Homework for Weeks 1-4

 Webquest Search

My science curriculum involves teaching the different biomes and types of animals that live there.  Within this unit we take a trip to a local 4H farm and dissect owl pellets.  The students do some research on owls before we go in order to activate their prior knowledge.  I found an owl webquest from the google search engine. 

Click here to view the webquest.

WebQuest Evaluation

Overall Aesthetics

Overall Visual Appeal

a.     Two Points-  The text is all the same size for the most part.  The only graphics that are on the site are a few graphic owls.  It could be developed to be much easier to follow using different sized text and different colors.

Navigation and Flow

a.     Two Points-When I click on the links at the top of the page they will take me to the specific parts of the article, but after I click on a topic I have to scroll back to the top in order to see all the links again.  Some links that are posted took me a while to figure out exactly how they connect to the topic.

Mechanical Aspects

a.     One Point-  I found three links that do not work.  There are some grammar errors and the author does not follow a common flow throughout her set up.  (Example:  She uses capital letters for the start of each of her headings, but then switches to lowercase.)

Introduction

Motivational Effectiveness of Introduction

a.     One Point-  The introduction deals with releasing an owl from a zoo in the correct habitat. This will appeal to kids, but it is very simple and not very detailed.  The introduction is three sentences long.  Doesn’t make it sound very interesting.

Cognitive Effectiveness of the Introduction

a.     Zero Points- The introduction does not connect what the learner is about to do based on their prior knowledge.

Task

Connection of Task to Standards

a.     Two Points-I would give this two points because the author listed the standards that the task is connected to in Washington, but I have no idea what these actual standards state, so it is hard for me to judge whether the activities are actually connected to the standards.

Cognitive Level of the Task

a.     Six Points- The students have to pick an owl, figure out how they survive and where they survive and then locate this place in the world.  They then have to create a final essay to convince the zoo to release the owl where they suggest.

Process

Clarity of Process

a.     Two Points-  The author is clear with each step.  It tells the student to click and download something if needed, gives hints, and tells what software to use to help them.

Scaffolding of Process

a.     Six Points- The author has included a sheet for students to organize what they learn about an owl of their choice.  Each step gives hints and software ideas to help them finish the task.  It is easy to read and students of different levels can follow the process.

Richness of Process

a.     Zero Points- No roles involved

Resources

Relevance and Quantity of Resources

a.     Two Points-  Some of the resources took me a minute to figure out why they were used.  There were also some resources that did not work.  Many of the resources from the internet were the same website, just different sections.

Quality of Resources

a.     Two Points- Many links were similar to information you could find in books.  The one thing that stuck out to me was the ability to click on the owls and hear the calls that they make.  Interesting!

Evaluation

Clarity of Evaluation Criteria

a.     Three Points-  The evaluation was a rubric with limited details.  I think many students would need more specific explanations.

Should a WebQuest be added to Chapter 12?