Introduction
You will create a WebQuest using topics from our current unit on A Gendered World.
From the beginning of this unit we have explored aspects such as:
Stereotypes
Policy creation and implementation
Genders affect on labor and migration patterns
Strategies used by the UN to mainstream concerns
How gender insects with human rights violations
It has been an interesting journey of discovery and discussion to say the least.
Go on to the Task bar to see further instructions for your WebQuest Project.
Task
You will pick one of the topics previously mentioned and/or any sub topics and create your own WebQuest for a fellow classmate to complete.
Your WebQuest must have:
An Introduction that orients the student and captures their interests
A Task that describes the activity and the end product
The Process which explains strategies students should use to complete the task
The Evaluation which measures the results of the activity
The Conclusion will sum up the activity and encourages students to reflect on its process and results
The Teacher's Page will be a list of related benchmarks and/or standards covered by completing your WebQuest.
http://webquest.org/sdsu/taskonomy.html This site does a good job of explaining different ways of presenting a task within a
WebQuest Task Type: journalistic, mystery, persuasion, and judgment tasks. If you can't find it here, you can't find it anywhere
Move on now to the Process Tab for further instructions
Process
On this page you will place all the: objectives, essential questions, videos, images, EVERYTHING you want the student doing the WebQuest to do.
Example below is taken from another WebQuest already completed.
(You will need to layout your topic and information in a similar way)
Part A:
First, let's remember what gender stereotypes are.
A stereotype is a fixed idea about someone based on a group that they belong to (such as their race, religion, or gender). Today, we will focus on gender stereotypes -- ways of judging people based on if they are boys or girls.
Work together with your group to create a small T-chart. On one side, write MEN. On the other side, write WOMEN. List at least 3 common stereotypes associated with each gender below. Stuck? Look to the following links for help:
https://www.plannedparenthood.org/learn/sexual-orientation-gender/gende…
http://www.healthguidance.org/entry/15910/1/List-of-Gender-Stereotypes…
Part B:
Watch the following clips, and respond to the questions as a group.
Clip 1: www.youtube.com/watch?v=2EIFWjLYNWA
Discuss, with one designated RECORDER taking notes to hand in:
Does Merida break or fit gender stereotypes? How do others react to her actions/her appearance? What does this make you think? What kind of person is she?
Clip 2: www.youtube.com/watch?v=zxudkeUkz_U
Discuss, with one designated RECORDER taking notes to hand it:
Does Gaston break or fit gender stereotypes? How do others react to him? What does this make you think? What kind of person is he?
Part C:
Independently, use what you have learned about gender stereotypes today to write long.
*Choose a character, either from your fantasy reading, another book of your choice, or from a film you are familiar with. Respond to the following questions, pushing your thinking to write long and come to a final realization.
-Are gender stereotypes valid? Why or why not?
-Should gender determine the way you act, or the way others perceive you? Why or why not?
-Does your character fit or break character stereotypes? How do you know?
-What does this make you think?
-What are you realizing about gender stereotypes?
Evaluation
In this tab you will place a rubric for evaluating the student completing your WebQuest. This can be done by creating a table using the tool bar above or by using another site like https://rubric-maker.com/ to build your rubric then place here.
This example is created with the Table tool above and compliments the example in the previous tab.
| Criteria | 0 | 1 | 2 | 3 | |
| Stereotype T-chart | No chart was handed in | T-chart with less than 3 stereotypes on each side was handed in | T-chart with 3 stereotypes on each side was handed in | T-chart with 3 or more stereotypes was handed in, included evidence from provided sources | |
| Discussion notes | No notes were handed in | Notes with minimal detail were handed in | Notes with some detail were handed in | Thorough, organized notes outlining conversation were handed in | |
| Write Long | No write long was handed in | Write long with minimal analysis was handed in. Very few of posed questions were addressed, with very little evidence from chosen text. | Write long with some analysis was handed in. Many of posed questions were addressed, with some evidence from chosen text. | Write long with thoughtful analysis was handed in. Most, or all of posed questions were addrssed, with sufficient evidence from chosen text. | |
| Teamwork/Collaboration | Refused to work with group | Worked ineffectively with group, lacked in participation, lacked in congeniality with group members. | Worked sufficiently well with group, participated a fair amount, was generally kind to most group members. | Worked exceptionally well with group, participated fairly while allowing others to participate as well, was kind and respectful to group members. |
Here is how I will Evaluate the WebQuest you created:
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Beginning |
Developing |
Accomplished |
Score |
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Overall Aesthetics |
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Overall Visual Appeal |
0 points There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability. |
2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.
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4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently. |
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Navigation & Flow |
0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear. |
2 points There are a few places where the learner can get lost and not know where to go next. |
4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. |
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Mechanical Aspects |
0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. |
1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. |
2 points No mechanical problems noted.
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Introduction |
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Motivational Effectiveness of Introduction |
0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners. |
1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. |
2 points The 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. |
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Cognitive Effectiveness of the Introduction |
0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows. |
1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about. |
2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about. |
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Task |
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Connection of Task to Standards |
0 points The task is not related to standards. |
2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards. |
4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards. |
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Cognitive Level of the Task |
0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions. |
3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources. |
6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The 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. |
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Process (The process is the step-by-step description of how students will accomplish the task.) |
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Clarity of Process |
0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. |
2 points Some directions are given, but there is missing information. Students might be confused. |
4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next. |
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Scaffolding of Process |
0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task. |
3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task. |
6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: |
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Richness of Process |
0 points Few steps, no separate roles assigned. |
1 points Some separate tasks or roles assigned. More complex activities required. |
2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task. |
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Resources |
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Relevance & Quantity of Resources |
0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time. |
2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new. |
4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight. |
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Quality of |
0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia. |
2 points Some links carry information not ordinarily found in a classroom. |
4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply. |
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Evaluation |
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Clarity of Evaluation Criteria |
0 points Criteria for success are not described. |
3 points Criteria for success are at least partially described. |
6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. |
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Total Score |
/50 |
Conclusion
Here is where you will place your (the creators) final thoughts, ideas, opinions and reflection on the topic that the student will adventure through.
Example below:
This concludes today's exploration of gender stereotypes in fantasy and film!
Keep your eyes peeled for these common stereotypes all around you -- in the books you read, the movies you watch, and in everyday interactions.
Will you choose to fight against gender stereotypes, or accept them?
Credits
Here is the list of all sources (all place you got your info from to help you build your WebQuest).
Example below:
Sources:
https://www.plannedparenthood.org/learn/sexual-orientation-gender/gende…
http://www.healthguidance.org/entry/15910/1/List-of-Gender-Stereotypes…
www.youtube.com/watch?v=2EIFWjLYNWA
Teacher Page
C Standards Addressed:
RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research
SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
ISTE Standards Addressed:
2. Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and information fluency: Students apply digital tools to gather, evaluate, and use information.