Scribd
Upload
358 views

Performance Task Instruction Sheet

The document provides instruction for creating a WebQuest to teach a 4th grade class about physical features in the United States. Students will work in small groups researching a physical feature online and presenting on it using a Web 2.0 tool. The WebQuest must include an introduction, task, process, evaluation, and conclusion section and meet the requirements of the rubric such as clearly stating the topic, providing higher-order thinking questions, and using graphics appropriately.

Uploaded by

debranichols
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
358 views

Performance Task Instruction Sheet

The document provides instruction for creating a WebQuest to teach a 4th grade class about physical features in the United States. Students will work in small groups researching a physical feature online and presenting on it using a Web 2.0 tool. The WebQuest must include an introduction, task, process, evaluation, and conclusion section and meet the requirements of the rubric such as clearly stating the topic, providing higher-order thinking questions, and using graphics appropriately.

Uploaded by

debranichols
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 2

Performance Task Instruction Sheet

Goal: Teach a unit to your class on the physical features found in the United States. Role: You are a 4th Grade teacher Audience: Your 4th grade students, who are at different reading levels. Situation: Your principal has given you a directive to make your delivery style more interactive and effective. Your upcoming unit is on the physical features of the United States. You have decided to use a WebQuest within small groups to supplement the material in the textbooks. Performance: You must create a WebQuest for your students, who will be working in small groups. As a part of the WebQuest, you must provide resources they can use online to find information about their physical feature, provide questions they must answer about their physical feature, and assign them the task of using a Web 2.0 tool for presenting the information. You will provide them with links to three possible choices of Web 2.0 tools. Your WebQuest must have the following sections: Introduction, Task, Process, Evaluation, and Conclusion. It may contain more sections, but those are the basic requirements. Standards: Your WebQuest must meet the requirements in the rubric given below. WebQuest Rubric Category Introduction 1 Point
Introduction is present but the topic is mainly stated Describes the activitys end product, but no questions are listed

3 Points
Topic is clearly stated; orients students but doesnt do a good job of capturing their attention Describes the activitys end product; Questions are given that the students must answer, and are at a higher order of thinking

5 Points
Orients students and captures their interest; topic is clearly stated The task is referenced to standards; Describes the activitys end product; Questions that the student must answer are written at a higher order of thinking; Task is one of the eleven types of tasks in WebQuest Taskonomy Role which the students will assume is stated; Steps are clearly stated and easy to follow; Links to online resources the students must use are provided Criteria for success are clearly stated in the form

Task

Process

Steps are not clearly written, or are difficult to follow; Links do not work or are not provided Criteria for success are not described

Steps are clearly stated and easy to follow; Links to online resources the students must use are provided Criteria for success are at least partially

Evaluation

described

Conclusion

Overall Appearance

Conclusion is vague, not giving the students a reason for completing the WebQuest There are few or no graphic elements. No variation in size of font, colors, or layout.

Goal of WebQuest is restated Graphic elements sometimes add to the understanding of concepts, ideas and relationships. There is some variation in size of font, color, and layout.

Template used

Template from one of the given WebQuest sites is not used

Template from one of the given WebQuest sites is used, but not all throughout

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. Questions for reflection are provided; Goal of WebQuest is restated Appropriate graphic elements are used to make visual connections that add to the understanding of concepts, ideas and relationships. Differences in size of font and/or color are used well and consistently. Template from one of the given WebQuest sites is used

You might also like