Building Electrical Circuits

Scenario

Roles

A BIG question/essential guiding question

-introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem

task requires synthesis of multiple sources of information and/or taking a position and/or going beyond the data given and making a generalization or creative product

-may require use of multimedia software, video, etc

students need critical thinking to solve the quest

On this page you should clearly and directly describe what the students are to accomplish or produce from the WebQuest. The task might be a:

• problem or mystery to be solved;
• position to be formulated and defended;
• product to be designed;
• complexity to be analyzed;
• personal insight to be articulated;
• summary to be created;
• persuasive message or journalistic account to be crafted;
• a creative work, or
• anything that requires the learners to process and transform the information they've gathered.

If the task requires students to use a specific tool to complete the task, include it here (e.g., blog, animation, desktop publishing software, etc.).

The task is not the steps students will follow. You will describe what students are to do, step-by-step, in the Process.

every step is clearly defined

students know exactly where they are in the process and what to do next

lots of variety in activities

students are clear about project assessment

include self or peer rubric

To accomplish the task, what steps should the learners go through? Use the numbered list format in your web editor to automatically number the steps in the procedure. The more detail and care you put into this, the better. Remember that this whole document is addressed to the student so write your steps using the second person.

One example:

1. First you'll be assigned to a team of 3 students... 
2. Once you've picked a role to play.... 
3. ... and so on. 

Learners will access the on-line resources that you've identified as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or you may have resources assigned to individual steps of the process. 

If you break learners into groups, embed the links that each group will look at within the description of that stage of the process. 

One example 

    (From step two above) Once you've picked a role to play, use the resources listed below to help you with your task.

Ring leader

abc.com/ringleader/game1

theringleader.com

 

Acrobat

abc.com/acrobat/game1

theacrobat.com

 

Lion Tamer

abc.com/liontamer/game1

theliontamer.com

 

In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could suggestions to use flowcharts, summary tables, concept maps, or other organizing structures.  If you have identified or prepared guide documents on the Web (i.e. Google Docs) that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section.  If you have prepared handouts,  attach them below and make reference to them.  (Use the ringleader attachment below to record your data).