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)



"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.



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!"



"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.” 



"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.)