Highlight this text section and type the title of your WebQuest. Type the same title in Title text box in the menu bar above. Always click "Save" not "Save As" to save your work!

A WebQuest for (add Grade and Subject here)

(Put Your Name Here) - 2006

Last updated (Put current date here and change when you update)

#1 Introduction

This section should be written with the student as the intended audience. Write a short paragraph here to introduce the situation to the students. You might have an organizer or outline here, too. Do not describe the task. Remember that the purpose of this section is to both prepare and hook the reader.

Refer in some way to the Big Idea (Essential Question, Guiding Question) that the whole WebQuest is centered around.

Web site Resources to help you develop this section:

Bloom's Taxonomy

AAM Northern Virginia WebQuest Matrix to see examples

AAM Waynesburg WebQuest Index to see more examples

#2 Task

Describe clearly the task students will complete as an end result of this learning experience. This task will enable the teacher and students to assess student growth toward the understanding, knowledge, and skill goals.

The task could be a:

• problem or mystery to be solved
• position to be formulated and defended
• product to be designed
• complexity to be analyzed
• personal insight to be articulated
• summary to be created
• persuasive message or journalistic account to be crafted
• a creative work, or
• anything that requires the learners to process and transform the information they've gathered.

If the final product involves using some tool (e.g., PowerPoint, the Web, Microsoft Word), 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.

Web site Resources to help you develop this section:

Bloom's Taxonomy

Verbs list Taxonomy

#3 Process

The Process section for students is a clear list of directions that the students will complete to accomplish the task. Use the numbered list format in your web editor to automatically number the steps in the procedure and make the directions as easy to read as possible. Describe the steps using the second person and in a way that students can read and follow.

For example,

1. First you'll be assigned to a team of 3 students.
2. Once you've picked a role to play...
3. ... and so on.

Learners will access the on-line Library of Congress 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.

In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could include suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. These charts should be made in Microsoft Word or in another software program such as Inspirations and then saved as pdf files or insert the graphic into Word and save the file. 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.

Web site Resources to help you develop this section:

The guides at this web site may be useful.

Process Guides: Student Guides

Media analysis of primary sources will happen in this section. Here are some tools:

Reading Comprehension Strategies

SCIM-C

Bloom's Taxonomy Research Skills

National Archives Worksheets

Process Checklist

#4 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. In addition to a rubric for the task, provide stops or check points for students to receive ongoing feedback on their work from a variety of sources including the teacher, peers, and themselves.

Rubic

#5 Conclusion

Ask students to return to the essential question and to reflect on their learning through this WebQuest. Offer questions to connect this experience to learning throughout the year, add extension questions/challenges. Conclude this learning experience.

#6 Credits and References

Designed by (insert your name(s), 2006, (make an email link to your name) with (insert link to your school district) in partnership with An Adventure of the American Mind at Waynesburg College. Last updated (insert current date here).

Template created April 2006 by Amy Martin, An Adventure of the American Mind at Waynesburg based on a template designed by Lisa Bradshaw, An Adventure of the American Mind - Colorado.

Many ideas for webquest content and worksheets were adapted by permission from An Adventure of the American Mind - Northern Virginia Partnership, Dr. Rhonda Clevenson, Director.