web quest
TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 10th Grade Spanish 2
Designed by Ms. Ashley Cooper
Based on a template from The WebQuest Page
Student Page
Title
Introducción
El trabajo
Process
Evaluation
Conclusion
Credits
[Teacher Page]
¡Bienvenidos Estudiantes del Español 2! As you know, we are going to be working with the
internet for a couple weeks, and we are going to do something called a WebQuest. I have outlined a few things for you to utilize as tools in your WebQuest adventure! You’ll find the answers to these key questions:
1. Where is Costa Rica on a map, and what kind of foods are eaten here?
2. What are the major religions of Costa Rica, and what does that have to do with its independence?
3. Is the government equipped, in your opinion, to handle the stresses of a third world country? Why or why not?
WHAT IS COSTA RICA ALL ABOUT?
Good luck, amigo. There is nothing more motivating than knowledge, and you are about to inquire on a journey that will reward your brain. ¡Buena Suerte!
Introducción: Costa Rica
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
You are a tourist in another country, and the only way the country’s government will let you enter or exit the boundaries of their country is if you know all the facts about it! This country is Costa Rica – a small yet beautiful land mass with an attitude. There are two oceans and two countries that surround it, and it has a tendency to attract surfers and fruit-lovers. You want to get in, but you have to answer some essential questions given by the country Magistrate first. There will be three of you in the interview – a researcher, a recorder and a presenter. You’ll have to know the information before you can enter their country, so don’t be inadequate! Lo puedes hacer.
Title
El Trabajo
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Here’s what to look for and how to find it:
1. First, you’ll be assigned to a team of three students. You are on this mission together, but you need different jobs. Figure out who will be the researcher, who will be the recorder, and who will be the presenter. Though this is your main job, you are to help your teammates with their tasks as well.
2. Once you’ve picked a role to play, you’ll start your research. You want to research everything that has to do with something around the previous questions. The research should search for religion, government, geography, foods, and independence. The recorder should record this information in a way that can be referred back to easily (don’t forget a bibliography!). The presenter should write his speech words according to what is found.
3. You’ll make a PowerPoint presentation to present to the Magistrate, that talks about the geography and food of Costa Rica, along with a few other fun facts if you want to add them in.
4. Then, you’re going to make an excel spreadsheet exploring the major religions of Costa Rica and creating a graph. Then, make a timeline outlining the events that lead up to Costa Rican independence.
5. Using Word or Publisher, Write a newsletter, and include one article about a Costa Rican animal, and one article an opinion article about whether or not the government can support the growing economy.
El Proceso
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Participation in Group Work
Did little to nothing for the group, did not help with any of the three projects, the research, or the production and presentation of the material.
Helped with some things, but didn’t give a lot of effort or the majority of valuable information for the project to be produced.
Helped with and led plenty of things, worked as a normal group member. Did not pick up any slack, but accomplished the task assigned.
Led most of the group work; went above and beyond with the presentation and production of the project.
PowerPoint Used less than 3 slides; did not give much clear information about the food/geography of Costa Rica, very boring, little to no citations.
Used 3-4 slides; presented some information about food/ geography of Costa Rica, needs some work, some citations.
Used 5-6 slides; presented good clear information about food/ geography of C.R., is interesting, and includes most citations.
Used 7-8 slides; presented more information than necessary, very interesting with effects, all citations.
Excel Worksheet
Poorly done graph, little to no marked clarifications, dull, not enough information about religions of Costa Rica.
Graph of country religions somewhat confusing, not clearly marked, some information but not enough.
Clear graph of country religions, including at least 3 religions, but nothing special, just enough information.
Colorful, clear graph of country religions, with titles, citations, and more information than necessary.
Word or Publisher
Presentation not in newsletter form; may include articles but nothing on animals or the government, poorly put together.
Presentation in newsletter form, but doesn’t include enough articles, put together quickly and sloppy, but some good information.
Presentation in newsletter form, meets requirements and includes articles, nothing too fancy.
Presentation in newsletter form, graphics and pictures included, more than 2 articles and added bonuses.
Presentation One or more parts of the project are missing or incomplete, speech unprepared and student clearly did not participate adequately.
All parts are there, but are partially incomplete or below standards, student somewhat prepared for speech but could practice more.
All parts are there are put together in a way that is sequential, but each part is less than exemplary, only meets expectations.
All parts are there and organized; speech is practiced and memorized, student/s very clearly gave above and beyond.
La Evaluación
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
You’re in the airport after a long journey, finally at the Magistrate’s
office.
