Australian Animals

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  • 1. Student Page [Teacher Page]Put the Title of the Lesson HereA WebQuest for xth Grade (Put Subject Here) Title IntroductionDesigned by TaskPut Your Name Here Process Put Your E-mail Address HereEvaluationConclusionCredits Based on a template from The WebQuest Page

2. Student Page [Teacher Page]IntroductionThis document should be written with the student as the intended audience. Write a short Titleparagraph here to introduce the activity or lesson to the students. If there is a role orscenario involved (e.g., "You are a detective trying to identify the mysterious poet.") then Introduction here is where youll set the stage. If theres no motivational intro like that, use this section Task to provide a short advance organizer or overview. Remember that the purpose of thissection is to both prepare and hook the reader. ProcessIt is also in this section that youll communicate the Big Question (Essential Question,EvaluationGuiding Question) that the whole WebQuest is centered around.ConclusionCredits 3. Student Page [Teacher Page] The TaskDescribe crisply and clearly what the end result of the learners activities will be. The task Titlecould be a: Introductionproblem or mystery to be solved; Taskposition to be formulated and defended; product to be designed; Process complexity to be analyzed; personal insight to be articulated;Evaluation summary to be created; persuasive message or journalistic account to be crafted;Conclusion a creative work, or anything that requires the learners to process and transform the information theyve gathered.If the final product involves using some tool (e.g., HyperStudio, the Web, video), mention ithere.Dont list the steps that students will go through to get to the end point. That belongs in theProcess section.Credits 4. Student Page [Teacher Page]The ProcessTo accomplish the task, what steps should the learners go through? Use the numbered list Titleformat in your web editor to automatically number the steps in the procedure. Describingthis section well will help other teachers to see how your lesson flows and how they Introduction might adapt it for their own use, so the more detail and care you put into this, the better. Task Remember that this whole document is addressed to the student, however, so describethe steps using the second person. Process1. First youll be assigned to a team of 3 students...Evaluation2. Once youve picked a role to play....3. ... and so on.ConclusionLearners will access the on-line resources that youve identifed as they go through theProcess. You may have a set of links that everyone looks at as a way of developingbackground information, or not. If you break learners into groups, embed the links thateach group will look at within the description of that stage of the process. (Note, this is achange from the older WebQuest templates which included a separate Resources section.Its 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 theinformation gathered. This advice could suggestions to use flowcharts, summary tables,concept maps, or other organizing structures. The advice could also take the form of achecklist of questions to analyze the information with, or things to notice or think about. Ifyou have identified or prepared guide documents on the Web that cover specific skillsneeded for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), linkthem to this section.Credits 5. Student Page [Teacher Page] Evaluation Beginning Developing Accomplished Exemplary Score Title 1 2 3 4Stated Description of identifiableDescription of identifiable Description of identifiable Description of Introduction objective or performanceperformance performance identifiablePerformancecharacteristics reflecting a characteristics reflectingcharacteristics reflectingperformance Taskbeginning level of performance.development andmovement towardmastery of performance. characteristics reflectingthe highest level ofmastery of performance. performance. ProcessStated Description of identifiableDescription of identifiable Description of identifiable Description ofobjective or performanceperformance performance identifiableEvaluationPerformancecharacteristics reflecting a characteristics reflectingcharacteristics reflectingperformance beginning level of development and mastery of performance. characteristics reflecting performance. movement toward the highest level ofConclusionmastery of performance. performance.Stated Description of identifiableDescription of identifiable Description of identifiable Description ofobjective or performanceperformance performance identifiablePerformancecharacteristics reflecting a characteristics reflectingcharacteristics reflectingperformance beginning level of development and mastery of performance. characteristics reflecting performance. movement toward the highest level ofmastery of performance. performance.Stated Description of identifiableDescription of identifiable Description of identifiable Description ofobjective or performanceperformance performance identifiablePerformancecharacteristics reflecting a characteristics reflectingcharacteristics reflectingperformance beginning level of development and mastery of performance. characteristics reflecting performance. movement toward the highest level ofmastery of performance. performance.Stated Description of identifiableDescription of identifiable Description of identifiable Description ofobjective or performanceperformance performance identifiablePerformancecharacteristics reflecting a characteristics reflectingcharacteristics reflectingperformance beginning level of development and mastery of performance. characteristics reflecting performance. movement toward the highest level ofmastery of performance. performance.Credits 6. Student Page [Teacher Page]ConclusionPut a couple of sentences here that summarize what they will have accomplished or Titlelearned by completing this activity or lesson. You might also include some rhetoricalquestions or additional links to encourage them to extend their thinking into other content Introduction beyond this lesson. Task ProcessEvaluation ConclusionCredits 7. Student Page [Teacher Page]Credits & ReferencesList here the sources of any images, music or text that youre using. Provide links back to Titlethe 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. TaskInclude a link back to The WebQuest Page and The WebQuest Slideshare Group so that Processothers can acquire the latest version of this template and training materials.EvaluationConclusionCredits 8. [Student Page]Teacher PagePut the Title of the Lesson Here (Teacher) A WebQuest for xth Grade (Put Subject Here) Title Introduction Designed by Learners Put Your Name HereStandards Put Your E-mail Address Here ProcessResourcesEvaluationTeacher ScriptConclusionCreditsBased on a template from The WebQuest Page 9. [Student Page]Teacher PageIntroduction (Teacher)Begin with something that describes the origin of the lesson. For example: This Titlelesson was developed as part of the San Diego Unified School Districts TritonProject, a federally funded Technology Innovation Challenge Grant. Introduction Learners In this second paragraph of the introduction, describe briefly what the lesson isabout. Remember, the audience for this document is other teachers, not students.Standards ProcessResourcesEvaluationTeacher ScriptConclusionCredits 10. [Student Page]Teacher PageLearners (Teacher)Describe the grade level and course that the lesson is designed to cover. For Titleexample: "This lesson is anchored in seventh grade language arts and involvessocial studies and math to a lesser extent." If the lesson can easily be extended to Introductionadditional grades and subjects, mention that briefly here as well. LearnersDescribe what the learners will need to know prior to beginning this lesson. Limit thisStandards description to the most critical skills that could not be picked up on the fly as thelesson is given. ProcessResourcesEvaluationTeacher ScriptConclusionCredits 11. [Student Page]Teacher PageCurriculum Standards (Teacher)What will students learn as a result of this lesson? Describe the outcomes Titlesuccinctly. Use the language of existing standards. For example: IntroductionSocial Studies Standards Addressed Learners Recognize the relationships among the various parts of a nations culturalStandardslife. Learn about the mythology, legends, values and beliefs of a people Process .Most lessons dont just teach a block of content; they also implicitly teach one orResources more types of thinking. In addition to describing learning outcomes within traditionalsubject areas, describe what kind of thinking and communications skills wereEvaluationencouraged by this lesson. Inference-making? Critical thinking? Creativeproduction? Creative problem-solving? Observation and categorization?Teacher ScriptComparison? Teamwork? Compromise?ConclusionCredits 12. [Student Page]Teacher PageThe Process (Teacher)You can paste in the process description given to students in the student process Titleslide and then interleave the additional details that a teacher might need. IntroductionDescribe 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 daysor weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary orStandards what? ProcessIf students are divided into groups, provide guidelines on how you might do that.If there are misconceptions or stumbling blocks that you anticipate, describe themResources here and suggest ways to get around them.EvaluationWhat skills does a teacher need in order to pull this lesson o