WebQuest Title

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WebQuest Title A WebQuest for ___ (Enter Grade
or Subject) Designed by Enter Your Name (Insert
your E-mail as a hyperlink that is hidden behind
your name) Enter your school affiliation.  Add
some interesting graphic that illustrates the
content.  
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Developer Page

• Developer Materials
• Introduction
• Learners
• Curriculum Standards
• Process
• Resources
• Evaluation
• Conclusion
• Credits References
• Next Generation Tools

• Student Pages
• Introduction
• Task
• Process
• Evaluation
• Conclusion
• Credits

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• Introduction
• Include information that describes the origin of
  the WebQuest. For example This curriculum
  material was developed as part of the elementary
  science methods course at Roger Williams
  University, Bristol, Rhode Island.
• Add any other information that would enable
  another teacher to understand why you created
  this work.
• Remember, the audience for this part of your
  WebQuest is other teachers, not students. For
  this reason, you can decide on how much attention
  you want to pay to the layout, graphic quality,
  and appearance of the Developer Pages.

Developer Page
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• Learners
• Questions to Consider
• What is the intended grade level or course for
  this WebQuest?
• Can the WebQuest be adapted for other grade
  levels or subjects?
• What should learners know before beginning this
  WebQuest?
• Are there any educational research findings that
  can identify specific teaching and learning
  issues and concerns associated with the general
  topic of this WebQuest?
• Refer to Benchmarks for Science Literacy, Chapter
  15 The Research Base and the National Science
  Education Standards (Chapter 6 Developing
  Students Abilities sections).
• (Note you must be in the Slide Show mode to
  activate these hyperlinks).

Developer Page
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• Curriculum Standards
• What are students expected to learn as a result
  of this WebQuest?
• For example If your project were on life science
  for the 3rd grade, your standards page might
  look something like
• Tennessee Science Standards
• What are the student Learning Expectations
  targeted by this WebQuest?
• Benchmarks for Science Literacy
• The Living Environment Standard 5A - Diversity
  of Life
• 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.
• National Science Education Standards
• Life Science Content Standard C (K-4) 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.

Developer Page
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• Curriculum Standards (continued)
• 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.
• Curriculum Integration
• Can this WebQuest be integrated with any other
  subject areas?
• See the Curriculum Integration Tool
• (Note you must be in the Slide Show mode to
  activate this hyperlink).

Developer Page
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• Process
• Questions to Consider
• How is the WebQuest organized? What is the
  expected duration?
• If students are divided into groups, what are the
  guidelines for grouping?
• Are there student misconceptions or stumbling
  blocks that you anticipate? Describe them and
  suggest ways that these can be addressed.
• What special skills or knowledge would a teacher
  need to effectively implement this WebQuest?
• Is there any additional information that a
  teacher might need to successfully implement this
  WebQuest?

Developer Page
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• Teaching Resources
• Questions to Consider
• Have you identified and briefly described all
  websites used in the WebQuest?
• Have you listed all materials, equipment, and
  technology needed to implement this WebQuest?
  Some possibilities include
• Student worksheets, graphic organizers, tables,
  etc,
• Class sets of books
• Specific classroom or school library reference
  materials
• Video or audio materials

Developer Page
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• Evaluation
• Questions to Consider
• How will you know that this WebQuest was
  successful?
• What criteria will be used to evaluate the
  student products or performances?
• How will you distinguish among the different
  performance levels?

Developer Page
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Evaluation (continued)
Developer Page
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• Conclusion
• Questions to Consider
• Does the summary statement review the importance
  of this Webquest and how it can help to
  accomplish specific instructional goals or meet
  certain content standards?
• Are there any clarifications or additional
  information that would help other teachers to use
  this WebQuest?

Developer Page
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• Credits References
• Questions to Consider
• Have the sources of all images, music, lessons,
  etc. used in this WebQuest been identified?
• Do all of the original web resources include
  hyperlinks?
• Are all of the books or other non-digital media
  that were used as information sources listed?
• See Curriculum WebLinks for help in locating
  websites.
• Visit these WebLinks for information on
  WebQuests.
• Credits
• Blooms Taxonomy
• Based on a template from The WebQuest Page
• Benchmarks for Science Literacy
• National Science Education Standards
• Tennessee Science Standards

Developer Page
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Next Generation Toolkit

• Click on any of the tools listed below to enhance
  the value of this WebQuest for students
• Content Clarification
• Performance Assessment Builder
• Standardized Test Item Generator
• Curriculum Integrator
• Curriculum Differentiation
• WebQuest Self-Assessment
• Curriculum WebLinks

Developer Page
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Student Pages

• Introduction
• Task
• Process
• Evaluation
• Conclusion
• Credits and References

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Introduction

• Questions to Consider
• The purpose for the Introduction are to provide a
  brief advance organizer or overview that hooks
  the student. Does this section accomplish these
  goals?
• Does everything in the Student Pages address
  students directly as the intended audience?
• What is the main question or idea around which
  the entire WebQuest is focused? See Blooms
  Taxonomy to develop a question that encourages
  higher order thinking.
• (Note you must be in the slide view mode to
  activate this hyperlink)
• Does this brief paragraph fully introduce the
  WebQuest to students and does it include a
  creative and engaging role or scenario (e.g.,
  You are a marine biologist studying the cause of
  a massive fish kill)?

Credits References
Task
Process
Evaluation
Conclusion
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Task

• Open the Task Builder for guidance in developing
  the task.
• (Note you must be in the Slide Show mode to
  activate any hyperlinks)
• Questions to Consider
• Does the task clearly and concisely describe the
  expected end product of the learners activities?
• Does the task provide a role for students to
  assume?
• Some examples of tasks are
• Solve a problem or mystery
• Formulate and defend a position
• Analyze a situation
• Describe a personal insight
• Prepare a summary
• Craft a persuasive message
• Design an original piece of creative work
• Anything that requires learners to process and
  transform the information they gather.

Credits References
Introduction
Process
Evaluation
Conclusion
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Process

• Questions to Consider
• What exact actions should students take to
  complete the task?
• What thinking skills are required to complete the
  task?
• Are the individual steps in the process
  scaffolded to support the development of student
  understanding?
• Is there adequate information about team members
  roles?
• If learners are grouped, are the links to be used
  by different members of the group specified?
• What specific age-appropriate, high-quality
  Internet resources will students explore to
  complete the task?
• Are all of these websites all currently active?
• Is the number of websites adequate for completing
  the task?
• Does the process include properly scaffolded
  questions that support successful completion of
  the task?
• Is guidance provided on how students should
  organize their discoveries (e.g., flowcharts,
  summary tables, concept maps, graphs, etc.)?

Credits References
Introduction
Task
Evaluation
Conclusion
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Evaluation
Credits References
Introduction
Task
Process
Conclusion
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Evaluation cont
Credits References
Introduction
Task
Process
Conclusion
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Conclusion

• Questions to Consider
• Does the conclusion present an engaging summary
  that describes what students should have
  accomplished or learned by completing this
  WebQuest?
• Are there any rhetorical questions or additional
  links provided that encourage students to extend
  their thinking?
• Does the conclusion close the loop between the
  start and the end of the WebQuest?

Credits References
Introduction
Task
Process
Evaluation
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Credits and References

• List here the sources of any images, music or
  text that youre using. Provide links back to
  the original source. Say thanks to anyone who
  provided resources or help.
• List any books and other media that you used as
  information sources as well.

Introduction
Task
Process
Evaluation
Conclusion