1. Student Page
[Teacher Page]
Un viaje a España
Title A WebQuest for 9th/10th Grade (Spanish Levels I/II)
Introduction Designed by
Task Robyn Klein
Historians Process robynk@simla.colostate.edu
Cultural Experts
Process
Gourmet Chefs
Process
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Congratulations! You have just won a free trip around the beautiful and historic country of
Title Spain! You will be visiting diverse regions of the country and major cities including the
capital Madrid, historic Toledo, Sevilla, Barcelona, and Granada. You are very excited about
Introduction visiting this fabulous country, getting to use your Spanish speaking abilities, and learning
Task more about the food and rich culture first-hand. However, you realize you know very little
about the culture there, how to interact with the Spaniards, and more importantly, you
Historians Process have no idea what you will be eating! Do not worry! As historians, cultural experts,
gourmet chefs you will be fully prepared for your adventures throughout Spain. Vamos y
Cultural Experts empezamos!
Process
Gourmet Chefs
Process
Evaluation
Conclusion
Credits

3. Student Page
[Teacher Page]
The Task
Individual Job Descriptions:
Title As stated in the introduction, each of you will take on one of the following four roles, and
perform the below tasks in your groups. THIS PROJECT WILL BE ENTIRELY IN ENGLISH!!
Introduction
Task Historian:
You will be the class experts on historical information for each of the 5 locations you will be
Historians Process visiting in Spain. The end product will be a presentation, in whatever format you feel fits
best, for the class. Be thorough as your portion sets the foundation for the other roles!
Cultural Experts Cultural Experts:
Process You responsibility is to find out what Spaniards do on a day to day basis. Things such as
when they eat, when they go to school, how the greet one another, and all the other
customs that you may encounter in your travels throughout Spain. The end product will be a
Gourmet Chefs presentation in front of the class to demonstrate the unique Spanish culture!
Process
Gourmet Chefs:
Evaluation You will be responsible for finding out different typical dishes of the 5 regions you will be
traveling to and researching these dishes. You will collect this information along with recipes
and present it to the class. Make sure the information is accurate because we will be making
Conclusion a couple of these dishes as a class!
Credits

4. Student Page
[Teacher Page]
Historians Process
First, you’ll be assigned to your team (historian, cultural expert, gourmet chef) From here
Title the process varies for each group so find your corresponding group and get started!
Introduction Historians:
Task 1. Use the following websites to collect information about the 5 different cities (Madrid,
Granada, Sevilla, Toledo, and Barcelona)
Historians Process http://www.spanish-town-guides.com/
http://www.toledo-spain.info/history.html
Cultural Experts Be sure to get information about the different conquests and controlling empires (ie.
Moorish and Christian)
Process
2. From the information your team finds pick what you think to be the top 5 most
Gourmet Chefs important historical facts and at least 1 historical landmark, or building, found in the
Process city. Check with me when you have gotten this far!
3. Compile the information you have found into a cohesive presentation for the class.
Evaluation Let your creativity shine, because it is up to you to decide how to do it!
Here are some examples if you are stumped: powerpoint, role play important
Conclusion historical moments, replicas of monuments, etc. Once again, check with me when
you have come up with your plan.
4. Finally, your group will present in front of the
class to provide the foundation of the class’s
knowledge about Spain! (This presentation will
last for 10-15 minutes)
Credits

5. Student Page
[Teacher Page]
Cultural Experts Process
First, you’ll be assigned to your team (historian, cultural expert, gourmet chef) From here
Title the process varies for each group so find your corresponding group and get started!
Introduction Cultural Experts:
Task 1. Use the following website to collect general information about cultural and daily life in
Spain
Historians Process http://www.culturecrossing.net/basics_business_student.php?id=189
Be sure to include EVERYTHING that you find of interest. It will be very helpful
during your time in Spain.
Cultural Experts
Process 2. Next you will be finding out about the flamenco, a typical dance and the music that
accompanies it from the following website:
http://www.donquijote.org/culture/spain/flamenco/
Gourmet Chefs
Process 3. You will also research one of the most famous artists from Spain, Pablo Picasso. Find
out information about his life, experience as an artist, and pick one of his works to
Evaluation discuss in depth to the class.
http://picasso.tamu.edu/picasso/
Conclusion
4. Once you have gathered information about the above items, you will compile it into a
presentation for the class. Be creative! It can be anything you would like. Some
examples are: powerpoint, role plays, bring in guitars and music for flamenco, dance
the flamenco etc. Once you have decided on how you want to present check in with
me!
5. Finally, you will present your finished project in front of the class and provide the
stepping stones for our gourmet chefs! (This presentation will last for 10-15 minutes)
Credits

