some or all of the information that students interact with comes from resources on the Internet. Bernie Dodge San Diego State University

 Infuse technology into the classroom and curriculum  Match YOUR curriculum and your needs  Match YOUR students and their needs  Safe surfing for students

 Increases student motivation  Ideal for cooperative learning  Develop higher level thinking skills  Uses many teacher selected resources  Encourage students to explore new ideas, ways to present these ideas

Short Term Designed to be completed in one to three class periods. Knowledge acquisition and integration Longer Term Designed to take between one week and one month Analyzes knowledge, transforms it, and demonstrates understanding through presentation

 1. Introduction  2. Task  3. Process  4. Information/Resources  5. Evaluation  6. Conclusions

 Spikes the student’s interest  Anticipatory Set  Write a short 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 here is where you'll set the stage. It is also in this section that you'll communicate the Big Question (Essential Question, Guiding Question) what the whole WebQuest is centered around.

 Westward Ho! (Literacy/Soc. Sci. 3) Westward Ho!  The Ocean's in Trouble! (Science 4-6) The Ocean's in Trouble!  Comparative Democracy (LA./SSc. - 8) Comparative Democracy  Rock the Vote (Lang. Arts/Hist./SSc. - 8) Rock the Vote  Snapshot in Time (Lang. Arts/Hist./SSc. - 8) Snapshot in Time  Return of the Great Game (Gov./Hist./SSc 12) Return of the Great Game  Take a peek at each of these at:

 Describe crisply and clearly what the end result of the learners' activities will be.  If the final product involves using some tool (e.g., PowerPoint, 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.

 An Insect's Perspective (Science & Literacy 2) An Insect's Perspective  The Children's Pool (Science & Literacy 5) The Children's Pool  Tail of 2 Millenniums (Mathematics 7-9) Tail of 2 Millenniums  Snapshot in Time (LA./Soc. Sci. - 8) Snapshot in Time  Take a peek of these at:

 What will the final project look like  Very clear and concise description  Specifically, the culminating performance or product that drives all of the learning activities  Don't list the steps that students will go through to get to the end point. That is the Process.

 An Insect's Perspective (Science & Literacy 2) An Insect's Perspective  The Children's Pool (Science & Literacy 5) The Children's Pool  Tail of 2 Millenniums (Mathematics 7-9) Tail of 2 Millenniums  Snapshot in Time (Lang. Arts/History8) Snapshot in Time  Take a peek of these at:

 This section outlines how the learners will accomplish the task. It includes clear steps, resources, and tools for organizing information.  You might also provide some guidance on how to organize the information gathered.  This is the “guts” of the student activity need to reach the final outcome.

This section is sometimes skipped if the writer has done a thorough and complete linking of resources in the Process. Some may call this a Bibliography of Sources or Teacher Resource Page  List the resources that will used  List websites individually, creating links to their URLs  List offline resources such as textbooks, videos, CD ROMs, etc.

 Learners  Westward Ho (Literacy & Hist./Soc. Sci. 3) Westward Ho  Standards  Investigating Enigmas (Literacy & Hist./Soc. Sci. 5) Investigating Enigmas  Bones and the Badge (Literacy & Science 9-12) Bones and the Badge  Teacher Notes  Family of Nations (Literacy & Hist./Soc. Sci. 1-3) Family of Nations  California Missions (Literacy & Hist./Soc. Sci. 4) California Missions  Masks for Professor Who (Literacy & Fine Arts 6-8) Masks for Professor Who  Student Work  Intertidal Zone Tour Guide (Literacy & Science 5) Intertidal Zone Tour Guide  Take a peek at:

 This section describes how the performance will be evaluated. The assessment/rubric should align with the task section of the WebQuest.  My motto is: If there is an objective, then there is an evaluation for that objective. Otherwise, why do it?

 Family of Nations (Literacy & Hist./SS.1-3) Family of Nations  The Ocean's in Trouble (Science 4-5) The Ocean's in Trouble  Biotech, Inc. (Biology 9-10) Biotech, Inc.  Take a peek at:

 It encourages reflection of what the students have done.

 Farmers, Farmers Everywhere (Interdisciplinary 3-6) Farmers, Farmers Everywhere  Finding the Lighthouse Diamond Thief (Science 6-8) Finding the Lighthouse Diamond Thief  Genocide (Lang. Arts/Hist./Soc. Sci. - 8) Genocide  A City in Space A City in Space  (Science/Technology 9-12)  Take a peek at:

 Take time to search for WebQuest sites that contain all the components of a good WebQuest  Introduction  Task  Process  Resource  Evaluation  Conclusion  Share your experience with a colleague or independently.  Questions the last 5-10 minutes

Begin

 Stop

 Questions