Tamara Vuckovich
TSL 415
Dr. Winkle
28 April 2015
Webquest Activity
The webquest activity was designed for students in 4th grade. It is designed for general education use but includes appropriate accommodations in order to create opportunities for ELLs’ success. The standards and their corresponding access points addressed in the webquest activity are listed below:
Overarching Standards:
Math Standards:
- MAFS.4.MD.1.2: Use the four operations to solve word problems involving distances, intervals of time, and money, including problems involving simple fractions or decimals. Represent fractional quantities of distance and intervals of time using linear models.
- MAFS.4.MD.1.AP.2a: Solve word problems involving distance using line plots.
Social Studies Standards:
2. SS.4.FL.3.2: Explain that when people save money, they give up the opportunity to buy things now in order to buy things later.
3. SS.4.FL.3.3: Identify ways that people can choose to save money in many places—for example, at home in a piggy bank or at a commercial bank, credit union, or savings and loan.
English Language Development Standards:
4. ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
Prior Knowledge:
The teacher is to have already taught the students the function of both a debit card and cash. Additional resources listed in the conclusion help students get a better understanding of what each term is. This webquest activity was also designed keeping in mind that participating students are familiar with maneuvering throughout the internet. All sites are hyperlinks and take the student directly to the given site. Clicking on the hyperlink does not take the student out of the general webquest. The webquest continues to remain on a separate tab when hyperlinks are opened.
Instructional Objectives/Learner Outcomes:
Students will be able to acquire a better understanding of what it means to maintain a budget through the webquest activity. Understanding will be demonstrated based on how complete their webquest worksheet is and how well they are able to orally present their findings.
Assessment:
- Webquest Activity Worksheet
- Participation in the webquest activity
- The webquest is designed to target learners who learn through instructional experiences. The webquest specifically targets visual learners who learn best with images, color, and through engaging participatory activities.
- Exit Slip
- The exit slip will both be used as a self-assessment for the student but also as an assessment on effective the webquest was and how well the teacher created it.
ELL/ESE Accommodations:
Accommodations are made throughout the activity. The procedure is listed in steps. The webquest activity worksheet questions correspond to the steps listed in the procedure. For instance, step 1 in the webquest activity directly correlates to question 1 in the webquest worksheet. The text throughout the webquest is spread out and not bulked together. This particularly helps keep the interest of ESE students who might be overwhelmed with bulky paragraphs. Certain words and numbers such as $5,000 are consistently highlighted in green to give a visual cue of what the budget is. Words such as “debit card” and “cash” have pictures next to them to help ELL students who might not be entirely familiar with what the word “debit card” may mean. All students (not just ELL students) will work with a partner; however, they are each solely responsible for demonstrating understanding of the activity when giving their oral presentation. They are to help each other but are to each create their own path or “journey” through the webquest. The teacher will assign groups. The teacher can group ELL students with non-ELL students who are particularly “high-achievers” in the classroom. Handouts are provided to all students to help them record their information as they proceed with the webquest activity.