Using Existing WebQuests

Using Existing WebQuests

What is this module about?

    This module is about becoming familiar with existing WebQuests.  You will be introduced to the various parts of a WebQuest.  It is designed for educators, but may be used by anyone. You will complete a task that allows you to become familiar with existing WebQuests by taking on a role and evaluating WebQuests relevant to your grade level.
    The information listed in the yellow boxes below each WebQuest section will give you some background on each component, as well as offer tips for creating a successful WebQuest.  To see a more detailed explanation about the purpose of this module, please click here for the teaching guide.

Note:  Some of the handouts are provided in Portable Document Format (PDF). If you cannot view PDF files, then you need to download the free Acrobat Reader plug-in. 

Background

Do you recognize a WebQuest when you see it?  WebQuests were designed in 1995 by Bernie Dodge and Tom March.

A WebQuest:

  • Is an "inquiry oriented activity" in which a majority of the resources are on the World Wide Web.
  • Is a "doable" and engaging task.
  • Can be a project using the information found, a chance to take on the role of someone else and a chance to solve problems.
  • Consists of 6 sections:  introduction, task, process, resources, evaluation and conclusion.
  • Can have most of the resources web based, with some off-line activities as well.
  • Allows students to complete activities individually or as part of a cooperative group.
  • Can take as little as 1 day, or as long as one semester.
  • Has student's time focused on pre-selected resources, so their time is not spent searching for information, but rather analyzing information from specific web sites.
A WebQuest is not:
  •  a "look for the answers to this question and report back to the class" activity.
This module will allow you to explore existing WebQuests.  The intent is to let you look at WebQuests specific to your grade level and evaluate these Quests to see if they would work for you.  The goals for this activity include:
  1. Becoming familiar with the WebQuest format
  2. Examing WebQuests to become comfortable using with your students
  3. Beginning to form ideas for your own WebQuest
For a complete list of the goals, please review the teaching guide
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Introduction:

Do you feel satisfied that you are successfully integrating technology into your curriculum?  With all the requirements placed on teachers today, using existing WebQuests may save you valuable time, get your students motivated to learn and fulfill your curriculum requirements at the same time:  if you can find an existing WebQuest that works for you and your students.  Today you will explore some existing WebQuests and judge for yourself what they have to offer.
 
When designing your own WebQuest the introduction should get your students excited about beginning the WebQuest.  You may want to lead with a question or statement that grabs the interest of the student.  It should also provide them with some sense of what the WebQuest is about.

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Task:

Your task as a group is to examine existing sites to see examples of WebQuests. Using the worksheet appropriate to your grade level along with a rubric, evaluate these "Quests," based on your role in the group.  Keep the students you teach in mind when evaluating each site and if the WebQuests you view would work for them.

By the time you finish this WebQuest you should be able to answer the following questions:

  • What are the components needed for a WebQuest?
  • How can I evaluate a WebQuest?
  • Have I seen examples of WebQuests appropriate to my grade level that I think my students can follow?
  • Can I successfully find WebQuests that would fit into my curriculum?
  • Do I have ideas for areas of my curriculum that I could design a WebQuest for?
The task is the most important part of the WebQuest. It explains what the learner will have accomplished when the WebQuest is complete.  It can also inform the learner as to what is expected as an end result, such as a presentation or project.  The task can take on many roles.  When developing your own WebQuest this section will take the most time.

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Process: Click here to print out a copy of the process |PDF version here|

  1. Begin by reviewing the teaching guide to read more about your goals for today.
  2. Break into your grade level groups, assigning one role, or job to each member.  Use this page as a guide to the jobs.  If you teach multiple grade levels, choose any group that you might teach.
  3. Choose and print the rubric appropriate to your job to use as a guide to evaluate each site. You can access the rubric by clicking on the specific job on the job description page.
  4. Each member will review each website individually, evaluating the sites based on your job.
  5. Click on one of the following links to access the on-line worksheet for your grade level.  Print the worksheet that applies to you.  |K-3| |4-5| |6-8| |9-12| |PDF files|
  6. Using the links under resources, begin reviewing the WebQuests appropriate for your group grade level.
  7. As you review each site, use the rubric to evaluate the site.  Use the added space on your worksheet to write down your thoughts about the WebQuest.  Try to think of the students you serve, and determine how the WebQuest would work, or not work for them.
  8. Spend no more than 10 minutes evaluating each site.
  9. Get back together with your group and discuss the results of your worksheet.  Tell the group which WebQuest you feel was the best.
  10. As a group, determine which site the majority of you felt was the best.
  11. Be ready to discuss which one of the WebQuests your group feels is the best, and why. We will do this after 50 minutes.
  12. Look through the additional resources to explore WebQuests more in depth.
  13. Begin thinking about possible WebQuests you can create!
The process gives students step by step instructions to complete the WebQuest.  It is important that the order and directions are very specific, especially for younger students.  Specific roles can be suggested here, as well as advice for how the students should proceed.

