Teacher Journey
Class Description    Objectives    Materials    
Process
        Evaluation




 

Class Description

§         Age/ grade:   EFL/ESL students at SMC
§         Class size:    12 students
§         Language proficiency:   Intermediate
§         Native language:   Various (Korean, Japanese, Chinese, etc.)
§         Previous computer background:   Windows operating system, MS Word, and Internet Explorer.
§         Recent work:   Reading skills (skimming and scanning) and paragraph writing (topic sentences, development, & conclusion).

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Objectives

Content Objectives
By the end of this WebQuest the students will have learned to:
1.      Visit websites that give detailed information about Vermont’s seasonal activities.
2.      Complete the worksheet that will help them organize that information and create a group poster presentation that details an activity for each season.  

Language Objectives
By the end of this WebQuest the students will have learned
to:
1.      Listen to specific content for each activity by using audio links on the  WebQuest.
2.      Skim and scan websites for main and detailed information to use in the worksheet.
3.      Research and create traveling directions for each destination.
4.      Understand and use new vocabulary related to Vermont’s activities.
5.      Write descriptive paragraphs about each activity using the information in the worksheet.

Cultural and Social Objectives
By the end of this WebQuest the students will be able to:
1.      Identify and understand Vermont’s seasons.
2.      Get more information about different kinds of activities that are part of Vermont’s culture.
3.      Understand Vermont’s geography and how it is related to the activities.
4.      Work in small groups to create their poster presentation.
5.      Choose as a class a specific activity relevant to the current season.

Academic Objectives
By the end of this WebQuest the students will:

1.      Participate in a group project that emphasizes real-world activities and collaboration.
2.      Evaluate information they find for relevancy to the group project and synthesize that information into a paragraph, as they have learned in class.    

Computer Literacy Objectives
By the end of this WebQuest the students will have learned to:
1.      Use the audio programs on their computers to listen to something about the activity or the season you are researching.
2.      Create a Word document for the poster presentation.
3.      Use screenshots for the poster presentation.
4.      Use “Map Quest” to create directions for each activity.
5.      Download and manage files during their search for information.

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Materials

Hardware
§      A Computer Lab that has at least 12 computers.  
§      Computer printer for worksheets, crosswords, rubrics and other needed documents.
§      Internet connection.
§      Headphones for listening to audio samples describing each activity.
§      Overhead Projector.

 Software
§      Microsoft Word
§      Media Software: MS Media Player or Real player.
§      Browser Software: MS Internet Explorer.

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Process

This WebQuest is specifically designed to engage the students in your class in a variety of group activities.  Specifically, two types of groups will be formed: a Season Group and a Project Group.  Each student will have a chance to participate in both groups - in this way, we hope to create a number of opportunities for classroom discussion and provide a venue for your students to get better acquainted.  Below are examples of how each group will be formed and how they will interact with each other:

PROJECT GROUP
This will be the first set of groups that you form by dividing the class into four groups of three.  The three students in each group will choose a season - winter, summer or fall - that they would like to investigate and will eventually work together to create a poster presentation describing activities for each season.
Example:
Group 1 = Hussein (Fall), Amanda (Winter) and KyuYoung (Summer) 
Group 2 = Shinichi (Fall), Jasmine (Winter) and Renaldo (Summer)
Group 3 = Tomoko (Fall), Dorrie (Winter) and YuSik (Summer)
Group 4 = Cornell (Fall), SuYoung (Winter) and Maya (Summer)

After the students have established their PROJECT GROUP it is time for them to break up into their SEASON GROUP.

SEASON GROUP
Students will now form a group with members of their class that have chosen the same season.  Each Season Group will consult the chart in the Student Journey and decide which activity each student will investigate.
Example:
Fall Group = Hussein (Leaf Peeping), Shinichi (Train Ride), Tomoko (Hike Mt. Mansfield) and Cornell (Farm Visit)
Winter Group and Summer Group divided as above.

Students should be encouraged to discuss their knowledge of each seasonal activity with each other as they negotiate who will be assigned to each activity.  After the students in each season group have chosen their activity, they will work independently with the worksheets and web pages provided for each activity.  When they are finished, they will return to their PROJECT GROUP to create a poster presentation for the class. 

