WebQuest+温泉旅行+070510

A WebQuest for xth Grade (Put Subject Here) Designed by Put Your Name Here Put Your E-mail Address Here || Put some interesting graphic representing the content here || [|Introduction] | [|Task] | [|Process] | [|Evaluation] | [|Conclusion] | [|Credits] | [|Teacher Page]
 * =Put the Title of the Lesson Here=

==//Introduction//== [Conjure up the adventure of travel in this particular realm. Mention specific sights and events that you might encounter. Invite the creativity of the learners and tell them that you're going to help them craft an account that will fascinate other readers.] ==//Task//== [Describe succinctly the end result: a travelogue of a journey from x to y in which you write a day by day account of where you went and what you saw. Describe clearly that you want factual accuracy in the descriptions and on which points you are looking for creativity. Provide some range of choice in the itinerary chosen, even if you specify the starting and ending places. This will allow more variation in the end results which will enhance the interest in learners as they read the other accounts created in class. ==//Process//== ==//Evaluation//== Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. You may want to have separate rubrics for individual and group work.||~  ||~ Beginning 1 ||~ Developing 2 ||~ Accomplished 3 ||~ Exemplary 4 ||~ Score ||
 * 1) Show (provide links to) one or more examples of travelogue writing and describe how you want the end result of this exercise to compare with these examples.
 * 2) Divide the class into groups, each of which is going to create an account of a different journey.
 * 3) Provide links for each group specific to the region they're covering. Provide all groups with a common set of other tools such as Yahoo! Maps and the CIA World Fact Book.
 * 4) Within each group, you may want to assign jobs such as the following: a map keeper who acquires appropriate maps; a budget/time keeper who tracks how far you can get each day and how much it will cost; a scout who investigates each place and brings back information about interesting sites to see.
 * 5) Provide time for the group to lay out their itinerary day by day. Once that's approved, provide them with a suggested form to follow in describing each day's journey.
 * 6) Conclude the unit with a whole group sharing of their trips.
 * **Factual Accuracy** || 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. ||  ||
 * **Feasibility** || 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. ||  ||
 * **Quality of Itinerary** || 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. ||  ||
 * **Stated Objective or Performance** || 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. ||  ||
 * **Stated Objective or Performance** || 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. ||  ||
 * **Stated Objective or Performance** || 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. ||  ||
 * **Stated Objective or Performance** || 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. ||  ||

==//Conclusion//== Put a few 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. To foster the habit of lifelong learning, give them links to additional information here that they can pursue on their own.

==//Credits & References//== List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration. Don't relist all the links you've already included. They're self-documenting. As a matter of style and to keep ownership clear, all pages that you call up that are external to this site should appear in a new window outside of this frame. Add "TARGET=_BLANK" to the link to bring this about. 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 Design Patterns page so that others can acquire the latest version of this template and training materials. You might want to include the following statement: We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add //Modified by (your name) on (date)//. If you do modify it, please let me know and provide the new URL.

Last updated Sat, 28 Feb 2004 02:25:49 GMT. Based on a template from The WebQuest Page