This is a web quest where students can learn about different animals and their habitats while creating a collage and a brochure.

1. Student Page
[Teacher Page]
Webquest to Create Webquests
Title For Educators
Introduction Designed by
Task Shannon Miller
Process srm38@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Title What is a Habitat?
Introduction Do you know what a habitat is? Did you know that different animals
Task live in different habitats? What if an animal got lost from their
habitat would you be able to help them back to where they came
Process
from?
Evaluation
Conclusion
Credits

3. Student Page
[Teacher Page]
The Task
HELP!
Title
The animals that were traveling on a boat all over the world and they have gotten lost on
Introduction an island. They need your help to find their way home!
Task
Each group will be assigned a different habitat and it is your job to figure out what animals
Process belong to your habitat
Evaluation You will create a collage, a brochure, and you will share your information with the class.
Conclusion
Credits

4. Student Page
[Teacher Page]
The Process
Title 1.First you'll be assigned to a group of 4 students.
2.Once you have been assigned to a habitat you will need pair up.
Introduction 3. Two of you will research the habitat (the location, the temperature, etc.). The other two
Task will research the animal (what it eats, when it sleeps, color changes, etc.).
Process The following websites will be able to help you on your research:
Evaluation http://www.enchantedlearning.com/biomes/
Conclusion http://environment.nationalgeographic.com/environment/habitats/
http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/
4. After you have researched your habitat you will be shown a chart of all of the animals
that have gone missing. You must use this chart to create a collage of the animals that are
missing and different features of your habitat. For example, if your habitat is the rain forest
you could use a picture of rain and trees with the animals that belong in the rain forest.
You will make this collage by printing off different pictures from online and pasting them to
a poster board. REMEMBER to make sure to turn in a resources page with your sources of
where you have found your pictures.
5. When the collage has been made and you have found all the animals that belong in your
habitat, you must then create a brochure about the different information you have learned
about your habitat. This will include: some animals that you may find there, the location,
the temperature, and any interesting facts that you may find are important. You can use
Microsoft Word or Microsoft Office Publisher to make this brochure.
6. Finally each group will present their collages and brochures to the class and talk about
their habitat and the animals that they have rescued.
Credits

5. Student Page
[Teacher Page]
Evaluation
Beginning Developing Accomplished Exemplary Score
1 2 3 4
Title
Writing- Less than half of the Most sections of the Each section in the
Introduction Organization sections of the brochure
have a clear beginning,
brochure have a clear
beginning, middle and
Almost all sections of
the brochure have a clear
brochure has a clear
beginning, middle, and
middle and end. end. beginning, middle and end.
Task end.
Process Knowledge Several students in the Most students in the All students in the group All students in the
Gained group appear to have group can accurately can accurately answer group can accurately
little knowledge about answer most questions most questions related to answer all questions
Evaluation the facts or technical related to facts in the facts in the brochure and related to facts in the
processes used in the brochure and to technical to technical processes brochure and to
brochure. processes used to create used to create the technical processes
Conclusion the brochure. brochure. used to create the
brochure.
Graphics/Pict Graphics do not go with Graphics go well with Graphics go well with Graphics go well with
ures the accompanying text or the text, but there are too the text, but there are so the text and there is a
appear to be randomly few and the brochure many that they distract good mix of text and
chosen. seems "text-heavy". from the text. graphics.
Content- Fewer than 80% of the 89-80% of the facts in the 99-90% of the facts in the All facts in the
Accuracy facts in the brochure are brochure are accurate brochure are accurate brochure are accurate.
accurate and fewer than and 89-80% of the and 99-90% of the The pictures in the
80% of the pictures in the pictures in the collage pictures in the collage collage match the
collage match the correct match the correct match the correct correct habitat.
habitat. habitat. habitat.
Sources Sources are not Careful and accurate Careful and accurate Careful and accurate
documented accurately records are kept to records are kept to records are kept to
or are not kept on many document the source of document the source of document the source of
facts and graphics. 84-75% of the facts and 94-85% of the facts and 95-100% of the facts
graphics in the brochure graphics in the brochure and graphics in the
and collage. and collage. brochure and collage.
Credits

6. Student Page
[Teacher Page]
Conclusion
So now that you have learned about the different habitats, if you could be one animal
Title what would you be and why? Is your choice because of the habitat you will live in? You
might have a favorite animal but you would never want to live in the habitat that they live
Introduction in.
Task
Process
Evaluation
Conclusion
Credits

7. Student Page
[Teacher Page]
Credits & References
http://www.enchantedlearning.com/biomes/
Title
http://environment.nationalgeographic.com/environment/habitats/
Introduction
Task http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/
Process http://rubistar.4teachers.org/
Evaluation http://4.bp.blogspot.com/_9uzDKGdT9E0/TQbseK-XQyI/AAAAAAAAAAM/t4bJPJvnV2I/S660/animal%
Conclusion
http://www.google.com/
The WebQuest Page
The WebQuest Slideshare Group
Credits

8. [Student Page]
Put the Title of the Lesson Here
Teacher Page
(Teacher)
A WebQuest for xth Grade (Put Subject Here)
Title
Introduction Designed by
Learners Put Your Name Here
Standards Put Your E-mail Address Here
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

