Educ 5413 - Teaching with Technology Summer 2005: Dr. Helen Mongan-Rallis
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WebQuest Assignment
See examples of past 5413 WebQuest Assignments:
-
Finding
the Ozone: Developed by Anna Thiede, Chandra Larson , Joel Giedlinski,
Rachel Bedell Educ 5413 Fall 2003
- Save
the Ocean: A Web Quest for 8th Graders Designed by: Jeremy Nelson, Amber
Hunt, Molly Jones, Cat Callahan
- What
ever happened to my caterpillar? A WebQuest for 1st Grade of Caterpillars.
Designed by Bob Rients, Geoff Meismer, Sheri Lieffring, and Megan Callahan
Examples of WebQuests from the Internet:
Purpose(s):
The purposes of this assignment are for you to:
-
Become familiar with some of the resources on the Internet
to help you with designing your own Internet lessons.
- Learn how to create your own, simple WebQuest.
- Learn how to facilitate student learning using the WebQuest you designed.
Objective:
- Having explored the different sources provided in these assignment guidelines,
develop a simple WebQuest lesson following the structure discussed in class.
Background preparation:
Review the resource links on WebQuests provided in class:
Your Task:
-
This is a group activity (you will be in groups of 3-4 people).
You should all work together to decide on a topic, research appropriate
web sites and then develop your lesson. Include all group members' names
on your WebQuest.
- Develop a WebQuest for a particular grade and subject level. Your WebQuest
should be detailed and one that could easily be used for students of the intended
grade level. Your WebQuest should include each of the parts of a WebQuest
(if you want to use a template to save you time and to ensure you follow the
steps, see WebQuest
Templates or WebQuest
Design Patterns). Specifically:
-
An introduction that sets the stage and provides
some background information.
-
A task that is doable and interesting.
-
A set of information sources needed to complete
the task. Many (though not necessarily all) of the resources are included
in the handout provided to the students pointing to information on the
World Wide Web. Information sources might include web documents, experts
available via e-mail or real-time conferencing, searchable databases
on the net, and books and other documents physically available in the
learner's setting. Because pointers to resources are included, the learner
is not left to wander through webspace completely adrift.
-
A description of the process the learners should
go through in accomplishing the task. The process should be broken out
into clearly described steps.
-
Some guidance on how to organize the information
acquired. This can take the form of guiding questions, or directions
to complete organizational frameworks such as timelines, concept maps,
or cause-and-effect diagrams.
-
A conclusion that brings closure to the quest,
reminds the learners about what they've learned, and perhaps encourages
them to extend the experience into other domains.
- In designing your lesson you must follow the basic format of one of the
Web Quest Templates at WebQuest
Design Patterns (from this Design Patterns page, click on links to templates
under the "Description" column. Follow the pattern for students,
not for teachers). The WebQuest
Design Process and WebQuest
Process Checklist will help you with this too. NOTE:
For this 5413 assignment DO NOT have to do the evaluation
rubric section of the WebQuest.
What you should turn in
Turn in ONE WebQuest assignment for each group*. This should contain the
following:
- WebQuest title, intended grade level, and subject area(s)
- Names of each of the students in your group.
- WebQuest as a handout or webpage in the form that will be used by students.
- WebQuest Rubric with self-ratings circled and section at the end listing
of the contributions made by each group member towards the project. Next
to each person's name, indicate the approximate percentage that person contributed
to the project (with 4 members in your group, each should have contributed
25%; however, if one person did a greater or lesser share of the work, this
should be reflected here). If there is a significant difference in the contribution
of individual group members, their grades will be adjusted accordingly.
* NOTE: While you must work together to plan and teach the
lesson, IF you feel strongly that you do not want to be a part of the group
assignment and would rather write up your own WebQuest assignment (to turn
in for a grade), then you may do this. If you choose to do this,
however, you MUST tell your group in advance so they know you will not be
a part of the group project. If you let down your group and fail to complete
a part of the assignment you were supposed to do (because you decided at the
last moment you want to work on your own), then you forfeit the right to do
your own assignment and you will earn a grade that reflects the percentage
of the work you contributed to your group.
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