1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page For Educators Designed by Put Your Name Here Put Your E-mail Address Here Based on a template from The WebQuest PageThe WebQuest Page Webquest to Create Webquests

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page Search for the word "WebQuest" in any search engine, and you soon discover thousands of online lessons created by teachers around the world. What is a WebQuest? A WebQuest is an inquiry-oriented online tool for learning, says workshop expert Bernie Dodge 1. This means it is a classroom-based lesson in which most or all of the information that students explore and evaluate comes from the World Wide Web.inquiry-oriented Beyond that, WebQuests: can be as short as a single class period or as long as a month-long unit; usually (though not always) involve group work, with division of labor among students who take on specific roles or perspectives; are built around resources that are preselected by the teacher. Students spend their time USING information, not LOOKING for it.Introduction

3. Student Page Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page Describe crisply and clearly what the end result of the learners' activities will be. The task could be a: problem or mystery to be solved; position to be formulated and defended; product to be designed; complexity to be analyzed; personal insight to be articulated; summary to be created; persuasive message or journalistic account to be crafted; a creative work, or anything that requires the learners to process and transform the information they've gathered. If the final product involves using some tool (e.g., HyperStudio, the Web, video), mention it here. Don't list the steps that students will go through to get to the end point. That belongs in the Process section. Title The Task

4. Student Page Title Introduction Task Process Evaluation Conclusion Credits Elizabeth I (1553-1603) was the final monarch of the Tudor Dynasty and had an impressive 45 year reign. She was one of the most respected and influential rulers, and led England into its “Golden Age”. What were the happenings during Elizabeth’s rule that make historians refer to it as “The Golden Age”? What were some challenges she faced while on the throne? What qualities did Elizabeth posses that made her a successful ruler? The links provided will help you discover the answers to these important questions. http://www.bbc.co.uk/history/people/elizabeth_I http://tudorhistory.org/elizabeth/ Activity: 1.Explore the websites provided to learn about the famous Elizabeth I. 2. [Teacher Page]Teacher Page Elizabeth I

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Henry VII: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. Henry VIII: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. Edward VI: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. Mary I: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. Elizabeth I: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.Evaluation

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page Put a couple of 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.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 What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example: Social Studies Standards Addressed Recognize the relationships among the various parts of a nation's cultural life. Learn about the mythology, legends, values and beliefs of a people. Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise? 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 Describe what's needed to implement this lesson. Some of the possibilities: Class sets of books E-mail accounts for all students Specific software (how many copies?) Specific hardware (what kind? How many?) Specific reference material in the classroom or school library Video or audio materials If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here. Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson? 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)