1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page A WebQuest for 1st Grade Weather Designed by Christina Laman cll27@zips.uakron.edu Based on a template from The WebQuest PageThe WebQuest Page Seasons and the Weather they bring

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page You are writing a letter to a friend from any country that you choose. Since they are from another country they experience different seasons and different types of weather throughout the year. They have decided to come up for a visit but they are unsure of what they should pack and what time of the year to come. You can tell them about different activities you can do during each season and which is your favorite. The BIG question: What types of weather occur during each of the four seasons? Introduction

3. Student Page Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page The purpose about this webquest is to learn about all four seasons during the year and how they are different from other states and countries around the world. Also to learn how we dress and different activities to do in the summer, spring, winter, and fall. Some places do not have four different seasons or they may occur at different times. So you must be able to tell your friend that you are writing to everything that you can about the weather and they seasons, so they can plan their trip. Title The Task

4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page Steps: 1.First, you will decide what country your friend that you are writing to and where they are from. 2.Next, take some time to research their country and the types of weather and seasons they experience throughout the year, is it similar or different than us? 3.Then your job is to tell them about all of our seasons here in Ohio and all the types of weather we experience during each of the four seasons. Tell them your favorite and why. 4.After you have gathered all of your research you can choose to write a letter or an e-mail either one you choose must be done in the proper letter format that we have learned in class. I have gathered a list of resources that you can use to help you research other countries weather and seasons as well as our own, however you are also free to use any websites that you know of just be sure to cite your resources that you use. http://www.historyforkids.org/scienceforkids/physics/weather/sea sons.htm http://kids.discovery.com/tell-me http://eo.ucar.edu/webweather/ http://www.weatherwizkids.com/ http://www.timeanddate.com/weather/ http://www.worldclimate.com/ http://theweatherchannelkids.com/ http://www.crh.noaa.gov/gid/?n=weatherforkids The Process

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page Evaluation Letter-Writing : Writing a Friendly Letter Teacher Name: Ms. Laman Student Name: ________________________________________ CATEGORY4321 Sentences & ParagraphsSentences and paragraphs are complete, well-constructed and of varied structure. All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. Most sentences are complete and well-constructed. Paragraphing needs some work. Many sentence fragments or run-on sentences OR paragraphing needs lots of work. Salutation and ClosingSalutation and closing have no errors in capitalization and punctuation. Salutation and closing have 1- 2 errors in capitalization and punctuation. Salutation and closing have 3 or more errors in capitalization and punctuation. Salutation and/or closing are missing. Grammar & spelling (conventions) Writer makes no errors in grammar or spelling. Writer makes 1-2 errors in grammar and/or spelling. Writer makes 3-4 errors in grammar and/or spelling Writer makes more than 4 errors in grammar and/or spelling. FormatComplies with all the requirements for a friendly letter. Complies with almost all the requirements for a friendly letter. Complies with several of the requirements for a friendly letter. Complies with less than 75% of the requirements for a friendly letter.

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page After completing this webquest you learned more about the weather we experience and the seasons that each type occurs in. You have also learned about weather all around the world. Conclusion

7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. 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 WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.The WebQuest Page The WebQuest Slideshare Group Credits & References

8. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for xth Grade (Put Subject Here) Designed by Put Your Name Here Put Your E-mail Address Here Based on a template from The WebQuest PageThe WebQuest Page Evaluation Teacher Script Conclusion Put the Title of the Lesson Here (Teacher)

9. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant. In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students. Evaluation Teacher Script Conclusion Introduction (Teacher)

10. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given. Evaluation Teacher Script Conclusion Learners (Teacher)

11. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page Science Standards Addressed: Science instruction in the first grade builds upon the science skills developed in kindergarten and from the child's life experiences. Kindergartners learn through discovery about changes on Earth, in the sky, plants, animals, their habitats and non-living things in their local community. Kindergarten provides students with the opportunity to develop the scientific skills of wondering, questioning, investigating and communicating to enable them to begin to develop a sense of the world. http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDeta il.aspx?Page=3&TopicRelationID=1705&Content=111775 Evaluation Teacher Script Conclusion Curriculum Standards (Teacher)

12. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need.“student” process slide Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example? If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Evaluation Teacher Script Conclusion The Process (Teacher)

13. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page http://mysite.cherokee.k12.ga.us/personal/sarena_hefner/site/pages/Weather%20W ebQuest.aspx http://www.zunal.com/webquest.php?w=67225 http://mail.colonial.net/~hkaiter/Seasons.html http://homepages.ius.edu/wgonia/weather%20webquest.htm http://warrensburg.k12.mo.us/webquest/weather/ http://www.aacps.org/aacps/boe/instr/curr/comed/es/webquest/indexqu.htm Evaluation Teacher Script Conclusion Resources (Teacher)

14. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to make use of this lesson.Evaluation Teacher Script Conclusion Evaluation (Teacher)

15. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things. Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest. This page will include step by step directions to the facilitator, including: What to say at each point in the process What to click on What questions and misconceptions to anticipate How long to take at each point When to direct learners to work away from the computer To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point. This page is linked to the Process segment off of the Teacher PageProcess segment Evaluation Teacher Script Conclusion Teacher Script (Teacher)

16. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach. Evaluation Teacher Script Conclusion Conclusion (Teacher)

17. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. 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 WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion Credits & References (Teacher)