Introduction
| Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page |
Welcome Students, Bienvenidos
Greetings, students!
You will have the thrilling chance to see Spain, a dynamic and diverse nation.
You will have the thrilling chance to visit Spain, a dynamic and multicultural nation. Spain's history spans thousands of years, and its culture and architecture have been influenced by numerous civilisations, such as the Romans, Visigoths, and Moors.
From its ancient cities and breathtaking landmarks to its well-known customs like flamenco and local celebrations, Spain has managed to retain a rich cultural legacy. Today, it is known for its warm climate, delicious cuisine, and lively atmosphere making it a truly unforgettable destination.
Task
You've been selected to play Hide and Seek, but one catch, it's in a different country!
The country selected this year is Spain, your on TEAM SEEKER, you must find where in Spain the hiders are based on the information given.
Details:
You will land in Madrid at 12:00 on April 10. After arriving, you will transfer to your accommodation and begin exploring the city.
During your stay, you will have the opportunity to experience some of Spain’s most famous landmarks
You will depart from Madrid on April 16 at 13:00, meaning you have six full days to explore the culture, history, and atmosphere of the city and then gather enough information to find the hiders
You then will then create a route to the seekers based of the references and the city that the landmarks are in
Process
Exploring Spain
There is so much information available about Spain that it would be difficult for one person to find it all! Therefore, before you are ready to work as a team (collaborate), each of you will need to visit the Resources page and carry out some individual research (inquiry) to become an expert in a different aspect of Spain and Madrid.
Inquiry-Oriented Roles
- Identify who in your group will assume each of the following roles. Not all roles must be taken, but each member must have a unique role.
Cultural Sponge:
Pretty places are great, but you want to experience the true “feel” of Spain. What is important to Spanish people? What traditions shape daily life? Explore Spanish culture through food, music, and lifestyle. Think about tapas culture, flamenco performances, and festivals. Visit places like local cafés, markets, or cultural shows. How does Spanish culture compare to your own?
Historian:
Spain has a rich and complex past. You want to research key historical landmarks and museums in Madrid such as the Royal Palace of Madrid and the Prado Museum. Can you identify major historical events (e.g. empire, civil war) that shaped modern Spain? How are these reflected in monuments and city spaces?
Navigator:
This person will study the references and landmarks, and in collabortation with the Historian they will find where the Hiders are ad then create a route to the Hiders using Public transport and private transport (cars and taxis). They must show the journey time and the cost of the trip
Sightseer:
You are responsible for documenting the most visually impressive parts of the trip. Research photogenic landmarks like Puerta del Sol and Retiro Park. Study maps of Madrid and identify scenic spots. Consider how these places look in different seasons or times of day.
Individual Research Tasks
- Conduct your own research on Spain and Madrid, focusing on places relevant to your role. Use the Resources page.
- Make a list of places, including:
- Location
- Opening hours
- Costs
- Backup options (Plan B in case of rain)
- Find each place on a map of Madrid to understand distances and travel time.
- Open the Daily Schedule sheet (your collaboration tool). Begin suggesting times and dates for activities. Use different colours or initials to show your contributions.
Collaborative Process
- Meet as a group and begin planning using your shared schedule.
You are a team of travel planners. First, gather your individual “must-see” places. Then agree on:
- Where to go
- When to go
- How to organise your trip
Discuss essential activities and backup options.
- Use a spreadsheet tool to organise:
- Daily schedule
- Timing
- Budget
- Contact experts (if available). Your teacher may provide contacts or additional insights about Spain.
- Draft your itinerary
- Choose which additional features to add:
Pictures
Videos
Cultural advice
Addresses and phone numbers
Websites
Create a clear and imaginative final itinerary.
Final Task and Travel Situations - Specifics:
- On April 10, you will arrive in Madrid at 12:00. Once you're there, you'll go to your lodging and start seeing the city.
You will see some of Spain's most well-known sites and cultural attractions while you are there.
You will leave Madrid on April 16 at 13:00, giving you six full days to experience the city's atmosphere, history, and culture.
Creative Challenge
In addition to your itinerary, you must:
- Gather clues and references from the landmarks you visit
- Design a route for a “seekers” team to follow
- Base this route on real locations and information from Madrid
Presentation Requirements
- Present the following to your teachers and classmates:
- Your 6-day travel itinerary
- A list of places chosen by each group member
- Your final route challenge for the seekers
Remember: this is a group effort. Your final plan should include ideas from all roles and reflect a balanced, well-researched travel experience.
Evaluation
Evaluation Page – Spain WebQuest
You will be graded on how well you completed your individual, inquiry-oriented role and how effectively you worked with your teammates to design a 6-day travel experience in Madrid and across Spain.
See the point structure below:
Individual (30 points possible):
0 – 5 points
Team member worked independently on their selected role (e.g, Cultural Sponge, Historian, Navigator, Sightseer) and demonstrated strong inquiry skills.
0 – 20 points
Team member submitted a well-researched list of places in Madrid and surrounding areas (e.g, Prado Museum, Retiro Park), using the collaboration tool.
0 – 5 points
Team member contributed positively to the group by showing respect, listening skills, and cooperation.
