Lessons Integrating Information and Communication Technology within a Curriculum Area


Mona MacNeil (CBVRSB)


Cover the Curriculum with a WebQuest

Grade Level

Grade 11 - Can be adapted to any subject/grade level

Subject Area

Oceans 11 - Can be adapted to any subject/grade level

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

  • Students should be familiar with power point application.
  • Students should be familiar with inserting hyperlinks.

Instructions to insert a hyperlink;

  • While in Microsoft Word or PowerPoint.
  • Go to Insert: find hyperlink
  • In the address box type the web address you want to link.
  • Hit copy and the website it linked to your document/presentation.

Correlations to ICT and curriculum outcomes

  • Students can choose to either do their project in one of 2 ways;
  • 1. As a power point document with links to the web
  • 2. As a webpage
  • The second option is more advanced, students should be well versed in web design in order to choose this option.

Projected timeline for preparation and for carrying out activities

  • At the beginning of a term/semester, students should be given an outcome for which they are expected to research and create a webquest. You should provide a list of relevant outcomes and have students choose one in which they are interested. Towards the end of the semester or midway through, projects are due.
  • After presentations, webquests are shared with all students and are used as a study tool.

Equipment Requirements: (computers, software, etc)

  • Students need access to a computer with internet.
  • Webquests can be created using word processing software (e.g., MS Word), presentation software (e.g., MS PowerPoint) or web development software (e.g., MS FrontPage)
  • Teachers must be ready with alternate plans for research days -if there are server issues whereby one cannot connect to the internet, there must be other activities or sources prepared.
  • Teachers can spend time going over the rubric, answering questions, reinforcing any specifics regarding their expectations.

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

  • Teacher should have sample websites to guide struggling students, however teachers should encourage students to do their own research.

Resources available for teacher/student use (websites, references, etc)

Visit the following websites for assistance in webquests.

Visit the following websites for specific webquests about the oceans:

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

Student products expected

Samples (include teacher notes, assessment information, student work if available)

Sample Student Presentation

Please note: Photographs used in the presentation have been copyright-cleared for use. Each photograph has been attributed to the creator.

The photos were taken mainly from the NOAA Marine Sactuaries photo library. These are in public domain and can be used with attibution.

Photos can also be found at the NS Department of Education ImagesProject. Images found here have been cleared for use by Nova Scotia teachers and students.

Logistics (organization, grouping, management issues, access to technology)

  • It is imperative that students are aware and comply with the school's "acceptable use policy" regarding technology. If this policy is on the school's website, I suggest you provide a link here.
  • Accessibility to computers that are online may not always be an easy task.
  • Teachers should book computers for a block/period/class per week at the beginning of the assignment.
  • Students should always be supervised while completing computer research.
  • It is best if students have an individual computer as they are completing different assignments.
  • If this is not possible, a teacher may have to be creative with groupings.
  • Any more than 2 per computer may become cumbersome.

Assessment information (e.g., rubrics for products and/or process)

  • Students should be presented with the scoring rubrics before the assignment starts.
  • Students should be encouraged periodically throughout the assignment to consult the rubric to assure they are on the correct path.

Possible extensions

  • Given that students will become very knowledgeable with their chosen subject (outcome), having students present their final projects to a lower grade level is an effective tool to build confidence for students and enhance presentation skills.

Adaptations for students requiring additional support

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