6. Student Page
[Teacher Page]
Gourmet Chefs Process
First, you’ll be assigned to your team (historian, cultural expert, gourmet chef) From here
Title the process varies for each group so find your corresponding group and get started!
Introduction Gourmet Chefs:
Task 1. First, you will gather information about the differences between Spanish food and
Mexican food, because there are a lot! Be sure to note the differences between the 5
Historians Process regions we will be visiting Use the following websites:
http://www.sallys-place.com/food/cuisines/spain.htm
http://www.sallys-place.com/food/cuisines/mexico.htm
Cultural Experts
Process 2. Next you will find out about certain customs involving the food, such as what times
they eat from the following websites
http://www.jrnet.com/travel/articles/dining.html
Gourmet Chefs
Process 3. You will also pick out 5 typical Spanish dishes and their recipes. You will pick 2 tapas,
1 traditional dish, and 2 desserts. Pick things that sound good to you and that are
Evaluation easy to make because we will be making these items as a class!
http://www.euroresidentes.com/euroresiuk/Recipies/Recipies.htm
Conclusion 4. Once you have found all the information, compile it into a presentation for the class.
Be creative! You can choose whatever method to present. Come examples are:
powerpoint, role play a scene in the restaurant, bring in pictures, create a dish for
your classmates to sample. Once you have decided on how you want to present,
check with me to get approval!
5. Finally, you will present your information in front of the class and provide the
conclusion for our Spanish cultural unit! (This presentation will last for 10-15 minutes)
Credits

7. Student Page Evaluation
[Teacher Page]
Rubric For Presentations
Title CATEGORY 4 3 2 1
Introduction Content Shows a full
understanding of the
Shows a good
understanding of the
Shows a good Does not seem to
understanding of parts of understand the topic very
topic. topic. the topic. well.
Task
Collaboration with Peers Almost always listens to, Usually listens to, shares Often listens to, shares Rarely listens to, shares
Historians Process shares with, and supports
the efforts of others in the
with, and supports the
efforts of others in the
with, and supports the
efforts of others in the
with, and supports the
efforts of others in the
group. Tries to keep group. Does not cause group but sometimes is group. Often is not a
people working well quot;wavesquot; in the group. not a good team member. good team member.
Cultural Experts together.
Process
Props Student uses several props Student uses 1 prop that Student uses 1 prop The student uses no
Gourmet Chefs (could include costume)
that show considerable
shows considerable which makes the
work/creativity and which presentation better.
props OR the props
chosen detract from the
Process work/creativity and which
make the presentation
make the presentation
better.
presentation.
better.
Evaluation
Conclusion Preparedness Student is completely Student seems pretty The student is somewhat Student does not seem at
prepared and has prepared but might have prepared, but it is clear all prepared to present.
obviously rehearsed. needed a couple more that rehearsal was
rehearsals. lacking.
Listens to Other Listens intently. Does not Listens intently but has Sometimes does not Sometimes does not
Presentations make distracting noises or one distracting noise or appear to be listening but appear to be listening
movements. movement. is not distracting. and has distracting
noises or movements.
Credits

8. Student Page
[Teacher Page]
Conclusion
Congratulations! You have successfully completed the historical and cultural tour of Spain!
Title Now you are prepared to go on your trip! However, before you go reflect on the following
questions:
Introduction
Task 1. Where are you most looking forward to visiting: Madrid, Granada, Barcelona, Toledo, or
Sevilla? Why?
Historians Process
2. Where are you least looking forward to visiting? Why
Cultural Experts 3. How are eating habits different in Spain than the US? Name at least 2 differences
Process
4. What cultural components are you excited to participate in?
Gourmet Chefs 5. What was the most interesting thing you learned either from your own research or your
Process classmates?
Evaluation
Conclusion
Credits

9. Student Page
[Teacher Page]
Credits & References
Thanks to Jenni Duffy and Lyndsey Wallters for use of their pictures!
Title
The WebQuest Page
Introduction The WebQuest Slideshare Group
Task
Historians Process
Cultural Experts
Process
Gourmet Chefs
Process
Evaluation
Conclusion
Credits

10. [Student Page]
Teacher Page Un viaje a España (Teacher)
Title A WebQuest for 9th/10th Grade (Spanish Levels I/II)
Introduction Designed by
Learners Robyn Klein
Standards robynk@simla.colostate.edu
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

11. [Student Page]
Teacher Page Introduction (Teacher)
This lesson was developed as part of the Poudre School District’s curriculum to
Title meet foreign language standards concerning culture. The lesson exposes the
Introduction students to many cultural aspects about Spain that they may not have been aware
of before. It also helps to dispel any stereotypes and helps to distinguish between
Learners Mexican culture, which many of them are more familiar with, and Spanish culture.
Standards This lesson is divided into 3 sections, history, culture, and food, and specific groups
of students are the experts on each of them. The students are then to present in
Process front of the class so that every student will have a basic knowledge of each of the
three aspects. Students will examine the history, culture, and food in 5 different
Resources regions of Spain so that they understand there are differences within the country
itself. Overall, this lesson if completely properly will provide students with a solid
Evaluation understanding of Spanish culture.
Teacher Script
Conclusion
Credits

