This web quest was designed for middle school students. The activities (1, 2, 3) to learn how to evaluate can be used with any Hotlist. Pick an area of curriculum pertinent to your students.  The intended implementation of this web quest is in the second half of the school year. This will give ample time for the students to have developed the necessary prerequisite skills in writing and technology.

Activity 1: Evaluate What

Prompt the students to read the complete directions for each activity before the activity is begun.

For the web site review, select one of the magazine web sites that students may not gravitate to when they begin their own reviews.

Prepare pre-lined overhead transparencies for note-taking during the think-pair-share. The presenters from each group will then have a visual to share for class discussion. Save the transparency for future reference.

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Activity 2: Expert Advice!

There are many sites and terms that could be used to evaluate web sites. The site the students are referred to is only one. It was selected because the content was more readable and understandable for students than other sites. Even so, Some words have more  or less difficult vocabulary and concepts. Consider student abilities when assigning word cards.

Make word cards for the following:

currency, content/information, authority, navigation, experience, multimedia, treatment, access, miscellaneous

Additional professional web site evaluation resources.

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Activity #3: Look 'em Over

Time is always an issue. You probably will need to control the browse time per magazine. Tell (or ring bell, etc.)  the students when to click on Back to get to the Hotlist page and select another magazine. The Hotlist sets are structured so as to group sites  with similar content or purpose together. Having the students browse through all 3 sets insures an exposure to a wider range of online magazines.

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Activity #4: On Your Own!

Circulate among the students to answer questions and monitor progress. The students will end up with two of their own resources from which they can later develop their writing graphic organizer.

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Activity #5: Really Get Organized!

Students have a choice of using paper or computer. Have available paper copies of a writing organizer. It is assumed that students have been previously introduced to a computer based graphic organizer program to use.

The Power Writing strategy should also have been taught previously.
 
 

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Activity #6:

This is an application of the Power Writing Strategy. Monitor student work and support as needed.

Students will be applying technical skills previously learned, such as, multitasking, inserting, copy/paste.

Last update August 6, 2000.
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