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Resources: For a printout of the resources only, click here

Grades K-3
  • Animals of the Rain Forest http://www.plainfield.k12.in.us/hschool/webq/webq3/rain.htm
  • World of Pigs http://members.tripod.com/hop53/pigs.html
  • In Search of Stelluna's Family http://projects.edtech.sandi.net/chavez/batquest/batquest.html

    Grades 4-5

  • A Moment in Time http://www.sd68.bc.ca/ed611/losier/NewQuest.html
  • Folk tales http://www.mcs.k12.in.us/les/ihnen/folktale.htm
  • A Visitor's Guide to the Solar System http://www.teachtheteachers.org/projects/SPierce/index.htm
  • Sadako and the thousand Paper Cranes http://asterix.ednet.lsu.edu/~edtech/webquest/sadako.htm


    • Grades 6-8
  • The Fire Burns On  http://topcat.bridgew.edu/~kschrock/fall97/wilson/
  • The Vacation of Your Dreams http://www.manteno.k12.il.us/drussert/WebQuests/JackLally/Vaca98'.html
  • A License to Drive http://imet.csus.edu/imet1/julie/webquest/
  • Roller Coaster Madness http://www.esc2.net/TIELevel2/projects/roller/


    • Grades 9-12
  • Homesteading Mars http://students.itec.sfsu.edu/itec815_s99/mdeschamp/index.html
  • A Separate Peace http://www.fsu.edu/~CandI/ENGLISH/webquest2/peace.htm
  • Unsolved Mysteries http://dina17.tripod.com/mywebquest/index.htm
  • Fact or Fiction on the Web http://education.nmsu.edu/webquest/truth/truth.html

    •  
    It is important to provide the resources your students will need to complete the WebQuest.  Remember, the purpose is for them to use the given resources to complete the task assigned; it is not to search the Internet.  Keep in mind, however, that the Web is not the only place resources can be found.  If you have specific books or other multimedia (including word processors) that the students should use, it would be listed here.

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    Evaluation:

    Since different groups are viewing different sites and taking notes on various WebQuests, the worksheets your group used can serve as an evaluation.  In this case, you are not evaluating how well you've completed this module.  You should evaluate which WebQuests you feel work for you and your students.  Use the worksheet as a guide to help you decide what you like about WebQuests and what you feel can be improved.

    You may also refer back to the task section of this WebQuest to answer the questions listed.
     
    Many rubrics are used as evaluation tools for WebQuests.  You can design your own, or use one of several "generic" rubrics for your students.  It is important to remember your objective for having the students complete a WebQuest.  Keep in mind that the rubric should reflect the tasks your WebQuest has listed.  You can see additional examples of rubrics here.

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    Conclusion:

    Congratulations!  You have not only viewed existing WebQuests, but you have completed a WebQuest yourself!  Hopefully you have begun to consider using a WebQuest with your students to help with integrating technology into your curriculum.  Maybe you are inspired at this point to create your own!
     
    The conclusion should wrap up the WebQuest. It should give the learner a chance to reflect on their journey through the WebQuest.  It can also give students a probing question which will encourage them to continue exploring on their own.


     

    Additional WebQuest Resources
    Find Additional WebQuests WebQuests For Staff Development
    WebQuest Resources for Educators View Templates for a WebQuest
    Rubrics for WebQuests Additional Templates

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    Last modified May 17, 2001 by NMZ
     
     
     

    The contents of the Web Institute Web Site, including the On-Line Curriculum, Web Tank, and Session Notes, are Copyright 1999-2001, Graham School of General Studies, University of Chicago. No one may print, copy, or otherwise reproduce these materials without the express written permission of the Director of the Web Institute for Teachers or the Dean of the Graham School. All rights reserved.