Teaching with the Web: A Collection of Online Treasure Hunts and Webquests 
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Teacher’s Guide to Electromagnetic Induction
Learning Objectives/Competencies This lesson falls under the unit on “Electricity and Magnetism” (Unit 5) of the Fourth Year Science curriculum. The lesson aims to help students recognize the contribution of Faraday to electromagnetic theory. Specifically, the lesson aims to help students: 1. Explain electromagnetic induction; and 2. Discuss some applications of electromagnetic induction. Duration 23 days Procedure Before you conduct the online treasure hunt, do the following: 1. In the computer lab, with the help of the Center Manager download all of the online resources/websites and save these for offline viewing. Make sure that the saved files can be accessed from all of the computers in the lab. 2. Make sure that all computers are working. 3. Load the treasure hunt onto each computer or to the teacher’s PC and make sure it can be accessed from all of the computers in the lab. You can also print copies of the treasure hunt for your students (one copy per group). 4. In the classroom, group your students into groups of three or four members each. 5. Each group computer will be assigned a computer. If you have more groups than computers, you may have to divide your class into two sets, with one set of groups working in the lab on this treasure hunt on Day 1 of this lesson and the other set of groups working on the treasure hunt on Day 2. Prepare a worthwhile classroom activity (seatwork) that is related to the topic for groups that will remain in the classroom on Day 1. On Day 2, the set of students who will remain in the classroom may work on their answer to the Big Question or be given a seatwork as well. 6. Explain the procedure of the online treasure hunt. You may distribute the print copies of the online treasure hunt (one copy per group). 7. Find out whether your students know how to use a computer (keyboard and mouse). If needed, bring your students to the computer laboratory and orient them to its use. Also give them instructions on proper behavior in the computer lab. During the online treasure hunt, do the following: 1. Lead the groups into the computer lab and get them settled in. When everyone is ready, instruct all groups to start reading the online treasure hunt. (You and the Center Manager may open the treasure hunt file and have it ready for reading before the students enter the lab, or you can ask your students to open the file following oral instructions from you.) There is no need for a motivational activity since students will be motivated enough by the prospect of using the computer lab for this lesson. Also, the introduction to the online treasure serves as motivation. 2. Use the time allotted for your class. Do not borrow the time intended for other subjects. Start on time and end on time. The students should be able to finish answering the small questions in 40 or so minutes. The Big Question is to be planned for and then performed in a separate class meeting. However, groups can begin planning their skit or interview (the answer to the Big Question) in the time remaining before the end of the period. 3. Move around the room. Observe how each group is doing the activity and write down your observations in a teacher’s log/journal. Assist students as needed. 4. Collect the groups’ answers to the small questions. Remind the groups that they will enact/perform their answer to the Big Question during the next class meeting. Tell the class that the synthesis for the lesson will be done after all groups have presented their skit or interview. 5. At the end of your workday, complete your personal notes on the conduct of the online treasure hunt in your teacher’s log/journal. After the online treasure hunt, in your classroom (Day 2 if all of the groups were able to participate in the online treasure hunt on Day 1 because there were enough computers for all groups, or Day 3 if the groups had to work at the computer laboratory in two batches): 1. Ask each group to present their skit or interview. Remind each group to keep to the time limit for the performance (5 minutes per group). 2. Make sure the rest of the class is paying attention to each performance by requiring each student to score each performance. Distribute copies of the scoring sheet to all class members. Score each performance yourself, using your own copy of the scoring sheet. 3. After all performances, collect the scoring sheets and then take a quick survey of which performance majority of the class liked best. But do not get caught up in the survey. A more important point is to get the class to reflect on what the performances reveal about Faraday. 4. Discuss with the class the answers to the treasure hunt questions. Be sure to discuss the answers to all seven questions. 5. Summarize the main points of the lesson. 6. Before dismissing the class, ask your students to comment on the online treasure hunt activity. On a piece of paper, ask them to write: • what they enjoyed the most, • what they found difficult, and • what improvements, if any, they suggest for future activities of this type. Give the students 510 minutes to do this, and then collect the answer sheets. 7. Consolidate all scores given to each performance by you and your students and get the average. The average is the group score for the Big Question, which you may include in their score under Quizzes or Recitation. Tell the class later they scored. 8. Study the students’ assessment of the online treasure hunt and take this and your own notes into account when planning your next online treasure hunt.  
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