Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Put the Title of the Lesson Here A WebQuest for xth Grade (Put Subject Here) Designed by Put Your Name Here (Insert Your Address as hyperlink) Put some interesting graphic representing the content here Based on a template from San Diego State University’s The WebQuest PageThe WebQuest Page

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Introduction Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the elementary science methods course at Roger Williams University, in Bristol, Rhode Island. Remember, the audience for this document is other teachers, not students.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Learners Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in third grade science.“ If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked upon the fly as the lesson is given. Refer to specific research from the Benchmarks for Science Literacy, chapter 15 “The Research Base”. Choose research which addresses what learners at your targeted audience know or need to know about this subject.Benchmarks for Science Literacy

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Curriculum Standards What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. Draw your standards from the Benchmarks for Science Literacy, The National Science Education Standards, and the RI GSE’s. Show only CONTENT standards. For example: If your project were on life science for the 3 rd grade, your standards page might look something like: National Science Education Standards Life Science CONTENT STANDARD C: As a result of activities in grades K-4, all students should develop understanding of The characteristics of organisms Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms. Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues. Life cycles of organisms Benchmarks for Science Literacy The Living Environment Diversity of Life By the end of the 5th grade, students should know that A great variety of kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group. Features used for grouping depend on the purpose of the grouping. more

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits back Curriculum Standards (continued) Rhode Island Grade Span Expectations List the Statement of Enduring Knowledge Assessment Target Grade Span Expectations for this lesson For your reference, the GSE’s are linked here: Life Science Earth and Space Science Physical Science

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Process You can paste in the process description given to students and then interleave the additional details that a teacher might need. Describe briefly how the lesson is organized. Does it involve more than one class? 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 what? 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 here and suggest ways to get around them. 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 plays, for example? 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.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Resources Needed Describe what's needed to implement this lesson. Some of the possibilities: Class sets of books accounts for all students Specific software (how many copies?) Specific hardware (what kind? How many?) Specific reference material in the classroom or school library Video or audio materials If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here. It would also be helpful to link the names of books suggested to Amazon or other online sources.Amazon 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 room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Evaluation How will you know that this lesson was successful? Describe what student products 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. You may want to just copy and paste the evaluation section of the student page into this space and add any clarifications needed for another teacher to make use of this lesson. Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score Stated Objective or Performance 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. Stated Objective or Performance 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. Stated Objective or Performance 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. more

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Evaluation (continued) Stated Objective or Performance 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. Stated Objective or Performance 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. back

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Conclusion Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach.

Teacher Page Top Introduction Learner Standards Process Resources Evaluation Conclusion Student page Credits Credits &References List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well. Include a link back to The WebQuest Page so that others can acquire the latest version of this template and training materials.The WebQuest Page