Do you have what you need to have?
Have you planned what you’ve needed to plan?
In a couple hours, will the magistrate be impressed?
Will you get to enter into the beautiful country of Costa Rica?
¡BUENA SUERTE!
Conclusión
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
http://www.state.gov/r/pa/ei/bgn/2019.htmhttps://www.cia.gov/library/publications/the-world-factbook/geos/cs.html
http://travel.state.gov/travel/cis_pa_tw/cis/cis_1093.htmlhttp://www.lonelyplanet.com/worldguide/destinations/central%2Damerica/costa%2Drica/
http://centralamerica.com/cr/info/http://www.costaricaweb.com/http://www.theibfr.com/costaricainfo.htmhttp://www.costaricarural.com/en/infocr.htmhttp://www.mcx.es/turismo/infopais/costarica/Costarica.htmhttp://www.lclark.edu/~ault/courses/costa_rica/costa_rica_map_2003.jpg
The WebQuest Page The WebQuest Slideshare Group
Créditos y Referencias
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 10th Grade Spanish
Designed by Ms. Ashley Cooper
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
¡Bienvenidos Profesores del Español 2!
This lesson was developed as part of a Technology in Education course at Colorado State University, and will be used in Spanish 2 classrooms in Douglas county, Colorado.
In the lesson, you tell the students they will be working with the internet to do a WebQuest, and explain what that is. I have outlined a few things for you to utilize as tools in your WebQuest, or you can just use the Template I have here. The students will have to find the answers to three key questions:
1. Where is Costa Rica on a map, and what kind of foods are eaten here?
2. What are the major religions of Costa Rica, and what does that have to do with its independence?
3. Is the government equipped, in your opinion, to handle the stresses of a third world country? Why or why not?
Evaluation
Teacher Script
Conclusion
Introducción: Costa Rica
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This WebQuest lesson is designed to cover the national cultural standards for Spanish 2 in the 10th grade. It uses the standards covered with the 5 C’s of Foreign language, especially in the areas of Culture and Communication. It also can easily be extended to additional grades, by making the content more or less difficult according to the students’ capacity.
The learners will need to know how to translate some words in Spanish for this lesson, as there are some websites that are in Spanish. They will also need to know how to work PowerPoint, Excel, and Word (or Publisher), all by Microsoft.
Evaluation
Teacher Script
Conclusion
Aprendientes (Profesor)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
As a result of this lesson, students will learn key facts about the culture of Costa Rica, and traveling in a country that speaks Spanish. They will also learn some key vocabulary words in Spanish that they can share with the class if you so choose.
Foreign Language Standards Addressed:Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
The students also have to learn to make PowerPoint presentations, Excel worksheets, and address the mathematical standards through making graphs and formatting a newsletter.
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Profesor)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The lesson is organized so that the students have the semester to work on it – there is a lot of work involved. They should have at least 3 class periods to work on the project, so that they can put everything together with your help as the teacher right there. Then, if they need additional time, they can meet outside of class. To put the students into groups, use your discretion – group together quiet students with loud students; followers with leaders. This is simple to do – all you as the teacher need to know is how to work with the Microsoft Office tools.
Here’s what the students look for and how to find it:
First, they’re assigned to a team of three students. They figure out who will be the researcher, recorder, and presenter.
Once they’ve chosen a role, they start their research. The research should include religion, government, geography, foods, and independence. The recorder should record this information in a way that can be referred back to easily (don’t forget a bibliography!). The presenter should write his speech words according to what is found.
They make a PowerPoint presentation to present to the Magistrate, that talks about the geography and food of Costa Rica, along with a few other fun facts.
They then make an Excel spreadsheet exploring the major religions of Costa Rica and creating a graph describing them. Then they make a timeline outlining the events that lead up to Costa Rican independence.
Using Word or Publisher, they will write a newsletter, with one article about a Costa Rican animal, and one an opinion article about whether or not the government can support the growing economy, and a third world country.
Evaluation
Teacher Script
Conclusion
El Proceso (Profesor)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher PageNeeded to implement this lesson:
•A library Media Center that you can use for 3 days•Microsoft PowerPoint on each computer •Microsoft Excel on each computer•Microsoft Publisher or Word on each computer•Access to the internet
One teacher is enough needed to implement this lesson – there is a role for aides or parents if needed, but if you can handle it, the students will be busy enough trying to get their projects done. The librarian or school technology officer can also help.
