pages by wuzhenguang


									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
       WEBSITE resources.
        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):
        Introduction
        Task
        Resources (Must provide summaries for each resource.)
        Evaluation
        Conclusion

4) Design and post your WebQuest using WikiSpaces (very user friendly).
        Web Address:
        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
centered around.

The Task
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.

Possible Myths:
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:
WebQuest Rubric:

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
                                         other pages.
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.
       Technology Rubric:
      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
                     process.              process.
 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).
                     audiences).           audiences).
 Skill Proficiency    16-14                13-10                  9-6                   5-0                   _____
 Rating                                                                                                       Total
        Collaboration Rubric:
       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.
                       effective.                                      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
                                                                                                changes to
                                                                                                missing work.

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
                                                                                              consider other
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
                                                                        feedback, but
                                                                        sometimes the
                                                                        comments were
                                                                        inappropriate or
                                                                        not useful.
Skill Proficiency     20-17                  16-12                   11-7                     6-0
Rating                                                                                                                _____
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

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