1. Miciah Long, Ashley Bennett,
and Cindy McBrayer

2. Introduction- Provides background
1)
information to make the activity fun and
desirable for the students.
Task- A formal description of what will be
2)
accomplished by the end of the activity.
Process- Provides a description of the steps
3)
the learner should go through with
embedded links to follow.

3. 4) Resources- Provide a list of resources that the
students will need to complete the task.
5) Evaluation- The rubric is presented in a clear,
concise manner for evaluating students’ work.
6) Conclusion- Allows for reflection by the student
and summation for the teacher.
7) Teacher Page- It allows for discussions at this time
for questions or comments.
http://webquest.sdsu.edu/templates/lesson-template1.htm
http://www.thirteen.org/edonline/concept2class/webquests/index_sub3.ht
ml

4. Short term WebQuest- The instructional goal is knowledge
acquisition and integration. At the end of a short term
WebQuest, a learner will have grappled with a
significant amount of new information and made sense
of it. A short-term WebQuest is designed to be
completed in one to three class periods.
Long term WebQuest-The instructional goal of a extending
and refining knowledge. After completing a longer term
WebQuest, a learner would have analyzed a body of
knowledge deeply, transformed it in some way, and
demonstrated an understanding of the material by
creating something that others can respond to, on-line
or off-. A longer term WebQuest will typically take
between one week and a month in a classroom setting.

5. A template is available that guides the
teacher through the process of creating a
short-term, single discipline WebQuest.
 Non-WebQuest 3 will guide the teacher in
organizing the resources in their discipline
into categories like searchable
database, reference material, project
ideas, etc.
http://webquest.sdsu.edu/about_webquests.html

6.  http://school.discoveryeducation.com/schrockguid
e/
 http://www.thinkquest.org/library
 http://www.marcopolo-education.com
 http://oncampus.richmond.edu/academics/educati
on/projects/
 http://www.stonewall.fcps.net/wq/wq.htm
 http://www.techtrekers.com
 http://bestwebquests.com
 http://www.gecdsb.on.ca/d&g/DP/locator/asp
 http://www.mapacourse.com/webcastproject/web
qestlinks.htm

7.  Computer
 Internet Access
 Quiet Environment for Thinking
 Information for Subject
 Resource Sites
 Citations
 Collaboration

8.  Pro- makes learning more exciting for students
 Pro- provides students with specific information in
an interactive structure format.
 Pro- fosters higher level thinking.
 Con- more teacher directed than student directed.
 Con- teacher spends more time creating WebQuest
project than a regular lesson plan.
 Con- computer availability.
www.coollessons.wikispaces.com