What is a WebQuest?

A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation. The model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March, and was outlined then in Some Thoughts About WebQuests.

Since then, scores of sites have sprung up outlining WebQuests pertaining to various aspects of the school and college curricula. There are even WebQuests on how to design a WebQuest!

WebQuest Structure

A WebQuest employs a structured format to guide the learning/inquiry into a particular topic. 

The Introduction outlines the quest and is couched in terms that seek to gain the attention of the students and introduce the activity. Tasks are designed to be as relevant as poosible to the learners as possible, and authentic to the topic being studied.  The objective is to engage students in real world problem solving and try to get them to use their higher order thinking skills.

The Task discusses the different roles or perspectives the students will undertake  and what the end result or product should be. The Task is the motivating force behind all of the activities involved in the WebQuest.

The Process provides the step-by-step instructions and guidance for the students in order to complete this task.

The Evaluation outlines the criteria for success and enables the student to assess their own learning.

The Conclusion is the summary of , or reflection on the project. Final thoughts or questions and/or additional resources can be included in this section.

'Surfing the Rich Task': the use of WebQuests in the teaching of junior cycle physical education (JCPE) Level 2 Health Related Activity

WebQuests by their nature are congruent with the pedagogies promoted in the JCPE syllabus.  The similarity between the Rich Task, as used in the context of the JCPE, and the WebQuests are immediately obvious.   The quest may have a practical activity aspect or outcome. The WebQuest is designed to be interdisciplinary in nature and allows for work to be carried out in a number of ways, so as to augment the teaching and learning which takes place during physical education lessons.  Careful planning and cooperation will maximise the interdisciplinary aspects of the quest with input from the related subject teachers.  Students are encouraged to engage in independent study and group work. The structure employs a number of the strategies of Assessment for Learning such as sharing the learning intention and the criteria for success.

About this WebQuest

This Quest was developed in line with the Health Related Activity area of study
(Level 2 Health-Related Fitness) in the junior cycle physical education programme.

This approach to learning can be used to help integrate technology into a subject area that is predominantly practical in nature. It is intended to complement the Physical Education Junior Cycle Level Two Health Related Activity module ‘Health Related Fitness’. This assignment is designed to help students gain a deeper understanding of components of health related fitness and performance related fitness and changing nature of these two concepts throughout the lifecycle.

Pre-task Activities

It is assumed that students undertaking this WebQuest will have achieved the Learning Outcomes for HRA Level One and consequently will be able to:

• Distinguish between health-related (HR) and performance-related (PR) components of fitness
• Distinguish between muscular strength and muscular endurance
• Understand what happens to the body during and after cardiovascular activities
• Define flexibility
• Identify range of movement around major body parts
• Identify factors which influence flexibility
• Explain the functions of stretching
• Identify the muscle and stretching exercises around the major joints
• Explain body composition
• Explain the difference between a fashionable and a healthy body
• Explain body image and how it effects self-esteem
• Identify body features which we can modify through healthy eating and physical activity

Prior to beginning this WebQuest, students should be comfortable with entering data into a word document or a publication. Students should also be able to perform basic page layout operations using both text and graphics.  Students should be able to browse the Internet using a web browser.

Please note: It is advised that student's attention be drawn to the schools policy on internet use and that they have agreed to abide by this policy.  An Acceptable Use Policy Template is  available on the NCTE website at http://www.ncte.ie/InternetSafety/Advice/AUP/

Resources Needed

1. JCPE syllabus and Teacher Guidelines
2. Action For Life Resource (2008)
3. Computer and Internet access
4. Software: page layout, spreadsheet, stock clip art
5. Notebook  

 Expectations

In the performance task, the following expectations are addressed and or evaluated:

JCPE Level Two HRA Learning Outcomes   The student should be able to:

• explain what activities promote HR/PR fitness
• describe the role of muscular strength and muscular endurance in health-related and performance-related fitness
• understand the difference between strength and power
• monitor and describe the health benefits that may arise from participation in cardiovascular activities

• explain how to improve flexibility
•  identify the different types of stretching and their uses
•  measure back flexibility
• identify the terms lean body weight and fat body weight
•  explain the three categories of body types

1.    Students are assigned to a group of four.   Individually, the student will create a mind map and make a presentation on one of the components of health related fitness.  As a member of a group they put together a promotional brochure outlining the nature and role of the components of health related fitness.    The brochure will be produced in comic form and will be aimed at one of the following constituents of the school community

• Students
• Parents/Guardians or Grandparents
• School staff

2.   Students need to be allocated time in class to discuss the role they will undertake in the project and the duties attached to that role

3.   Students may need guidance on web searches.

4.   They may need support with the use of MS Excel, MS Word, and MS Publisher.

5.   Allow multiple in-class opportunities for partners to work together.  A lab environment is preferred with a minimum 1:2 computer to student ratio for computer use.

Cross-curricular links

Science; Home Economics; SPHE; Art; IT; English/Gaeilge

In March 1999 the National Council for Curriculum and Assessment (NCCA) presented a progress report on a major curriculum review of the junior cycle.  A range of key skills was identified by report to prepare students for participation in the society of the 21st Century.  The report highlighted the need to develop these skills across the whole curriculum.  This website contributes to the development of the following key skills at junior cycle: communication and literacy skills; manipulative skills; information technology skills; thinking and learning skills; problem-solving skills; personal and interpersonal skills; and social skills.    

 Exemplars and Student Products

With your assistance, we hope to add samples of student work to this space. If you have photos of students at work, or would like to share samples that your students have produced, please contact Ger Murphy germurphy@jcpe.ie .

In order to publish samples of student work, the RPT Permission to Publish  form must be completed and forwarded for filling. View completed sample. 

Community Involvement

Wherever possible, Rich Performance Tasks have 'Real World' connections. By engaging participants from the school and wider community, we can create experiences for students that are authentic and highly motivating.

In presenting your students with a Rich Performance Task, you may choose to invite the participation of family and people in your community. For this task in particular, here are some suggestions for how to provide 'real world' connections for your students and the community:

1. Is there an occupation/profession that could assist in the exploration of this task? For example could a doctor, physiotherapist or yoga teacher contribute to student learning
2. There is an important 'presentation' component in this task? Do you have people in your community  who might be interested in being a part of a real world audience?
3. Are there opportunities for people in your community to assist in providing materials to help make student projects more authentic?

Publication & Copyright Details

 Last updated  April 2008.

Copyright © JCPESS 2008