Module 5

Module 5

Designing a WebQuest using the six major components

WebQuest Resources - LT Technologies


WebQuests should contain the following steps:

1. Introduction
2. Task
3. Process
4. Resources
5. Evaluation
6. Conclusion

1. An introduction that sets the stage and provides some background information.

2. The task focuses learners on what they are going to do.

3. A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.

4. A set of resources are needed to complete the task. Many (though not necessarily all) of the resources are embedded in the WebQuest document itself as anchors pointing to information on the World Wide Web.

5. The evaluation section describes the criteria needed to meet performance and content standards. The best assessment tool is a rubric.

6. A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.
TOPIC HURRICANES

I. Introduction - sets the stage and provides some background information. In the Introduction section the purpose is to both prepare and hook the reader.

EXAMPLE: Introduction

Hurricanes are a constant threat to the lives and well being of those people who live along the coast. On August 29, 2005, Hurricane Katrina, a category five hurricane, hits land and storms across Mississippi, Alabama, and Louisiana leaving in her wake a trail of devastation. Hurricane Katrina is about one of the worst (if not the worst) natural disasters in the history of the United States.

Hurricane Katrina brought havoc to an area of approximately 90,000 square miles and with sustained winds during landfall of 125 mph. Hurricane Katrina was one of the strongest storms to impact the coast of the United States during the last 100 years. In this WebQuest you will learn about hurricanes, but more importantly information about the region and the people that this particular hurricane, "Hurricane Katrina" impacted. This activity and resource is designed to help us understand the magnitude of this natural disaster, and to point us toward ways to reduce the destruction and loss of life caused by natural disasters.
II. Task - the task focuses learners on what they are going to do - specifically, the culminating performance or product that drives all of the learning activities.

EXAMPLE: TASK
CNN has just hired three reporters to create a 60 minute news special report on Hurricane Katrina. This news special will be aired by all major networks in August to help viewers prepare for the current hurricane season. To complete this task, you will each assume the roles of a National Weather Service Research person.You will work together to create a presentation in which you will share your knowledge of hurricanes and help viewers be prepared.

III. Process - This section outlines how the learners will accomplish the task. Scaffolding includes clear steps, resources, and tools for organizing information.

EXAMPLE: Process
Working in groups of three, and using online sources, you will research the the following questions on hurricanes and Katrina.

a. Describe where and when hurricanes form. Where did Hurricane Katrina originate?

b. When did Hurricane Katrina take place?

c. What are hurricane categories and corresponding wind speeds?

d. How did Hurricane Katrina become a category 5 storm?

e. How does a hurricane gain strength?

f. How do you track a hurricane?

g.What were the specific cities directly affected? What bodies of water were affected?

h. Why did New Orleans flood?

i. Explain Storm Surge.

IV. Resources - The resources include links to the Internet to find answers and solutions to questions proposed in the project.

EXAMPLE: The following are links of Internet resources available to help you complete this project. In addition to the Internet links.

USA TODAY WEATHER

NOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Hurricane Basics

NATIONAL WEATHER SERVICE HURRICANE PAGE

National Hurricane Center

Hurricane Katrina

Hurricane Katrina Coverage

NATIONAL HURRICANE CENTER

FEMA FOR KIDS: HURRICANES

Storm Surge
V. Evaluation - This section describes the evaluation criteria needed to meet performance and content standards.

EXAMPLE: Evaluation
 

4
High attention given to detail.
3
Strong attempt made.
2
Some attempt made.
1
Little or no effort made.
Accuracy of information.        
Use of the Internet.        
Fulfilled character role.        
Individual contribution to group project.        
Final presentation.        
Project completed on time.        

A= 21-24 points
B= 16-20 points
C= 11-15 points
D= 6-10 points
VI. Conclusion - The conclusion brings closure and encourages reflection.

EXAMPLE: Conclusion
There are several benefits I hope you will obtain from this Webquest Project. I hope you gain a knowledge of hurricanes specifically Katrina and understand the steps to take in order to be safe during these storms. The second benefit I hope you receive is a better working knowledge of using the Internet as a research tool. Lastly, I hope you will be more able and willing to work collaboratively in a group while utilizing your problem solving skills.


Designing a rubric for evaluation

WEBQUEST ASSESSMENT
A Rubric for Evaluating WebQuests
WebQuest Resources
Dr. Alice Christie's List of WebQuest Rubrics
Rubrics for Web Lessons
WebQuest Evaluation Rubric

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