Description: Our Integration Series offers you a hands-on tour of the best Web resources for your type of classroom. More than a guided tour, this class offers lesson planning tips, unit ideas, student project suggestions and other practical guidance.
Considerations for Internet Integration | WebQuests |
Sample Activities | Internet Sources |
WebQuest Worksheet | WebQuest Template | Renaissance Fact Book Lesson Plan |
Objectives:
In this session, participants will:
1.
Considerations for Internet Integration (from “Guidelines for
Designing Internet Activities” by Doug Prouty of Contra Costa County of
Education, http://intergate.cccoe.k12.ca.us/online/guidelines/)
· Based on inquiry-oriented design
· Small group activity with student role playing
· Is a doable, engaging project-based task
· Built around single discipline or interdisciplinary
· Has predefined resources from the Web, CDs, library, etc.
· Can be short (1 week) or long term (4 - 6 week)
· Definition – A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation.
·
Components
Ø Introduction – Explain the topic and background information
Ø Task – Engage the students’ interest and give clear directions
Ø Activities (Process) – Relevant, challenging, multiple learning styles, H.O.T.S.
Ø Resources – 3-7 Internet sites plus texts, books, magazines, etc.
Ø Evaluation – Clearly state criteria for grading
Ø Conclusion – Have the students “sum it all up”
Ø Extension – Can they take it a step further and relate what they have learned to their lives or involve the family in the project?
· Building Blocks of a WebQuest –
http://edweb.sdsu.edu/people/bdodge/webquest/BuildingBlocks.html
· Sample – A WebQuest about WebQuests –
http://edweb.sdsu.edu/webquest/webquestwebquest-hs.html
·
Task
- By the end of this lesson, you and your group will answer these questions:
1. Which two example WebQuests listed below are the best ones? Why?
2. Which two are the worst? Why?
3. What do best and worst mean to you?
·
Resources
- Here are the sites you'll be analyzing:
· The Titanic: What Can the Numbers Tell Us? - Use spreadsheets and a database to seek the truth
· Banned Book Quest - Respond to pressure from the school board to remove books
· Conflict Yellowstone Wolves - Take a stand on the reintroduction of wolves to Yellowstone
· The Gilded Age - Create a documentary on this historical period
· World Hunger - Prepare a report to the United Nations
·
Activities
(Process) –
1.
First, each participant will have a hard copy of the
worksheet. To answer the questions given above, you'll break into groups of
four.
2.
Individually, you'll examine each of the sites on the list of resources
and use the worksheet to jot down some notes of your opinions of each from the
perspective of your role. You'll need to examine each site fairly quickly. Don't
spend more than 10 minutes on any one site.
3.
When everyone in the group has seen all the sites, it's time to get
together to answer the questions. One way to proceed would be to go around and
poll each team member for the best two and worst two from their perspective. Pay
attention to each of the other perspectives, even if at first you think you
might disagree with them.
4.
There will probably not be unanimous agreement, so the next step is to
talk together to hammer out a compromise consensus about your team's nominations
for best and worst. Pool your perspectives and see if you can agree on what's
best for the learner.
5.
One person in each group should open up SimpleText or Inspiration to
record the group's thoughts.
6.
When debriefing time is called, use this file to speak from as you report
your results to the whole class. Do you think the other groups will agree with
your conclusions?
·
Decisions,
Decisions-Online – To
be used during a classroom discussion period.
Students, as a class, will get to register a vote online if teacher is a
registered user. You can also view
how other schools voted. Designed
for students grade 5-10.
http://www.teachtsp2.com/ddonline/
Includes
ready made handouts, quizzes, discussion questions, small and large group
activities, follow-up activities, and more.
Topic changes each month. Back
issues are available.
·
Egyptian
Scavenger Hunt
– Written by Bernie Dodge. A
quick and easy Internet activity while studying Ancient Egypt. - http://edweb.sdsu.edu/courses/edtec670/egypt/hunt/EgyptHunt.html
·
A Journey
Towards Freedom
- This site is intended to be a
dynamic online reference tool for those interested in American History. Designed
by students and teachers, it is especially made to be used not only as a
researching tool, but also as a forum for active discussion and place to just
have fun. -
http://library.thinkquest.org/10966/fun.shtml
·
Daryl Cagle’s Pro Cartoonist Index,
Teachers’ Guide – This site is a unique resource with the largest collection
of newspaper editorial cartoons on the web -updating current cartoons from 71
newspaper editorial cartoonists are presented with the permission and
participation of the creators. -
http://www.cagle.com/teacher/
·
S.C.O.R.E.
