| Teacher Page
You may use this Web Quest in your classroom in several ways. This teacher page will offer some suggestions for the following:
1. Completing the Quest in groups.
2. The different steps of getting through the activity.
COMPLETING THE QUEST IN GROUPS
This Web Quest in a great opportunity to group students in teams and have them work together to gather, and present information. Different group roles could include; but are not limited to:
Proposal Leader: A student to report to you, and update you on the progress of the group.
Secretary: The secretary can keep any group suggestions organized and be in charge of any paperwork that they might have.
Research Teams: It’s important that everybody research; but in groups the kids could decide to divide some of the research up.
Visual Director: Somebody to put in charge of gathering any pictures; or visuals for the presentation.
Museum Board: Have the rest of the class serve as the Museum Board during the presentations, not to judge the students; but to evaluate the information that the other groups gathered.
Groups will allow the students to bounce their ideas off of others; and feel more comfortable about what they are learning from the Web Quest.
DIFFERENT STEPS OF GETTING THROUGH THE ACTIVITY
Step One: Decide if you are going to have the students work in groups or not; and if the students are going to play different roles in the process. Divide students up, and introduce them to what they are going to be doing. Make sure they have a way of taking notes, either through a word processing program, any worksheets, or simply a Social Studies notebook.
Step Two: Students will need quite a bit of time on computers to complete enough research to finish the project.
Step Three: Make sure throughout the activity that the students are reporting to you what they’ve found. Continue to remind the students about how they will present their information when they are through with the research.
Step Four: Provide class work time to put together presentations.
Step Five: Have students present information to the class. Make sure the classes are all listening to presentations on each of the three dynasties.
Some possible ideas for Step Five might be:
1. Have a group of parents come in and act as a museum board, listening to the presentations.
2. Have students video tape presentations, and get in touch with a local museum employee for possible evaluation.
3. Students can be part of the evaluation process, explaining what they learned about the different dynasties from other groups.
4. Have a China dynasty day to celebrate; have the presentations, and enjoy a Chinese buffet lunch.
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