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Introduction | Task
| Process | Evaluation
| Conclusion | Credits
| Teacher Page
Introduction
[Extol the virtues of the place to be studied as well as the value of learning how to make choices from among many attractive possibilities...OR...Paint a word picture of a nightmare vacation in which things were badly planned.] Task
[Describe what you are trying to accomplish, what the constraints or conditions are, and what an optimal solution will look like.]
E.g.: You are going to come up with a tour of historic sites in New England for a group that doesn't want to travel far each day and only has 5 days to spend. Ideally, the tour will cover the colonial and 19th century periods and will cost each traveller no more than $500.
[Constraints and conditions can be provided based on the kinds of things to be seen on the tour; costs and time limits; contending desires from different parties (e.g, Mom wants to see museums, Dad wants time to fish); etc.] Process
- Provide links for everyone to read that provide an overview of the territory to be covered.
- Divide the job of more detailed research by assigning specific sites to students with specific responsibilities. The sites can be divided by type (e.g., historical, cultural, recreational) and/or location (e.g. Quebec, Ontario, Alberta). If there is likely to be new vocabulary in the sites to be read, consider providing a glossary or guide (e.g., a guide to cathedral types and the terminology of cathedral architecture.
- Bring students together to piece the trip together. Scaffold the planning by providing a template with a day by day breakdown of activities and destinations as well as a spreadsheet to enter costs. Provide them with criteria for an optimal solution and remind them to keep checking their solution against the ideal.
- Have students report out their solution. Their product can either be a presentation or a brochure that details the trip. Scaffold each of these by providing templates.
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. You may want to have separate rubrics for individual and group work.
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Beginning
1
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Developing
2
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Accomplished
3
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Exemplary
4
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Score
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Creativity of Trip | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Extent to Which All TravelerŐs Needs are Met | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Working within Constraints | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Quality of Trip Desciption | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
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Conclusion
Put a few sentences here that summarize what they will have accomplished or learned by completing this activity or lesson.
You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. To foster the habit of lifelong learning, give them links to additional information here that they can pursue on their own.
Credits & References
List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.
Don't relist all the links you've already included. They're self-documenting.
As a matter of style and to keep ownership clear, all pages that you call up that are external to this site should appear in a new window outside of this frame. Add "TARGET=_BLANK" to the link to bring this about.
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and the Design Patterns page so that others can acquire the latest version of this template and training materials.
You might want to include the following statement:
"We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL."
Last updated on (put date here). Based on a template from The WebQuest Page
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