Name: __________________________________ Date: ______________
Designing a WebQuest: Debunking Medical Myths
Your task will be to design a WebQuest on a medical myth and post it online at our WikiSpace.
WebQuests are web-based activities designed to challenge a learner's problem-solving and higher-order
thinking skills. It is resembles an internet scavenger hunt. An effective WebQuest integrates technology
with the acquisition of subject-specific knowledge.
Steps for completing this project:
1) Perform an internet search of other WebQuests to gather ideas.
2) Select a medical myth and gather website resources on it. You will need to use AT LEAST FIVE
When choosing your websites:
o They should be specific to the topic.
o They should be credible and recognized or well-accepted as an authority.
o One or more websites should provide good graphics or pictures on your topic.
o One or more websites should provided activities or a video for your topic.
3) Outline your WebQuest, making sure to include the following (instructions for each section follow):
Resources (Must provide summaries for each resource.)
4) Design and post your WebQuest using WikiSpaces (very user friendly).
Web Address: https://honorsanatomywhs.wikispaces.com/
You will have to join this WikiSpace and once you are a member, you can update your page
any time you'd like!
Detailed Instructions for Outline:
Top of Page
Put the title of the lesson and for what age group, who it was designed by, and some interesting graphic
representing the content.
Write a short paragraph to introduce the activity or lesson to the students. If there is a role or scenario
involved (e.g., "You are a detective trying to identify the mysterious poet.") then here is where you'll set
the stage. If there's no motivational introduction like that, use this section to provide a short advance
organizer or overview. Remember that the purpose of this section is to both prepare and hook the
reader. It is also in this section that you'll communicate the Big Question that the whole WebQuest is
Describe crisply and clearly what the end result of the learners' activities will be. The task could be a:
problem or mystery to be solved;
position to be formulated and defended;
product to be designed;
summary to be created, or
anything that requires the learners to process and transform the information they've gathered.
1. If researching a common medical myths associated with nutrition, such as many people believe that
eating carrots can improve your eyesight or avoiding chocolate can cure acne, then the task could be to
write a children’s book on nutrition that separates “fact from fiction” in regard to nutrition.
2. The anti-vaccine movement has recently gained much momentum and caused quite a bit of
controversy. Research both sides of this controversy and pay special attention to those vaccines that are
at the heart of the controversy (such as the MMR vaccine). The task could be to write out the transcript of
a debate on whether such vaccines should be required by law.
List the steps that the learner should go through. The learner will access the on-line resources that
you've identified. You might also provide some guidance on how to organize the information gathered.
This advice could offer suggestions like creating flowcharts, summary tables, concept maps, drawings, or
other diagrams. This could also take the form of a checklist of questions to analyze the information with,
or things to notice or think about. Remember to provide as many links as possible to provide the
“quester” with adequate background information...such as where or why the myth originated.
Summarize what the learner will have accomplished or learned by completing this activity or lesson. You
might also include some rhetorical questions or additional links to encourage them to extend their
thinking into other content beyond this lesson.
What Must Be Turned In:
1) Print-out of the actually webpage your WebQuest is located on.
2) Collaboration Rubric with self-ratings circled and peer ratings on the table.
Eating turkey makes you sleepy.
Cracking your knuckles gives you arthritis.
We only use 10% of our brains.
Reading in little light will damage your eyesight.
Put your hat on or you'll catch a cold.
Don't go swimming after eating.
Oatmeal baths are a good cure for poison ivy.
Keep someone awake who has had a recent concussion.
Shaving causes hair to grow back faster or coarser.
Information taken from:
Essential Advanced Proficient Needs Improvement Not Demonstrated
Introduction The introduction is The introduction The introduction is The introduction is
draws the reader into describes a compelling purely factual with no missing.
the lesson by question or problem. appeal to relevance or
describing a compelling social importance.
question or problem.
Task Task is engaging, and Task is limited in its The task requires The task is incomplete
elicits thinking that significance to simply comprehending or absent.
goes beyond rote students' lives. or retelling of
comprehension. The task requires information found on
The task requires basic analysis of web pages and
synthesis of multiple information. answering factual
sources of information. questions.