Websites used:
http://www.state.gov/r/pa/ei/bgn/2019.htmhttps://www.cia.gov/library/publications/the-world-factbook/geos/cs.html
http://travel.state.gov/travel/cis_pa_tw/cis/cis_1093.htmlhttp://www.lonelyplanet.com/worldguide/destinations/central%2Damerica/costa%2Drica/
http://centralamerica.com/cr/info/http://www.costaricaweb.com/http://www.theibfr.com/costaricainfo.htmhttp://www.costaricarural.com/en/infocr.htmhttp://www.mcx.es/turismo/infopais/costarica/Costarica.htmhttp://www.lclark.edu/~ault/courses/costa_rica/costa_rica_map_2003.jpg
Evaluation
Teacher Script
Conclusion
Los Recursos (Profesor)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher PageThis lesson will be successful if the students can present about and understand a little about the culture of Costa Rica. You can also have them go into different countries, and do different things, but you’ll need to get more websites and references. The students can also learn a lot from each other – from when they are presenting. You can implement a part where they have to grade their peers and themselves.
Evaluation
Teacher Script
Conclusion
La Evaluación (Profesor)
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Participation in Group Work
Did little to nothing for the group, did not help with any of the three projects, the research, or the production and presentation of the material.
Helped with some things, but didn’t give a lot of effort or the majority of valuable information for the project to be produced.
Helped with and led plenty of things, worked as a normal group member. Did not pick up any slack, but accomplished the task assigned.
Led most of the group work; went above and beyond with the presentation and production of the project.
PowerPoint Used less than 3 slides; did not give much clear information about the food/geography of Costa Rica, very boring, little to no citations.
Used 3-4 slides; presented some information about food/ geography of Costa Rica, needs some work, some citations.
Used 5-6 slides; presented good clear information about food/ geography of C.R., is interesting, and includes most citations.
Used 7-8 slides; presented more information than necessary, very interesting with effects, all citations.
Excel Worksheet
Poorly done graph, little to no marked clarifications, dull, not enough information about religions of Costa Rica.
Graph of country religions somewhat confusing, not clearly marked, some information but not enough.
Clear graph of country religions, including at least 3 religions, but nothing special, just enough information.
Colorful, clear graph of country religions, with titles, citations, and more information than necessary.
Word or Publisher
Presentation not in newsletter form; may include articles but nothing on animals or the government, poorly put together.
Presentation in newsletter form, but doesn’t include enough articles, put together quickly and sloppy, but some good information.
Presentation in newsletter form, meets requirements and includes articles, nothing too fancy.
Presentation in newsletter form, graphics and pictures included, more than 2 articles and added bonuses.
Presentation One or more parts of the project are missing or incomplete, speech unprepared and student clearly did not participate adequately.
All parts are there, but are partially incomplete or below standards, student somewhat prepared for speech but could practice more.
All parts are there are put together in a way that is sequential, but each part is less than exemplary, only meets expectations.
All parts are there and organized; speech is practiced and memorized, student/s very clearly gave above and beyond.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
If the facilitator needs a script, they should refer to the student slides. Most of the slides very thoroughly explain what the lesson needs to do, and the process page goes further in depth for the assignment (Process segment ).
Evaluation
Teacher Script
Conclusion
La Escritura del Profesor
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is very worthy to students, because they need to learn about other cultures – perhaps ones that they don’t think about on a day-to-day basis when they are in a Spanish language class. Help them to reach their goals as language learners, and get them interested in another culture by just introducing to them another country that is so similar to their own. They have no idea what is out there – but if they had the chance to travel, they might consider going to a place that has Spanish-speakers so that they can practice with these tools they have learned during this WebQuest.
Evaluation
Teacher Script
Conclusion
La Conclusión (Profesor)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
http://www.state.gov/r/pa/ei/bgn/2019.htmhttps://www.cia.gov/library/publications/the-world-factbook/geos/cs.html
http://travel.state.gov/travel/cis_pa_tw/cis/cis_1093.htmlhttp://www.lonelyplanet.com/worldguide/destinations/central%2Damerica/costa%2Drica/
http://centralamerica.com/cr/info/http://www.costaricaweb.com/http://www.theibfr.com/costaricainfo.htmhttp://www.costaricarural.com/en/infocr.htmhttp://www.mcx.es/turismo/infopais/costarica/Costarica.htmhttp://www.lclark.edu/~ault/courses/costa_rica/costa_rica_map_2003.jpg
The WebQuest Page and The WebQuest Slideshare Group
Evaluation
Teacher Script
Conclusion
Créditos y Referencias (Profesor)