Skip to Main Content

ELM 372 4-8 Literacy Methods: Integrated Webquest Overview

Webquest Components

ELM 372 Integrated WebQuest

Definition. A WebQuest is a journey through multiple websites to gather information and complete a specific task. As intended by the name, the “quest” is done on the “web.” All students’ work should be designed so it is completed through digital sources found on credible URLs.

"A WebQuest," according to Bernie Dodge, the originator of the WebQuest concept, "is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than on looking for it, and to support learners' thinking at the levels of analysis, synthesis, and evaluation."

Your WebQuest should be visually appealing for students and include multiple links that they can go to for the information they need to complete their task. Remember to differentiate the links for student prior knowledge, modes of learning, and reading levels.

Purpose. Your task is to create a WebQuest that integrates literacy (CCSSELA – 1 each of Writing, Informational Texts, Vocabulary, Speaking & Listening) and 2 social science standards (1 Inquiry + 1 Content) for the students at your assigned grade level (4th, 5th, or 6th grade) 

The WebQuest assignment should help 4th – 6th grade students learn how to use the Internet to research information on a particular concept or topic and create a collaborative group project for which your group has designed a standards-based rubric.

Format

There are 8 required pages in your Google Sites WebQuest:

An Introduction stating the purpose of the WebQuest

  • Introductions should be exciting so students are become “hooked.”
  • Introductions are visually powerful but brief in terms of text.
  • Create the WebQuest using features of gamification.

The Task describing what the students are trying to accomplish by completing the WebQuest.

Introductions should be exciting so students are become “hooked.”

  • Use gamification to create the task.
  • The task should be written in student-friendly language and overview the goals of the WebQuest (i.e., What will the students learn? (What will be the final products?)
  • Another important part of the task is preview the process (i.e., how the group will work together to accomplish the goals and complete the products).
  • Task pages are not text-heavy.

The Process explaining what the students will need to do to accomplish the WebQuest. This may include questions the student may need to ask themselves to complete the task and will provide a schedule of activities and possible links to the Resources.

  • Process pages are the most important part of the entire WebQuest because they organize the directions and sequence for how the students should complete the WebQuest.
  • The process page organizes both the group and individual students, especially when roles are assigned.
  • Process pages are often linked to the Resources pages because these are complementary. You cannot have a good process without good resources to use and it will not be helpful to have good resources if the students cannot understand and complete the process successfully.
  • The Process page will continue with the gamification experiences.
  • The Process you design should be organized from Day 1 (Introduction) to Day 9 (the presentation or sharing of the final products). Each group member will be responsible for 2 of the first 8 days. The other days will be co-planned. On Day 9 the standards-based rubric will be used to assess student projects.

Resources that are organized as multiple website links to help your students accomplish the task. Every resource will be a digital link that may include text, e-books, podcasts, videos, etc. Resources should be from credible sites, such as professional organizations, educational organizations, museums, laboratories, universities, government sites, etc.

  • Resource pages can be divided into subpages by role or topic.
  • Resource links should have clear titles/descriptions so students know what they will be linking to.
  • All resources should be from credible sites.
  • Consider the language demands on the sites that you use.
  • Check all your resource links, then check again.

An Evaluation rubric for the final projects that shows the students what they need to do to meet different performance levels.

  • Make sure that all your standards are aligned with and represented on your evaluation rubric.
  • Make sure you link to the Evaluation page in the Process so students review the rubric before they begin their final product.
  • Write all rubrics in student-friendly language.

A Conclusion, which provides closure and congratulations for their learning experiences, accomplishments and final project.

  • Just like the Introduction, the Conclusion should be exciting and visually appealing.
  • The Conclusion should be part of the gamification of your WebQuest.
  • Design the Conclusion with additional links because different groups may finish at different times.

A Teacher Page that provides background information on you and the WebQuest design.

  • Don’t forget your name and brief description.
  • Provide a lesson plan for each instructional day (Day 1-8). Be clear about the standards you used and how they are integrated into the Process as well as the final Product of the WebQuest

Credits, which is your reference list.

  • Give credit to any images you used in your pages.
  • Give credit to any resources you used in designing the WebQuests.
  • Give credit to any resources from which you adapted ideas for the WebQuest. 
  • Use APA style
  • If another's WebQuest provides an important idea for your WebQuest, give the author credit on your Credits page: LastName, FirstInitial. (2018). Title [WebQuest]. Retrieved on Month date, year from URL