Resources Links are in working Some links carry Links are mundane. More than two links are
order and are from information not They lead to missing.
reputable sources. ordinarily found in a information that could
There is a variety of classroom or some be found in a
resources which links are not from classroom
provide enough reputable sources. encyclopedia. One or
meaningful information two links are missing.
for students to think
Conclusion Includes summary Includes summary Conclusion is Conclusion is missing.
statement or story statement. incomplete.
which reminds student
what they should have
Visual Appropriate and Graphic elements There are few or no Appearance of page
Aesthetics thematic graphics sometimes, but not graphic elements. affects its readability.
which contribute to the always contribute to Some elements of the
understanding of the understanding of page are distracting or
concepts. Overall page concepts. Overall page out of place.
is attractive and is attractive but has
original. elements similar to
Writing Less than three major Three to five major Five to eight major More than 8 major
Mechanics spelling or grammatical spelling or spelling or grammatical spelling or grammatical
errors. grammatical errors. errors. errors.
Medical Myth Webquest Date:
Skill Score (adapted from the NETS for students rubric)
Advanced Proficient Needs Inadequate Score
4 3 2 1
Increase The student The student The use of The use of
productivity utilized the full adequately utilized technology did not technology
capacity of the the technology to increase hindered
technology to somewhat productivity in the productivity in the
increase increase process. process.
productivity in the productivity in the
Foster The student The student The use of The use of
creativity utilized the full adequately utilized technology did not technology
capacity of the the technology to increase creativity hindered creativity
technology to make the product in the product. in the product.
make the product more creative.
as creative as
Enhance The use of The use of The use of The use of
communication technology technology technology technology rarely
expertly enhanced adequately sometimes communicated
the communication communicated communicated information.
of information. information. information.
Facilitate The use of The use of The use of The student did
collaboration technology technology technology not use technology
facilitated facilitated facilitated some to collaborate.
seamless adequate collaboration with
collaboration with collaboration with others (peers,
others (peers, others (peers, experts, or other
experts, or other experts, or other audiences).
Skill Proficiency 16-14 13-10 9-6 5-0 _____
Medical Myth Webquest Block: _______ Date: _______________
Collaboration means you contribute to a common goal by working with others. Beyond just the
product of this assignment, you will be assessed on your ability to collaborate. This rubric is for you, the
student, to complete.
Your Contribution Advanced Proficient Needs Improvement Inadequate Score
4 3 2 1
Fulfilled Your Performs all duties Performs nearly all Performs very few Does not perform
Role's of assigned team duties. duties. any duties of
Responsibilities role. Almost always Almost always assigned team
Brings needed brings needed brings needed role.
materials to class materials to class materials but Often forgets
and is always and is ready to sometimes needs needed materials
ready to work. work. to settle down and or is rarely ready
get to work. to get to work.
Monitored the Routinely monitors Usually monitors Occasionally Rarely monitors
Group’s the effectiveness the effectiveness monitors the the effectiveness
Effectiveness of the group, and of the group and effectiveness of of the group and
makes works to make the the group and does not work to
suggestions to group more works to make the make it more
make it more effective. group more effective.
Managed Time Group member Group member Group member Group member did
completed usually completed often did not not complete most
assigned tasks on assigned tasks on complete assigned of the assigned
time. time and did not tasks on time, and tasks on time and
hold up progress held up completion often forced the
on the projects of project work. group to make
because of last-minute
incomplete work. adjustments and
Working with others
Displayed a Always has a Often has a Usually has a Often has a
Positive Attitude constructive attitude constructive attitude constructive attitude destructive attitude
about the task(s). about the task(s). about the task(s). about the task(s).
Always builds Usually considers all Often sides with Usually wants to
consensus to help the views. friends instead of have things their
team reach a fair considering all views. way, displays an
decision. unwillingness to
Listened and Listens and speaks Listens, but Usually doing Is always talking--
responded a fair amount sometimes talks most of the never allows
appropriately Offers detailed, too much. talking--rarely anyone else to
constructive Offers constructive allows others to speak.
feedback when feedback when speak. Did not offer
appropriate. appropriate. Occasionally constructive or
offers constructive useful feedback
Skill Proficiency 20-17 16-12 11-7 6-0
Write the proficiency level from the rubric that fits each group members’ participation in the box under the collaboration
skill. Include your own name in the list.
Group Member Fulfilled His/Her Monitored the Managed Time Displayed a Listened and
Role's Group’s Positive responded
Responsibilities Effectiveness Attitude appropriately