12. [Student Page]
Teacher Page Learners (Teacher)
This lesson is designed for 9th and 10th grade Spanish students who are at Levels
Title I/II in their Spanish learning. I have chosen to have them research and conduct their
Introduction projects entirely in English because many of them do not have the firm grasp of
Spanish necessary to complete such an extensive project. Furthermore, it is more
Learners important to me at this point that my students obtain a strong understanding of the
history, culture, and food of Spain and I wanted them to do this comfortably instead
Standards of struggling through the material. However, the lesson could be extended to higher
levels of Spanish by simply choosing websites that are written in Spanish and
Process having the students conduct their projects in Spanish as well.
Resources The learners will need to have a basic knowledge of the language of Spanish, but
not a lot. They certainly do not have to have any background of the history, culture,
Evaluation or food of Spain as this lesson is designed to provide them with this knowledge
Teacher Script
Conclusion
Credits

13. [Student Page]
Teacher Page Curriculum Standards (Teacher)
The students will learn basic information about the history, culture, and food of 5
Title different regions of Spain: Madrid, Granada, Barcelona, Sevilla, and Toledo. From
Introduction this they will be able to making comparisons and connections and further their
cultural understanding of Spanish speaking countries.
Learners
Foreign Language Standards Addressed
Standards
* Students acquire and use knowledge of cultures while developing foreign language
Process skills.
* Demonstrate knowledge of aspects of foreign cultures such as daily life, education,
Resources history, geography, government, economics, and the arts
* Discussing components of the social patterns of the cultures being studied
Evaluation
In addition to meeting this standards the students built other skills. They needed to
Teacher Script work together in small groups and come up with a creative way to present their
Conclusion information to the rest of their classmates. This lesson is also the base for me to
have them make connections and comparisons between life in the US and life in
Spain.
Credits

14. [Student Page]
Teacher Page The Process (Teacher)
To examine the process for the students visit the “student” process slide . There are
Title three: one for the historians, one for the cultural experts, and one for the gourmet
Introduction chefs. The link takes you first to the historians and the following two slides describe
the other two roles.
Learners
Once the students are grouped, the process is virtually the same for all students.
Standards They are to use the websites I have provided to find information regarding their
specific topics and then think of a creative way to present the information to the
Process class. This lesson will take approximately a full week of classes to complete. The
first day is the grouping and introduction to the WebQuest. They will roughly have
Resources two days to research, one day to create the presentation, and the final day each
group will present.
Evaluation Is it single disciplinary, interdisciplinary, multidisciplinary or what?
Teacher Script I will group the students ahead of time and already have them assigned to their topic
Conclusion before introducing it to them to avoid any conflicts they have will the topics or group
members. I expect some might be disappointed with their topic, but if I assign it
ahead of time there will not be as many disputes. In order to make it fair, the group
members themselves will be assigned so that there are varying levels of abilities in
each group.
This lesson is easy to do for any level of teacher as long as the teacher examines
the websites beforehand and has a general idea of the information that she wants
her students to pick up on. Also, it is key that the teacher is constantly checking in
with the students to make sure they are collecting the right information and
presenting it in an appropriate manner.
Variations
If you would like to make the WebQuest more applicable for higher level Spanish
students, I suggest finding websites in Spanish and having them complete their
Credits projects in Spanish as well.

15. [Student Page]
Teacher Page Resources (Teacher)
The resources needed for the students are:
Title •A class Blackboard account, or some way in which the students have access to the
Introduction WebQuest from both school and home. (Possibly publish it on the internet as well)
•Be prepared to provide your students with materials they may need to do their
Learners presentations. This may include: powerpoint, large paper for drawing, props, etc
•The final portion of this unit is the students getting to make a few of the traditional
Standards Spanish dishes. If you choose to do this, you will need to talk to your cafeteria
about using the facility or the Home Economics teacher and be prepared to buy
Process ingredients for the dishes yourself.
Resources I highly recommend thoroughly examining the websites used in the WebQuest and
deciding ahead of time things you want the students to focus on so you will be
Evaluation prepared to help and guide them.
http://www.spanish-town-guides.com/ (Historians)
Teacher Script http://www.toledo-spain.info/history.html
http://www.culturecrossing.net/basics_business_student.php?id=189 (Culture)
Conclusion
http://www.donquijote.org/culture/spain/flamenco/
http://picasso.tamu.edu/picasso/
http://www.sallys-place.com/food/cuisines/spain.htm (Food)
http://www.sallys-place.com/food/cuisines/mexico.htm
http://www.jrnet.com/travel/articles/dining.html
http://www.euroresidentes.com/euroresiuk/Recipies/Recipies.htm
As far as the WebQuest portion of the assignment goes, I believe one teacher will
be sufficient to manage the class. However, additional aides are always a help in
any classroom. Also, if you choose to do the cooking portion, I highly suggest you
ask for the help of the kitchen staff or fellow teacher to make sure the students are
behaving.
Credits

