A WebQuest for 10th
Stephen Alexander firstname.lastname@example.org
Amanda Carsner email@example.com
Kathleen Young firstname.lastname@example.org
Marsha Sweeney Onion_7@hotmail.com
| Learners | Standards
| Process | Resources |
| Conclusion | Credits
| Student Page
This web quest was created
for the course, Literature, Technology, and Instruction under the guidance
of Dr. Wegmann and Dr. Messner at Appalachian State University.
The web quest will expand
the students' knowledge of Brazilian history, culture, literature, and
biology. This lesson is intended for individuals but it can be completed
as teamwork if the teacher feels it would be a benefit to the students.
The web quest is designed
for the tenth grade level. However, it can be adjusted for more advanced
classes or to appeal to younger students. For example, teachers can
require only the three facts, only the major assignments, or only the relevant
content matter for their specific class. Also, teachers can choose
not to require the journal format.
Students will need to have
basic computer skills such as linking from one page to another, navigating
around a web page, cutting and pasting into a word document, copying pictures,
and utilizing word processors. They should have a rudimentary working
knowledge of how to create an organized journal.
Teachers should remind
students to practice ethical responsibility on the Internet. Download
a parent/student computer usage agreement below.
World Cultural Standards:
Social Studies Standards:
1.2 Analyze elements of a culture
3.1 Describe the absolute location of
the culture and its locaton relative to other pertinent cultures.
3.2 Examine the possibilities and constraints
of the physical environment as seen by different cultural groups.
3.3 Explain how the physical and human
characteristics of place combine to influence cultural identity.
6.1 Identify distinguishing characteristics
of the economic system of various cultures.
7.1 Identify distinguishing aspects of
the political systems of various cultures.
World Geography Standards:
6.1 Analyze the forces that both caused
and allowed European nations to acquire colonial possessions and trading
privileges in Africa, Asia, and the Americas.
9.1 Analyze and trace developments in
literary, artistic, and religious traditions over time as legacies of past
Biology Standards Addressed:
1.1 Describe the locations of places
using relative terms.
3.1 Describe human characteristics of
3.2 Explain how different culture groups
view the use and modification of the physical environment.
5.2 Describe ways people interact with
the environment to satisfy their wants and needs.
5.3 Elaborate on ways people modify and
adapt to the environment.
English Standards Addressed:
4.01 Identify the interrelationships
among organisms, populations, communities, ecosystems, and biomes.
4.04 Assess and describe successional
changes in ecosystems.
4.05 Assess and explain human activities
that influence and modify the environment.
5.01 Evaluate the survival of organisms
and suitable adaptive responses to environmental pressures.
1.01 Produce reminiscences (about a person,
event, object, place, animal) that engage the audience by using specific
and sensory details with purpose, explaining the significance of the reminiscence
from an objective perspective, moving effectively between past and present,
and recreating the mood felt by the author during the reminiscence.
1.02 Respond reflectively (through small
group discussion, class discussion, journal entry, essay, letter, dialogue)
to written and visual texts by relating personal knowledge to textual information
or class discussion, showing an awareness of one’s own culture as well
as the cultures of others, exhibiting an awareness of culture in which
text is set or in which text was written, and explaining how culture affects
2.01 Create responses that evaluate problems
and offer solutions.
2.02 Create responses that examine a
cause/effect relationship among events.
2.03 Pose questions prompted by texts
and research answers.
3.01 Examine controversial issues by
sharing and evaluating initial personal response, researching and summarizing
printed data, compiling data to organize the argument, and presenting data
in such forms as a graphic, an essay, a speech, or a video.
3.03 Respond to issues in literature
in such a way that requires gathering of information to prove a particular
point, effectively uses reason and evidence to prove a given point, and
emphasizes culturally significant events.
4.01 Interpret a real-world event in
a way that makes generalizations about the event supported by specific
references, reflects on observation and shows how the event affected the
current viewpoint, distinguishes fact from fiction and recognizes personal
4.02 Analyze thematic connections among
literary works by showing an understanding of cultural context, using specific
references from texts to show how a theme is universal, and examining how
elements such as irony and symbolism impact theme.
