Webquest

1. Student Page
[Teacher Page]
Title
A WebQuest designed for special education students.
Introduction
Designed by
Task
Laura Smallsreed
Process
les39@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Title
Introduction If you could go anywhere in the world, where
Task would it be? For this assignment lets pretend
Process that you are going to Disney Land in California.
Evaluation
Your job is to use the internet to figure out the
Conclusion fastest way to get to Disney Land. Is it by
airplane? Car? Walking?
Credits

3. Student Page
[Teacher Page]
Title
Introduction
For this assignment you are going to use the internet to
Task get directions to Disney Land in California. Next you will
Process use google maps to determine which form of
Evaluation transportation is the fastest way to get to Disney Land.
Conclusion
Credits

4. Student Page
[Teacher Page]
Title 1. Get the address for Disney Land in California.
Introduction http://disneyland.disney.go.com/disneys-california-
adventure/
Task
Process 2. Next go to the link below, Google Maps, and put in
Evaluation the address that was found in step 1. For this step
Conclusion determine how long it would take you to get from your
home to Disney Land by car.
http://maps.google.com/maps?hl=en&tab=wl
3. The next step is to determine how long it would take
to get to Disney Land by walking, using the address
found in step 1.
http://maps.google.com/maps?hl=en&tab=wl
4. The last step is to determine how long it would take
to get to Disney Land by airplane, using the address
found in step 1. For this step set the fly out of location
as Akron, Ohio. Then hit calculate to determine how
long it will take by flight.
Credits
http://www.howmanyhours.com/fly

5. Student Page
[Teacher Page]
Title Collaborative Work Skills : Transportation
Introduction
Task
Teacher Name: Ms. Smallsreed
Process
Evaluation Student Name: ________________________________________
Conclusion CATEGORY 3 2 1 Score:
Focus on the task Consistently stays Focuses on the task Focuses on the task
focused on the task and what needs to and what needs to
and what needs to be done most of the be done some of
be done. Very self- time. Other group the time. Other
directed. members can count group members
Problem-solving Actively looks for Refines solutions Does not suggest or
and suggests suggested by refine solutions,
solutions to others. but is willing to try
problems. out solutions
suggested by
Following Understands and Follows but does Does not follow the
Directions follows step by step not fully step by step
intructions. understand the step instructions.
by step instructions.
Date Created: February 27, 2012
Credits

6. Student Page
[Teacher Page]
Title
Introduction CONGRATULATIONS!!! You have just completed this
Task webquest. You have used the internet to determine the
Process
fastest way to get to Disney Land! Being able to do this
will be very helpful in other situations.
Evaluation
Conclusion
Credits

7. Student Page
[Teacher Page]
Title
Introduction
Task
Process
All images were found on “Google Images”
Evaluation
Conclusion The idea for this webquest was found on
www.questgarden.com
Credits

8. [Student Page] *
Teacher Page
A WebQuest for xth Grade (Put Subject Here)
Title
Introduction Designed by
Learners Put Your Name Here
Standards Put Your E-mail Address Here
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

9. [Student Page] *
Teacher Page
Begin with something that describes the origin of the lesson. For example: This
Title lesson was developed as part of the San Diego Unified School District's Triton
Project, a federally funded Technology Innovation Challenge Grant.
Introduction
Learners 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.
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

10. [Student Page] *
Teacher Page
Describe the grade level and course that the lesson is designed to cover. For
Title 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
Introduction
additional grades and subjects, mention that briefly here as well.
Learners
Describe what the learners will need to know prior to beginning this lesson. Limit this
Standards description to the most critical skills that could not be picked up on the fly as the
lesson is given.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

11. [Student Page]
Teacher Page
Title
Introduction
Application To Students With Disabilities
Learners
Standards The Common Core State Standards articulate rigorous
Process grade-level expectations in the areas of mathematics
Resources and English language arts.. These standards identify the
Evaluation
knowledge and skills students need in order to be
successful in college and careers
Teacher Script Students with disabilities ―students eligible under the
Conclusion Individuals with Disabilities Education Act
(IDEA)―must be challenged to excel within the general
curriculum and be prepared for success in their
post-school lives, including college and/or careers. These
common standards provide an historic
opportunity to improve access to rigorous academic content
standards for students with disabilities. The
continued development of understanding about research-
based instructional practices and a focus on their
effective implementation will help improve access to
Credits
mathematics and English language arts (ELA)

12. [Student Page] *
Teacher Page
You can paste in the process description given to students in the “student” process
Title slide and then interleave the additional details that a teacher might need.
Introduction
Describe briefly how the lesson is organized. Does it involve more than one class?
Learners 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
Standards what?
Process If students are divided into groups, provide guidelines on how you might do that.
If there are misconceptions or stumbling blocks that you anticipate, describe them
Resources here and suggest ways to get around them.
Evaluation 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
Teacher Script plays, for example?
Conclusion
If you're designing for a one-computer classroom or for pre-readers and are creating
a facilitated WebQuest in which the teacher or an aide controls the computer and
guides discussion, you can link from here to the Teacher Script page which would
contain a printable script for the facilitator to follow.
Variations
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.
Credits

13. [Student Page] *
Teacher Page
Describe what's needed to implement this lesson. Some of the possibilities:
Title
•Class sets of books
Introduction
•E-mail accounts for all students
Learners •Specific software (how many copies?)
•Specific hardware (what kind? How many?)
Standards •Specific reference material in the classroom or school library
•Video or audio materials
Process
If the lesson makes extensive use of specific websites, it would be appropriate to
Resources list, describe and link them here.
Evaluation 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
Teacher Script room? Do you need to coordinate with a teacher at another school? With a partner
Conclusion in industry or a museum or other entity? Is a field trip designed in as part of the
lesson?
Credits

14. [Student Page] *
Teacher Page
How will you know that this lesson was successful? Describe what student products
Title or performances you'll be looking at and how they'll be evaluated. This, of course,
should be tightly related to the standards and objectives you cited above.
Introduction
Learners You may want to just copy and paste the evaluation section of the student page
(Evaluation) into this space and add any clarifications needed for another teacher to
Standards make use of this lesson.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

15. [Student Page] *
Teacher Page
The WebQuest model is best suited for learners who can navigate the Web on their
Title own and can read the kinds of material commonly found on the Web. We can
stretch the format to reach primary-aged learners, developmental English Language
Introduction
Learners and special populations by creating a facilitated WebQuest, one that
Learners requires an adult or older peer to drive things.
Standards Use this page to create a script for that facilitator. The facilitator would print this
page out and use it to guide their progress through the WebQuest.
Process
This page will include step by step directions to the facilitator, including:
Resources
•What to say at each point in the process
Evaluation •What to click on
•What questions and misconceptions to anticipate
Teacher Script •How long to take at each point
Conclusion •When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens
embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
Credits

16. [Student Page] *
Teacher Page
Make some kind of summary statement here about the worthiness of this lesson and
Title the importance of what it will teach.
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

17. [Student Page] *
Teacher Page
List here the sources of any images, music or text that you're using. Provide links back to
Title the original source. Say thanks to anyone who provided resources or help.
Introduction List any books and other analog media that you used as information sources as well.
Learners
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Standards others can acquire the latest version of this template and training materials.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits