Teacher Page A WebQuest for 7th Grade (Language Arts) Designed by Lois J.
McDermott
Introduction
| Learners
| Standards
| Process
| Resources
| Evaluation
| Conclusion
| Credits
| Student
Page
This lesson was developed as a final project for the University of Northern Iowa Professional Development Workshop "Teaching Information Literacy and Problem-Based Learning with the WWW." This lesson is to stimulate students' concerns about their community while developing effective writing, speaking, and researching skills. This lesson is anchored in seventh grade language arts and involves library and reference skills. Students must have prior experience reading for content, organizing information, and using the writing process independently. Curriculum Standards This lesson addresses many Wilmette Public Schools cross-curricular standards. Language Arts/ Reading Standards Addressed
Language Arts/ Writing Standards Addressed
Library and Reference Skills Standards Addressed
Technology Standards Addressed
Before letting the students break off into their assigned groups, explain the concept of the webquest, how to access the information, your role as a facilitator, and the project deadlines. 1. Meet with your team members (3 other people in your class) and select your team roles. (Divide the class into groups of four, preferably heterogeneous groups) Editor: You will make sure the spelling, grammar, and organization are perfect in the final product. 2. Brainstorm a list of the possible options (at least 15). Consider some of the "Focus Questions" to kick-start your process. (If students have difficulty coming up with some ideas, brainstorm five ideas as a whole class activity.) Use these questions as a guide for your research. You do not need to find the answers to all of them and maybe you will add a few more to the list.
3. Select the best four possible solutions to research. 4. Look over the Resources listed below. Students must use a minimum of five sources, including one print and four nonprint resources. Interviewing the District Superintendent, Director of Facilities, and Director of Transportation might also be helpful. Use these resources for your research. Additional information may be found in the library media center via School Board Reports, CRC Reports, and other print materials. Interviews with department administrators and community members might also appropriate for the research. Cite your sources using the Wilmette Junior High Communication Reference Handbook. (Our district uses a modified version of the MLA format. Direct your students to the appropriate format for your building or classroom.)
District 39 School Attendance Areas
School Size, School Climate, and Student Performance
National Middle School Association
Comparison of Middle School vs. Junior High Philosophies
5. Decide on your "plan of attack." Delegate the research assignments and create deadlines to complete your research 6. As you research, write your facts on note cards. Keep track of every source you use! You will need the information for the bibliography at the end. 7. Meet back as a group to create an outline of the major points of the four possibilities. Put all of the group members' note cards in the order of the outline. 8. Compare the four building solutions using your research results. Which one is the best solution? 9. Select one proposal to present to the School Board. 10. Prepare a presentation of your proposal for the School Board with a one page outline for your audience. The outline should just list your main proposal points. 11. Your 7-10 minute presentation should include facts and other data to support your proposal. Your visual aid should supplement the oral presentation. Everyone must share the speaking responsibilities. 12. Turn in a complete bibliography, copy of your presentation, and proposal outline at the end of the project. What do will your class need to complete this project:
Although students have the project guidelines available online, the teacher still plays a critical role. S/he must be available to facilitate the small groups, set daily or weekly guidelines ("By the end of today, you will want to have your list of 15 possibilities completed.") Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score (score
x 4) Citations
not complete; numerous errors noted in addresses
submitted; incorrect format used Citations
not complete but errors present in addresses
submitted. Most
of the pertinent information submitted, although
some errors or missing information
noted. All
pertinent information cited for each resource in
the correct format. Large
portions of the necessary information omitted;
information is presented in a way that is not
interesting to class; presentation hard to
follow. Some
necessary information is missing; presentation
communicates some of the main ideas but fails to
capture the interest f the class. Presentation not
well organized. Presentation
information is accurate but not interesting due to
mode of presentation (i.e. lack of creativity or
reading off notes) Presentation
was informative, creative, interesting, persuasive,
and met time limits. Group was able to answer
audience questions / 40 The objectives of this lesson are to stimulate students' concerns about their community while developing effective writing, speaking, and researching skills. Finding a solution to a problem their school district is facing will be challenging, thought-provoking, and require higher-order thinking skills. Dodge, Bernie. "The WebQuest Page." [Online] Available http://edweb.sdsu.edu/webquest/ , 21 July 2001 Grade Seven: Curriculum Highlights. Wilmette Public Schools District 39, Wilmette, IL, 2000. Last updated on July 21, 2001. Based on a template from The WebQuest Page |