A final opportunity for group work will be a discussion in which the ENTIRE CLASS chooses one activity they would like to do as a class, appropriate to the season they are presently in, of course.

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Each day was designed for approximately two hours to be dedicated to this WebQuest Project, but you should spend as much time as you feel is necessary on each activity.


DAY 1

PRE-COMPUTER ACTIVITIES:
After introducing the topic of the Quest to the students, start familiarizing your students with Vermont’s seasons and its special activities by doing the following:

Activity One:
Begin discussion of Vermont geography. Print out Vermont Map and Quiz for each student – this is a basic map of the state of Vermont, with only the names of towns indicated.  Introduce vocabulary about the physical geography – mountains, lakes, proper names of major landmarks that students will come across in their tasks (e.g. Lake Champlain, Mount Mansfield). 

Activity Two:
Begin to mark maps with major physical landmarks. Identify the Green Mountain range.  Ask students to identify other physical features that they know of.  Show students locations of towns that will be involved in the WebQuest, and help them identify those locations on their maps by using a transparency of the map on an overhead projector.  Supply students with any needed information to complete the maps.   These maps will be needed by the students in their WebQuests.

Activity Three:
Introduce seasonal vocabulary.
Ask students to share their knowledge of Vermont’s three seasons – fall, winter and summer – and how they are different from those in their countries.  Discuss why spring was omitted from this WebQuest.  Discuss features of the three seasons and the activities related to each season. Then hand out a Discovering Vermont Crossword Puzzle for vocabulary practice on Vermont’s famous locations, seasons, and activities, and then go over answers.

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DAY 2

COMPUTER-BASED ACTIVITIES:
Now that the students are familiar with the different activities, you will begin to guide them in their group work.  As we mentioned above, one goal of this WebQuest is to create opportunities for students to work together in different groups - in this way, they will be able to share more vocabulary, learn about each other's strengths and weaknesses and get to know each other better!  We have created an organizational chart to help you organize the students into their groups.  It may be helpful to printout this chart and fill it in with your student's names to help keep them organized!

Activity One:
Divide the students into their Project Groups, as described above. 
Encourage the students to discuss which season each one is going to choose: winter, summer, or fall.  You can even ask them to talk about the reasons for their choices.  After the students in each group have chosen their season, fill in the Project Group column of your organizational chart.

Activity Two:
Put students into their Season Groups, as described above.  Place each group of four students at a single computer and guide them as they look at the activities for each season.  They should visit the page for each activity together and discuss who will be assigned to each activity.  You should also encourage the students to discuss the general information about the different activities related to their season.  After the students have decided on an activity, fill in the Season row of your organizational chart.

 Activity Three:
Now it is time for the students to work independently.  Assign each student to a computer so that they can work on their individual activity.
Follow this link to a seasonal activity page for more information on the independent work that each student will be doing.  Assist students with the technical aspects of each activity site: e.g., listening to audio, downloading worksheets and visiting websites.

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DAY 3
Activity One:
Continue to assist students with their independent work.  Encourage students to use the other members of their Season Group as a resource if they are having difficulty.

Activity Two:
After students have completed their independent work, put them into their Project Group and have them begin working on their poster presentation.
 

DAY 4
Let students use this day to work collaboratively on their three-season poster presentation.  Help students follow the instructions for the poster project that have been given to them on the Student Journey, Process, Step 4.

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DAY 5
Activity One:
Students give poster presentations before the entire class.

Activity Two:
Class chooses one activity that they would like to do as a group.

Activity Three:
Show students the evaluation rubrics and have each Project Group complete the Project Group  and Presentation Rubrics.  Complete the Individual rubric and offer it to individual students to complete if you wish.

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Evaluation

Now it is time to evaluate your students. You can use the following rubrics below:
1- First, for evaluating the collaborative work use this
project group rubric.
2- Secondly, use this
worksheet rubric to evaluate the students' work on their worksheet.
3- Finally, for evaluating the groups' posters use this
rubric.

 

Student Journey==>

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