9. [Student Page]
Teacher Page Introduction (Teacher)
Begin with something that describes the origin of the lesson. For example: This
Title lesson was developed as part of the San Diego Unified School District's Triton
Project, a federally funded Technology Innovation Challenge Grant.
Introduction
Learners In this second paragraph of the introduction, describe briefly what the lesson is
about. Remember, the audience for this document is other teachers, not students.
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

10. [Student Page]
Teacher Page Learners (Teacher)
Describe the grade level and course that the lesson is designed to cover. For
Title example: "This lesson is anchored in seventh grade language arts and involves
social studies and math to a lesser extent." If the lesson can easily be extended to
Introduction additional grades and subjects, mention that briefly here as well.
Learners
Describe what the learners will need to know prior to beginning this lesson. Limit
Standards this description to the most critical skills that could not be picked up on the fly as the
lesson is given.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

11. [Student Page]
Curriculum Standards
Teacher Page
(Teacher)
What will students learn as a result of this lesson? Describe the outcomes
Title succinctly. Use the language of existing standards. For example:
Introduction Social Studies Standards Addressed
Learners
•Recognize the relationships among the various parts of a nation's cultural
Standards life.
•Learn about the mythology, legends, values and beliefs of a people
Process .
Most lessons don't just teach a block of content; they also implicitly teach one or
Resources more types of thinking. In addition to describing learning outcomes within traditional
subject areas, describe what kind of thinking and communications skills were
Evaluation encouraged by this lesson. Inference-making? Critical thinking? Creative
production? Creative problem-solving? Observation and categorization?
Teacher Script Comparison? Teamwork? Compromise?
Conclusion
Credits

12. [Student Page]
Teacher Page The Process (Teacher)
You can paste in the process description given to students in the “student”
Title process slide and then interleave the additional details that a teacher might need.
Introduction Describe briefly how the lesson is organized. Does it involve more than one class?
Learners Is it all taught in one period per day, or is it part of several periods? How many days
or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or
Standards what?
Process If students are divided into groups, provide guidelines on how you might do that.
If there are misconceptions or stumbling blocks that you anticipate, describe them
Resources here and suggest ways to get around them.
Evaluation What skills does a teacher need in order to pull this lesson off? Is it easy enough for
a novice teacher? Does it require some experience with directing debates or role
Teacher Script plays, for example?
Conclusion If you're designing for a one-computer classroom or for pre-readers and are
creating a facilitated WebQuest in which the teacher or an aide controls the
computer and guides discussion, you can link from here to the Teacher Script page
which would contain a printable script for the facilitator to follow.
Variations
If you can think of ways to vary the way the lesson might be carried out in different
situations (lab vs. in-class, for example), describe them here.
Credits

13. [Student Page]
Teacher Page Resources (Teacher)
Describe what's needed to implement this lesson. Some of the possibilities:
Title
•Class sets of books
Introduction •E-mail accounts for all students
Learners •Specific software (how many copies?)
•Specific hardware (what kind? How many?)
Standards •Specific reference material in the classroom or school library
•Video or audio materials
Process
If the lesson makes extensive use of specific websites, it would be appropriate to
Resources list, describe and link them here.
Evaluation Describe also the human resources needed. how many teachers are needed to
implement the lesson. Is one enough? Is there a role for aides or parents in the
Teacher Script room? Do you need to coordinate with a teacher at another school? With a partner
in industry or a museum or other entity? Is a field trip designed in as part of the
Conclusion lesson?
Credits

14. [Student Page]
Teacher Page Evaluation (Teacher)
How will you know that this lesson was successful? Describe what student products
Title or performances you'll be looking at and how they'll be evaluated. This, of course,
should be tightly related to the standards and objectives you cited above.
Introduction
Learners You may want to just copy and paste the evaluation section of the student page (
Evaluation) into this space and add any clarifications needed for another teacher to
Standards make use of this lesson.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

15. [Student Page]
Teacher Page Teacher Script (Teacher)
The WebQuest model is best suited for learners who can navigate the Web on their
Title own and can read the kinds of material commonly found on the Web. We can
stretch the format to reach primary-aged learners, developmental English Language
Introduction Learners and special populations by creating a facilitated WebQuest, one that
Learners requires an adult or older peer to drive things.
Standards Use this page to create a script for that facilitator. The facilitator would print this
page out and use it to guide their progress through the WebQuest.
Process
This page will include step by step directions to the facilitator, including:
Resources
•What to say at each point in the process
Evaluation •What to click on
•What questions and misconceptions to anticipate
Teacher Script •How long to take at each point
•When to direct learners to work away from the computer
Conclusion
To help the facilitator, you might want to include screen dumps of particular screens
embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
Credits

16. [Student Page]
Teacher Page Conclusion (Teacher)
Make some kind of summary statement here about the worthiness of this lesson
Title and the importance of what it will teach.
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

17. [Student Page]
Teacher Page Credits & References (Teacher)
List here the sources of any images, music or text that you're using. Provide links back to
Title the original source. Say thanks to anyone who provided resources or help.
Introduction List any books and other analog media that you used as information sources as well.
Learners
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Standards others can acquire the latest version of this template and training materials.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits