Building Blocks of a Webquest

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The Building Blocks of a WebQuest:

The Building Blocks of a WebQuest Introduction Task Purpose Evaluation Conclusion

Introduction :

Introduction The purpose of this section is to both prepare and hook the reader. The student is the intended audience.

Introduction (cont.):

Write a short paragraph to introduce the activity or lesson to the students. If there is a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet.") then here is where you'll set the stage. It is also in this section that you'll communicate the Big Question (Essential Question, Guiding Question) that the whole WebQuest is centered around. Introduction ( cont .)


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.

Task (cont.):

Task (cont.) Describe crisply and clearly what the end result of the learners' activities will be. Don't list the steps that students will go through to get to the end point. That belongs in the Process section.


Process This section outlines how the learners will accomplish the task. Scaffolding includes clear steps, resources, and tools for organizing information. To accomplish the task, what steps should the learners go through?...Learners will access the on-line resources that you've identified as they go through the Process....In the Process block, you might also provide some guidance on how to organize the information gathered.

Process -- Scaffolding:

Process -- Scaffolding Activities to Build Background Information and Check for Understanding Roles Resources


Conclusion The conclusion brings closure and encourages reflection. Summarize what the learners 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.


Resources Web-based resources are integrated to provide the scaffolding needed for all students to accomplish high-level, engaging tasks. Pre-defined resources focus student time on understanding and transforming information. Examples: Age appropriate, leveled text Primary source documents Timely information Different perspectives Access to experts Interactive communication/visual media


Evaluation This section describes the evaluation criteria needed to meet performance and content standards. Describe to the learners how their performance will be evaluated. The assessment rubric(s) should align with the culminating project or performance, as outlined in the task section of the WebQuest. Specify whether there will be a common grade for group work vs. individual grades.

Hooray! You Made It Through!:

Hooray! You Made It Through!

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