4.03 Analyze the ideas of others by identifying
the ways in which writers introduce and develop a main idea, choose and
incorporate significant, supporting, relevant details, use effective word
choice as a basis for coherence, and achieve a sense of completeness and
5.01 Read and analyze selected works
of world literature by using effective strategies for preparation, engagement,
and reflection, building on prior knowledge of the characteristics of literary
genres, including fiction, non-fiction, drama, and poetry, and exploring
how those characteristics apply to literature of world cultures, analyzing
literary devices such as allusion, symbolism, figurative language, flashback,
dramatic irony, situational irony, and imagery and explaining their effect
on the work of world literature, analyzing the importance of tone and mood,
analyzing archetypal characters, themes, and settings in world literature,
and understanding the importance of cultural and historical impact on literary
6.01 Demonstrate an understanding of
conventional written and spoken expression by employing varying sentence
structures (e.g., inversion, introductory phrases) and sentence types (e.g.,
simple, compound, complex, compound-complex), analyzing authors’ choice
of words, sentence structure, and use of language, using word recognition
strategies to understand vocabulary and exact word choice (Greek, Latin
roots and affixes, analogies, idioms, denotation, connotation), examining
textual and classroom language for elements such as idioms, denotation,
and connotation to apply effectively in own writing/speaking, using correct
form/format for essays, business letters, research papers, bibliographies,
and using language effectively to create mood and tone.
6.02 Edit for subject-verb agreement,
tense choice, pronoun usage, clear antecedents, correct case, and complete
sentences, appropriate and correct mechanics (commas, italics, underlining,
semicolon, colon, apostrophe, quotation marks), parallel structure, clichés,
trite expressions, spelling.
-3.1 Use word processing and/or desktop publishing for
1.1 Students practice ethical behavior
in using computer-based technology.
2.1 Students practice and refine knowledge
and skills in keyboarding and word processing.
2.2 Students select and use appropriate
technology tools to efficiently collect, analyze, and display data.
Art: 3.2 Select and use appropriate
technologies as a means of artistic expression.
English, Science, and Social Studies:
a variety of writing assignments/projects.
-3.2 Use electronic resources for research.
-3.3 Select and use technological tools for class assignments,
projects, and presentations.
-3.4 Adhere to Fair Use and Multimedia Copyright Guidelines,
citing sources of copyrighted materials in papers, projects, and
Other Skills Addressed:
In addition students practice other skills
team work (if teachers use this method)
In order for students to finish
the web quest, they must record their experiences in a journal which will
reflect their new knowledge. Playing the role of an ancient god,
teachers must check for accuracy, creativity, and organization in the pre-independence
journal sections before students can advance to the designated tasks
in the post-independence section.
Their journal must include:
the area they are currently
a copy of their completed
activity for each subject and time period
at least three interesting
facts for each subject in each time period and why they find them interesting
(keep and eye out for facts that address the culture, the role of women,
and/or the economy of the different areas)
photos (create, save to disk
or print and paste in journal) and describe why it is significant to the
Students will need:
**Teachers can choose to show
a video about the Rainforest. An acceptable video for purchase/rental
is listed at the following link. (Animal Stories)
equal access to the internet
and word processors
adequate time to complete
materials to create a journal
(word processing and/or paper, pens, markers, etc.)
magazines/newspapers for pictures
access to reference materials
to confirm or supplement information found on the web.
One teacher is enough to
oversee the web quest. However, teachers can combine their efforts
as an interdisciplinary project. THey may wish to have a technical
assistant to work through basic troubleshooting problems that may occur
with the computers.
Use the following rubric to assess students'
performance in the journals. The downloadable checklist will simplify
the list of basic requirements. We trust your judgment to determine the
standards of quality for the overall effort and skills of the students.
Completed all tasks assigned
Did not complete
all tasks (18 facts, activities, journals).
tasks but did not analyze or give detail.Completed all tasks but did not
analyze or give detail.
tasks but with shallow detail and little analysis.
tasks with great detail and in-depth thought analysis.
tasks with great detail and in-depth thought analysis.
or drawings with no description. Very little creative thought involved.
or drawing for some of the tasks with little description. Not a lot
of creative thought shows.
or drawing for each task complete with a description of why it is significant
to the task. Color and high creative thought is evident.
Tasks are not
clearly labeled. No transitional flow between journal entries and
Little flow between tasks and journal entries. Hard to follow, confusing
A transitional flow between tasks and journal entries but unclear separation
from section to section.
Very well labeled.
A clear transition between tasks and journal entries. Easy to read.
The webquest teaches the
students how to implement various techniques relevant to technological
uses for educational purposes, in addition to the academic knowledge gained
about Brazilian biology, history, and literature. The students also
practice their abilities to organize, analyze, reflect, make connections,
and present their findings to their classmates. A focus on interdisciplinary
studies, application of higher-level thinking skills, and an emphasis on
multicultural materials are key elements of the webquest.
Credits & References
Special thanks to Dr. Spagnolo,
Dr. Wegmann, and Dr. Messner.
"Welcome to the Jungle," by Guns
Last updated on
August 15, 1999. Based on a
template from The
Web Quest Page