Group (100 points possible):
The group must submit a complete 6-day itinerary based in Madrid.
0 – 20 points
The schedule is full but realistic. It includes travel time, rest periods, and considers opening hours of attractions (planning & logical thinking).
0 – 10 points
All resources and information included are accurate, relevant, and appropriate for the trip.
0 – 10 points
The itinerary is written in clear, correct English, with minimal spelling and grammar errors.
0 – 10 points
The completed collaboration tool (schedule/planning sheet) is submitted along with the itinerary.
0 – 20 points
links to useful, accurate resources (e.g, official sites, maps, cultural info) related to Madrid landmarks (research & digital literacy).
0 – 15 points
The itinerary design is visually appealing, easy to follow, and practical for use during travel.
0 – 10 points
The group demonstrates strong teamwork and collaboration throughout the project.
0 – 5 points
Final presentation is clear and engaging. All group members participate and show preparation (presentation skills).
Total Possible Points: 130
Conclusion
Reflection & Self-Evaluation Spain WebQuest
After you have completed your itinerary and are ready to begin your journey to Madrid, it is important to reflect on what you did, how you did it, and what you learned throughout the process.
Use the questions below to guide your group discussion. Then complete the Google Form at the bottom for your self-evaluation (your name will not be collected, so please answer honestly).
Step 1: Review Your Itinerary
Take a close look at your 6-day schedule:
- Is your itinerary full but realistic?
- Will you actually be able to complete everything, or will you be exhausted halfway through your first day exploring Spain?
- Is your plan well-balanced between sightseeing, culture, food, and relaxation?
- Have you considered travel time between locations such as the Royal Palace of Madrid or Retiro Park?
- If the weather changes, do you have backup (Plan B) activities?
- Does your itinerary reflect the interests of all group members?
Would any part of your plan negatively affect the trip? Why or why not?
Step 2: Reflect on Your Group Process
Now think about how your group worked together:
- What process did you use to agree on your itinerary?
- Did your approach to decision-making work well? Why or why not?
- If you could do it again, what would you change?
- Did each group member have an equal opportunity to contribute?
- Were there activities that satisfied more than one role (e.g, cultural, historical, sightseeing)?
- What did you learn about teamwork, communication, and compromise?
Final Thoughts
Thanks to your teamwork, you are now fully prepared to explore Spain. Enjoy your trip, take plenty of photos, and record short videos along the way!
You will use these digital materials for your next assignment, where you will retrace your journey and possibly guide others through your planned route.
What Else Did I Learn?
Remember the list of skills outlined in the Task page (research, collaboration, planning, digital literacy).
Now it’s time to evaluate your progress.
Credits
Teacher Page
Topic
This WebQuest supports the interdisciplinary unit theme “Spain.” The focus of the project is Madrid, one of the most important cultural, historical, and political centres of Spain.
Intended Learners
The intended learners are middle school foreign language students (e.g, Spanish learners or general language students). Students are preparing for a simulated or real-life travel experience to Spain. Some may already have prior knowledge of Spanish culture or connections to Spanish-speaking communities.
Instructional Purpose
This WebQuest provides an opportunity not only to prepare students for a trip to Spain, but also to develop literacy, social studies knowledge, and important “soft skills” such as collaboration, communication, and critical thinking.
The project combines two key task types:
- Decision Task (Recommendation)
- Design Task (Travel Plan)
Students will research Madrid and Spain while developing skills in organisation, analysis, and communication. They will evaluate information from multiple sources and perspectives before working together to reach a group decision.
The final outcome is a well-balanced 6-day itinerary that is realistic, engaging, and easy to use during travel. Each part of the itinerary MUST BE linked to useful multimedia resources such as maps, videos, and cultural information.
Skills / Objectives
Students will be able to integrate information from different formats (visual, numerical, and written) to develop a clear understanding of Spain and Madrid.
Students will be able to combine visual information (maps, charts, videos) with written and digital sources.
Students will be able to explain how culture influences people’s behaviour, traditions, and daily life.
Students will be able to analyse geographic information (maps, climate, population data) to better understand places and environments.
Students will be able to gather and evaluate information from multiple sources, assess reliability, and use it appropriately without plagiarism.
Learning Approach
This WebQuest is designed to support both independent inquiry and collaborative learning.
Each student takes on a specific role (e.g. Cultural Sponge, Historian, Shopper, Sightseer) and becomes an “expert” in that area through individual research. Students use a variety of resources, including websites, maps, videos, and travel tools, to gather relevant information.
After completing their individual work, students collaborate as a group to combine their findings. This requires discussion, negotiation, and compromise in order to create a final itinerary that reflects everyone’s interests.
Through this process, students develop not only subject knowledge but also teamwork and decision-making skills.
Real-World Connection
This project is grounded in a real-world scenario: planning a trip to Madrid. Students must consider practical factors such as time, distance, cost, and weather while designing their itinerary.
By the end of the project, students will have created a realistic travel plan that demonstrates their understanding of Spain’s culture, geography, and attractions, as well as their ability to apply research and planning skills in a meaningful context.