History-Social Science Resources -
http://score.rims.k12.ca.us/
·
Social
Studies School Service –
http://www.socialstudies.com
·
Social
Studies – Outline Maps - http://www.sbgschool.com/teacher_activities/social_studies/outlinemaps.html
·
History-Social
Studies for K-12 Teachers -
http://www.execpc.com/~dboals/boals.html
·
Ed’s Oasis
– History Resources for Teachers -
http://www.edsoasis.org/Treasure/treasH2.html
·
Mr. Donns
Pages – Lesson Plans, Activities and Resources - http://members.aol.com/donnandlee/SiteIndex.html
WebQuest
about WebQuests Worksheet
Print
this page out and use it to jot down notes while you examine each site. Remember
to stay in character as you examine the sites and don't compare notes until you
get back with your four-person group.
Your
Role
___Efficiency Expert |
___Affiliator |
___Altitudinist |
___Technophile |
Your
Impressions
WebQuest |
Strengths |
Weaknesses |
||
The Titanic |
|
|
||
Banned Books |
|
|
||
Conflict Yellowstone Wolves |
|
|
||
The Gilded Age |
|
|
||
World Hunger |
|
|
||
|
The
Efficiency Expert: You value time a great deal. You
believe that too much time is wasted in today's classrooms on unfocused
activity and learners not knowing what they should be doing at a given
moment. To you, a good WebQuest is one that delivers the most learning
bang for the buck. If it's a short, unambitious activity that teaches a
small thing well, then you like it. If it's a longterm activity, it had
better deliver a deep understanding of the topic it covers, in your view. |
The
Affiliator: To
you, the best learning activities are those in which students learn to
work together. WebQuests that force collaboration and create a need for
discussion and consensus are the best in your view. If a WebQuest could be
done by a student working alone, it leaves you cold. |
||
|
The
Altitudinist: Higher
level thinking is everything to you. There's too much emphasis on factual
recall in schools today. The only justification for bringing technology
into schools is if it opens up the possibility that students will have to
analyze information, synthesize multiple perspectives, and take a stance
on the merits of something. You also value sites that allow for some
creative expression on the part of the learner. |
The
Technophile: You
love this internet thang. To you, the best WebQuest is one that makes the
best use of the technology of the Web. If a WebQuest has attractive
colors, animated gifs, and lots of links to interesting sites, you love
it. If it makes minimal use of the Web, you'd rather use a worksheet. |
||
Put
the Title of the Lesson Here
A WebQuest for xth Grade (Put Subject Here)
Designed by
Put Your Name Here
Put Your E-mail Address Here
Put some interesting graphic representing the content here
Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page
Introduction
This document should be written with the student as the intended audience. 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 WebQuest is centered around.
The Task
Describe crisply and clearly what the end result of the learners' activities will be. The task could be a:
If the final product involves using some tool (e.g., HyperStudio, the Web, video), mention it here.
Don't list the steps that students will go through to get to the end point. That belongs in the Process section.
The Process
To accomplish the task, what steps should the learners go through? Use the numbered list format in your web editor to automatically number the steps in the procedure. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this whole document is addressed to the student, however, so describe the steps using the second person.
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.)
In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could 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.
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.
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
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 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.
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
Procedure
|
Student
Activities
|
Ask students what major events have been occurring. Record
on overhead or board.
|
Discussion. Contribute to list of events.
|
Direct
students to log onto Internet & proceed to www.cagle.com
& select editorial cartoons contents page from the left hand
navigation column then select editorial cartoons: page from the contents
page. Proceed through cartoons pages. Ask
for opinions as to the events depicted. Compare with list of events
generated during set. Direct students to look at all the pages of editorial
cartoons.
|
Active
listening & opening web pages. Discussion. |
Circulate
to keep students on task & offer assistance. Act
as resource. |
Students
will look at all editorial cartoons on all the pages & record all the
events depicted. Can be done individually or in pairs. |
Have
students record the events depicted on overhead transparencies or on the
board. |
Students
will write a general description of cartoons for which they are not aware
of a specific event. |
Direct
discussion. Get
students to speculate on the reason for the differences in the lists. |
Compare
& contrast the lists generated. |
Homework: |
Write
about the significance of one of the events depicted in the editorial
cartoons. |
Evaluation: |
Assess
comprehension of the events depicted through discussion & written
assignment. |
Created
by Mary B. Reid
As a final project for the study of the Renaissance time period, you will create a “Fact Book” on the Renaissance. Your book will be 17-20 pages in length and will be graded on:
Your fact book must include the following information:
Use the following Internet Sites to assist you in locating important facts and information on the Renaissance.
· Renaissance – Printing and Thinking:
http://www.learner.org/exhibits/renaissance/printing.html
·
The Protestant Reformation:
http://history.hanover.edu/early/prot.htm
·
Renaissance Links on the World Wide Web:
http://www.twingroves.district96.k12.il.us/Renaissance/GeneralFiles/RenLinksGen.html
·
Art of the Renaissance:
http://www.geocities.com/Athens/Forum/7074/art.html