16. [Student Page]
Teacher Page Evaluation (Teacher)
I will use the rubric below to grade the content and presentation of the students. I
Title will be looking for creativity, quality of information found, and depth of understanding,
Introduction and how well the students worked together. Also, I will be making sure that the
other students are paying attention to the presentations and taking notes because I
Learners plan on implementing the information as part of the unit exam. In this manner the
students will be assessed on both the project and retaining the information for the
Standards test.
Process CATEGORY 4 3 2 1
Content Shows a full Shows a good Shows a good Does not seem to
Resources understanding of the understanding of the understanding of understand the topic
topic. topic. parts of the topic. very well.
Evaluation Collaboration with Almost always listens Usually listens to, Often listens to, Rarely listens to,
Peers to, shares with, and shares with, and shares with, and shares with, and
Teacher Script supports the efforts of
others in the group.
supports the efforts of
others in the group.
supports the efforts of
others in the group
supports the efforts
of others in the
Tries to keep people Does not cause but sometimes is not group. Often is not a
Conclusion working well quot;wavesquot; in the group. a good team member. good team member.
together.
Props Student uses several Student uses 1 prop Student uses 1 prop The student uses no
props (could include that shows which makes the props OR the props
costume) that show considerable presentation better. chosen detract from
considerable work/creativity and the presentation.
work/creativity and which make the
which make the presentation better.
presentation better.
Preparedness Student is completely Student seems pretty The student is Student does not
prepared and has prepared but might somewhat prepared, seem at all prepared
obviously rehearsed. have needed a couple but it is clear that to present.
more rehearsals. rehearsal was lacking.
Listens to Other Listens intently. Does Listens intently but Sometimes does not Sometimes does not
Presentations not make distracting has one distracting appear to be listening appear to be listening
noises or movements. noise or movement. but is not distracting. and has distracting
noises or
Credits movements.

17. [Student Page]
Teacher Page Teacher Script (Teacher)
1. Introduce the topic of the culture of Spain to your students. Ask them if they
Title know anything about the history, culture, or food.
Introduction 2. Introduce them to the WebQuest. Go over each step and slide with them as a
class, describing the tasks for each role, the websites, and answering questions
Learners they may have.
3. Divide them into their pre-assigned groups and again ask for questions they may
Standards have now since they are in their groups. (The first 3 steps should take one
class)
Process 4. Over the next two classes let the students explore their topics, but be sure to
check up on them daily and guide them to the material they should be focusing
Resources on. Encourage the students to begin to think about creative ways to present the
material they are finding
Evaluation 5. The fourth class period should be devoted to creating their presentations.
Provide students with materials and guidance as they need it. Make sure they
Teacher Script are aware that they may have to work on their presentation outside of class.
Conclusion This work may be done away from the computer if their presentation does not
require it.
6. Finally, the fifth day of class will be devoted to listening to each group present
their material. Afterwards, you may want to compile some questions to tie each
topic together and expand the material. Some questions can be found in the
Conclusion portion of the students’ WebQuest.
7. If you would like to create a few dishes with the students, this will take place
another day and will most likely take the entire class period. Be sure you have
the ingredients, a place to cook that will accommodate your class, and extra help
to ensure safety and good behavior of the students.
This page is linked to the Process segment off of the Teacher Page to provide you
will additional information if necessary.
Credits

18. [Student Page]
Teacher Page Conclusion (Teacher)
This lesson is incredibly worthwhile because half of learning a foreign language is
Title learning the culture and historical aspects from the point of view of the native
Introduction Spanish speaker. It is also important to demonstrate that each Spanish speaking
country is unique and has its own food, history, and culture. It is important to get
Learners this point across as soon as possible in my opinion because many first time Spanish
students hold onto a lot of stereotypes and myths involving cultural aspects. By
Standards exposing them, however, you can expel many of those stereotypical thoughts
quickly.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

19. [Student Page]
Teacher Page Credits & References (Teacher)
I used my own pictures from Spain, along with pictures from my friends Jenni Duffy and
Title Lyndsey Walters.
Introduction Other helpful links:
Learners The WebQuest Page
The WebQuest Slideshare Group
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits