Put the Title of Your

Project Here (centered)

A WebQuest for xth Grade ?Subject?

Introduction:

Write a good, solid paragraph of four to five sentences here to introduce the WebQuest 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. If there's no motivational intro like that, use this section to provide a short advance organizer or overview. It is also in this section that you'll communicate The Big Question (Essential Question, Guiding Question) that the whole WebQuest is centered around. Here is a good PowerPoint Presentation on Designing WebQuests and here is a flow-chart or Map on Designing a WebQuest. (A horizontal line or divider bar of some type should be used to separate the major sections. Be careful not to delete the target symbols as they are necessary for navigation from the links at the top of the page.)

The Tasks:

Describe crisply and clearly what the end result of the learners' activities will be, but don't list the steps that students will go through to get to that end point as that belongs in the Process section. Good sources of information on this design area are: WebQuest Task Design Worksheet (Do you already have a topic, some curricular goals and some essential questions in mind for your WebQuest? The purpose of this worksheet is to help you think your way through to the next step: deciding on a specific task or tasks that your learners will do. It's designed to be used in conjunction with the WebQuest Taskonomy webpage. If the final product involves using some tool (e.g., word processing, spreadsheet, HyperStudio, webpage, video), mention it here. The tasks could be anything that requires the learners to process and transform the information they've gathered from your Internet resources, such as:

a series of questions that must be answered,
a summary to be created,
a problem to be solved,
a position to be formulated and defended, or
a creative work to be completed.

The Process:

To accomplish The Tasks (above), what steps should the learners go through? Use this space to point out at least five (5) unique domains/places on the Internet that will be available for the learners to use to accomplish the tasks, with at least four (4) of these including some element of an interactive game, quiz, or activity. Embed the links (as illustrated below) within a two to three sentence description of each resource so that your learners know in advance what they're clicking on. The link should take the student directly there, rather than having to navigate through a maze.

Each item of The Process should be linked and should also detail exactly what the students are to do at each site/step. Here are several outstanding websites to assist you in the writing of The Process: Process Guides for Students, The Process -- An Explanation and a Description, and The Process Checklist, which will help you look at the Process section and focus on the small details that can make or break a project. You can use it to look at your own project or you can ask someone else to provide you with a peer review. Any line that doesn't have "Yes" checked suggests an aspect of your Process that should be examined closely.

1. This is step one and might say something like: Visit the Sample EDU 330 WebQuests at FHU and look at how the undergraduates in EDU 330 designed their projects. It would also tell the students exactly what the task of this step is. (This is just an example with a link embedded within it.)
2. The next step might be to visit the Sample EDU 506 WebQuests at FHU and look at the variety of projects. Again, tell the students exactly what to do and/or produce. Notice how the graduates in EDU 506 used images, backgrounds, and dividers to add to the appeal of their interactive webpages. (This is another example with a link embedded within it.)
3. This is the third step and might say something like: Visit the Instructions for Interactive Webpages site by Dr. Bruce Lewis and make a hard-copy print-out for your own uses. (This is another example with a link embedded within it.) (Now that you are almost finished, be sure to fill out the evaluation sheet and follow its instructions. Check the spelling and grammar.)
4. ... and so on. (By the way, you are not allowed to duplicate a WebQuest that has already been done in either EDU 330 or EDU 506!)
5. ... and so on. (Excellent educational resources are available from Dr. Lewis' iKeepBookmarks, an alphabetized and searchable list!)

Learners will access the on-line resources that you've identified 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, embed the links that each group will look at within the description of that stage of the process. (Note, this is a change from the older WebQuest templates which included a separate Resources section. It's now clear that the resources belong in the Process section rather than alone, according to Dodge.)

In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could include 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.

The 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. (Your rubric may be smaller or longer than the sample given below depending upon the number of Tasks listed above. Edit carefully to avoid deleting a cell, row, or column.)

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.

Conclusion:

Put a couple of sentences here that summarize what they will have accomplished or learned by completing this WebQuest. You might also include some rhetorical questions or additional links that encourage them to extend their thinking into other content areas.

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.

Teacher Advice:

Describe the grade level and course that the lesson is designed to cover. For 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 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 up on the fly as the lesson is given. Interleave any 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 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?

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. If students are divided into groups, provide guidelines on how you might do that.

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?

Add any clarifications to the evaluation section of the student page needed for another teacher to make use of this lesson. (Not all of these items need be addressed if already obvious within the WebQuest.)

This page originally written by Dr. Bernie Dodge and last updated on August 15, 1999. Based on a template from The WebQuest Page. It was modified on June 27, 2001 by Dr. Lewis for FHU's EDU 506. (Remove these lines when finished using this template!) (Now that you are almost finished, be sure to fill out the evaluation sheet and follow its instructions. Check the spelling and grammar.)

Created by your name [linked to your e-mail address] for EDU 506 @ FHU School of Education taught by Dr. Bruce Lewis on June 27, 2001. Last updated on March 5, 2002. (Convert these last lines to be your e-mail information and the dates when you created/modified/updated your page.)