Professional Documents
Culture Documents
I. Lesson Objective:
- Knowledge:
+ Students remember the concepts, physical property, chemical property
of oxygen
+ Students are able to describe structure, physical properties, chemical
properties.
+ Students are able to describe the production process and application.
- Skills:
+ Writing chemical reaction for some specific property of oxygen
+ Explain some phenonmena in nature.
- Attitude:
+ Enjoy learning new knowledge through lesson.
II. Preparation:
- Lesson plan.
- Textbook.
- Small gifts for the winner.
- Slides of lesson (in powerpoint).
III. Teaching process:
1. Introduction
- Giving some general content (history) of oxygen to students.
- Divide class into 3 groups and assign task
2. Task
Group 1: The role of forest and the consequence of destroying forest.
Group 2: The role of oxygen in producing and daily life.
Group 3: The chemical properties and the preparation of oxygen.
3. Process
- Group 1: + The role of photosynthesis
+ The function of forest.
+ What would the life be if there is not forest?
- Group 2: + Why does a aquarium usually have oxygenator?
+ In producing, What is oxygen used for?
- Group 3 : + Some reaction of oxygen?
+ Production process of oxygen.
4. Resource
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
0 points 2 points 4 points
There are few or no graphic Graphic elements sometimes, but not Appropriate and thematic graphic elements are
elements. No variation in always, contribute to the used to make visual connections that
layout or typography. understanding of concepts, ideas and contribute to the understanding of concepts,
relationships. There is some variation ideas and relationships. Differences in type size
Overall Visual
OR in type size, color, and layout. and/or color are used well and consistently.
Appeal
Navigation & Getting through the lesson is There are a few places where the Navigation is seamless. It is always clear to the
Flow confusing and unconventional. learner can get lost and not know learner what all the pieces are and how to get
Pages can't be found easily where to go next. to them.
and/or the way back isn't
clear.
0 points 1 point 2 points
Mechanical
There are more than 5 broken There are some broken links, No mechanical problems noted.
Aspects
links, misplaced or missing misplaced or missing images, badly
images, badly sized tables, sized tables, misspellings and/or
grammatical errors.
misspellings and/or
grammatical errors.
Introduction
0 points 1 point 2 points
The introduction is purely The introduction relates somewhat to The introduction draws the reader into the
factual, with no appeal to the learner's interests and/or lesson by relating to the learner's interests or
relevance or social importance describes a compelling question or goals and/or engagingly describing a
Motivational
problem. compelling question or problem.
Effectivenes of
OR
Introduction
Connection of The task is not related to The task is referenced to standards The task is referenced to standards and is
Task to standards. but is not clearly connected to what clearly connected to what students must know
Standards students must know and be able to do and be able to do to achieve proficiency of
to achieve proficiency of those those standards.
standards.
Process is not clearly stated. Some directions are given, but there Every step is clearly stated. Most students
Clarity of
Students would not know is missing information. Students would know exactly where they are at each
Process
exactly what they were might be confused. step of the process and know what to do next.
supposed to do just from
reading this.
0 points 3 points 6 points
The process lacks strategies Strategies and organizational tools The process provides students coming in at
and organizational tools embedded in the process are different entry levels with strategies and
needed for students to gain the insufficient to ensure that all students organizational tools to access and gain the
knowledge needed to complete will gain the knowledge needed to knowledge needed to complete the task.
Scaffolding of
the task. complete the task.
Process
Activities are clearly related and designed to
Activities are of little Some of the activities do not relate take the students from basic knowledge to
significance to one another specifically to the accomplishment of higher level thinking.
and/or to the accomplishment the task.
of the task. Checks for understanding are built in to assess
whether students are getting it. See:
0 points 1 points 2 points
Richness of
Few steps, no separate roles Some separate tasks or roles Different roles are assigned to help students
Process
assigned. assigned. More complex activities understand different perspectives and/or share
required. responsibility in accomplishing the task.
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that
books, video and other off-line resources can and should be used where appropriate.)
0 points 2 point 4 points
Resources provided are not There is some connection between the There is a clear and meaningful connection
sufficient for students to resources and the information needed between all the resources and the information
Relevance & accomplish the task. for students to accomplish the task. needed for students to accomplish the task.
Quantity of Some resources don't add anything Every resource carries its weight.
Resources OR new.
Links are mundane. They lead Some links carry information not Links make excellent use of the Web's
Quality of
to information that could be ordinarily found in a classroom. timeliness and colorfulness.
Resources
found in a classroom
encyclopedia. Varied resources provide enough meaningful
information for students to think deeply.
Evaluation
0 points 3 points 6 points
Criteria for success are not Criteria for success are at least Criteria for success are clearly stated in the
Clarity of described. partially described. form of a rubric. Criteria include qualitative as
Evaluation well as quantitative descriptors.
Criteria
The evaluation instrument clearly measures
what students must know and be able to do to
accomplish the task.