Teacher Script
This WebQuest model is best
suited for learners who can navigate the Web on their own and can read the
kinds of material commonly found on the Web. You can stretch or adapt the
format to reach primary-aged learners, developmental English Language Learners
and special populations by creating a facilitated WebQuest, one that requires
an adult or older peer to drive things.
Teacher/Facilitator
Script*
*Exact words are written in quotes
and directions are in parentheses.
"We are going to find out all
about the Atom! Then, over 2000 years ago and now – what do we believe
today about the atom. You will work in groups of 3 or 4 students and research
the history of the atom. First we have to go to http://www.geocities.com/slpohto10/homepage.htm
and click on the tab The Atom.”
(Looking at the "top" of
Webquest)
Introduction:
"Click on the link that says Introduction to find out what lies
ahead for your team." (Ask the student to read the text if able. If not,
read it with or for him/her.)
|
Text:
W |
elcome to the world of the
Atom! I’m sure you have heard that the atom is the basic building
block of all matter, but it is so much more than that. So, what exactly is an
atom? Who first came up with the idea of an atom? What is the atomic theory?
What is the current model of the atom? Over the past 2000 years our concept of
the atom has changed many times. Why does it keep changing? Is there anything
smaller than an atom? We are going to take an in-depth look at the atom to
answer these questions and more.
Task:
After the introduction is read, say
to the student, "Let's find out more about the task that you need to
accomplish. Click on the link Task." (Ask the student to read the text if
able. If not, read it with or for him/her.) "Tell me in your own words
what our task consists of." (Clarify any misunderstandings the student may
have.)
Text: You will create a
timeline using describing the progression of the atomic models from the very
first conception of the atom until the current model of the atom – the
quantum mechanical model of the atom. The current model is very important;
everything we believe in science is built on the current model of the atom.
Your timeline will include all of the major discoveries and theories of the
atom. Each philosopher or scientist that contributed to the various models of
the atom did not start from scratch. They started with what the scientist
before them had already reasoned out and went from on there, either adding new
information or revising and reworking what did not work with the previous
model. Your timeline should, therefore include explanations of the problems and/or
limitations of each model that inspired the next scientist to do research in
that area. As you are doing the research for this, think about the person doing
the work – is there anything in his background or who he was that
accounts for his problems or success’? You will create your timeline
either using PowerPoint or you may do it in a book style - similar to a scrap
book. Each presentation or book will be presented orally in class.
"You have a big task ahead of
you! Please click on Process and see how you are going to accomplish this
task!"
Process:
"Here are the steps you'll
need to follow in order to accomplish the task ahead of you.” (Read or
read along with student.)
Text: To accomplish the task
of understanding the history of the atom, you will need to do research to
discover what has led us to our current model of the atom. The final product pf
each team will be either a Power Point presentation or a book. (If your team has another idea on how to
present your findings, please talk to me about it.)
1.
First
you’ll be assigned to a team of 3 or 4 students.
2.
Each
team member is expected to contribute equally to the project.
3.
Each
team will decide among themselves as to what each team member is going to do. Remember that each person on the team is
expected to understand all the parts of atomic history, not just the part they
researched.
4.
Each
team will be expected to present their project to the class.
”Do any of you have any
questions?” (Answer any questions the students may have.)
”Also, at this process link
are suggestions and questions to help you get started. There are links to
websites to help you find the information.”
Evaluation:
"Before you get started
working with on you projects, let's look at the evaluation section of the
webquest and make sure you're pointed in the right direction. Click on the link
Evaluation.”
(Once again read or read with the
student(s) and clarify any misunderstandings he/she may have.)
"Let's get started!"
(Continue working with your
student(s) assisting whenever possible, guiding him/her to do as much
independent work as possible.)