Title of the Web Quest Introduction Introduction Task
Title of the Web. Quest Introduction • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page Designed by (put your name here) 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. If there's no motivational intro like that, use this section to provide a short advance organizer or overview. Remember that the purpose of this section is to both prepare and hook the reader. It is also in this section that you'll communicate the Big Question (Essential Question, Guiding Question) that the whole Web. Quest is centered around. Put some interesting graphic representing the content here
Title of the Web. Quest • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page
Title of the Web. Quest • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page describe the steps using the second person Process STEP 1 STEP 2 STEP 3 STEP 4 STEP 5
Title of the Web. Quest • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page STEP 1 Process First you'll be assigned to a team of 3 students. . First. . Go to the following website and read a brief overview of the events that led to the. .
Title of the Web. Quest • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page STEP 2 Now. . Process Pretend that you are a teenager living in. . . Go to the following websites and read about the different events that are described. After viewing each website, write specifically about the way these scenarios make you feel in your journal. Some starter questions are listed below to help you get started with this: Do you. . . . ? Are you. . . ? . . .
Title of the Web. Quest • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page STEP 3 Process Next. .
Title of the Web. Quest • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page STEP 4 Process Then. .
Title of the Web. Quest • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page STEP 5 Finally. . Process You have already done your research and chosen a side. Now, it is time to defend what you believe in! You are to work with your partner (to be assigned by your teacher based on your choices in stage 2) to create your very own picket sign. You must meet the following requirements to receive full credit for your work:
Title of the Web. Quest • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page Stated Objective or Performance Beginning 1 Developing 2 Qualified 3 Exemplary 3 Description of identifiable performance characteristic s 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 the highest level of performance. Score
Title of the Web. Quest • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page Stated Objective or Performance Beginning 1 Developing 2 Qualified 3 Exemplary 3 Description of identifiable performance characteristic s 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 the highest level of performance. Score
Title of the Web. Quest Conclusion • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page Put a couple of sentences here that summarize what they will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. Congratulations! You have completed this activity and hopefully, you have learned a lot about. . . If you would like to learn more about. . .
Title of the Web. Quest Credits • • • Introduction Task Process Evaluation Conclusion Credits • Teacher’s page 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.
Title of the Web. Quest • • • Introduction Learners Standards Process Resources • Student’s page Introduction Begin with something that describes the origin of the lesson. 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.
Title of the Web. Quest • • • Introduction Learners Standards Process Resources • Student’s page Learners Appropriate Grade Level: . . . Year Pre-requisites: Students need to know how to use a computer to navigate websites. Students also need to know how to. . . Learner Differences: Students may be allowed to work with a partner while reading through the various websites in this Web. Quest if they struggle with reading and comprehension. . . .
Title of the Web. Quest Standards • • • Introduction Learners Standards Process Resources SERR. . Competence. . . Skills. . . • Student’s page
Title of the Web. Quest • • • Introduction Learners Standards Process Resources • Student’s page Process Day 1: (classroom first, then go to the computer lab) 1. Introduce the topic. . 2. Show the students how. . . 3. Ask students. . Day 2: (computer lab) 1. Show students. . . 2. Allow students. . 3. Day 3: (classroom). .
Title of the Web. Quest • • • Resources Introduction Materials you will need to complete this lesson: Learners • computer lab with a computer for every child and internet access Standards • journals/lined paper in a paper folder for Process each child Resources • printer and printer paper • art supplies for picket signs • poster board Student’s page • markers • sticks to attach them to (or you could just hang them on the wall)
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