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Teacherís Guide to Iglesias de Bohol

Mathematics and Araling Panlipunan 3

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Implementing this webquest is ideally a collaborative endeavor between the 3rd Year Math teacher and the 3rd Year Araling Panlipunan teacher.

The webquest is a strategy for dealing with the practical applications of the geometry of shape and size, geometric relations, triangle congruence, properties of quadrilaterals, similarity, and circles. As it integrates most of the lessons in the curriculum, the webquest is best done in the third or fourth grading periods.

For Araling Panlipunan, the webquest helps students understand the extent of the influence of Roman Catholicism, and the cultural impact of colonialism in general and the cultural impact of Spanish colonialism on the Philippines in particular. These are lessons covered in Unit II of the Araling Panlipunan curriculum.

For the Araling Panlipunan aspect of the evaluation, teachers may require that students further translate their group reports into Filipino.

5-6 weeks


Before starting on the webquest:
1. Make sure that you are thoroughly familiar with all of the components of the webquest.
2. Prepare a work plan, in which you indicate the inclusive dates for the various steps in the webquest process. The time allotment for each step in the webquest process is indicated in the Process section. But you need to identify the actual dates for every step. Your schedule should be such that the webquest is completed in five consecutive weeks, not spread out over a long period. This is to ensure a focused interest in the project.
3. Make a list of the churches that you will assign your students to study. Since they will have to visit the church assigned to them, choose churches that are accessible. Also, plan for how you will assign churches to groups. The least complicated way is to do random assignment, such as having students draw lots. It is all right to assign two-three groups to one church, if there are more groups than churches.
4. Coordinate with church administrators regarding the church visits that your students will make. Write a formal letter to the parish priest and church museum administrators, if any, explaining your purpose and requesting that they accommodate the studentsí requests for information during their church visit. Also, draw up a schedule for church visits that will enable you to chaperone groups.
5. Prepare the materials that you will need to distribute to students during the orientation session, such as copies of the webquest (print the printer-friendly version of the webquest, which is marked with a printer icon on the webquest index page of the sourcebook).
6. Coordinate with the Center Manager the use of the computer center (this is one reason why a work plan is needed) and let him/her know of any technical assistance you might need (especially for Step 2 and Steps 6-7).

For every step in the webquest, here are the things that you need to do:

Step 1
Orient your class to the webquest. It is recommended that you give a print copy of the webquest to each group. You can also do the orientation in the computer center, where groups can read the electronic or soft copy of the webquest on a computer assigned to them.

Carefully go over the Task and Evaluation sections of the webquest with your students. And then go over the Process. Encourage students to ask clarificatory questions and be ready to provide answers.

Form your students into groups of six members each, using the grouping method you decided on prior to starting the webquest. Make sure that there is a mix of abilities in each group.

Give the groups time to decide on the distribution of roles among them. Make sure that the assignment of roles is by consensus among the group members. No one member should decide which roles the other members will play, to ensure that all members will be motivated to participate in the activity.

And then assign each group the church they are to study (see recommended method above).

Step 2
Schedule a class session at the computer center for your students to go over the websites listed in the Resources section. This can be on a Saturday (a half-day per section will do perhaps) so that there will be enough time to read the resources. Remind the students to complete their background research within one week. They can continue the online research in Internet cafes after school hours.

Step 3
You and your students will conduct the church visits according to the schedule you drew up. As mentioned, you should enlist the cooperation of parish priests and church archives directors beforehand.

It may also be necessary to formally request parentsí permission for their children to join the church visit.

During the church visit, guide and supervise your students as needed.

Step 4
Remind students to start work on their write-ups immediately after the church visit, while the information they collected is still fresh in their minds.

The multimedia designers may need special instruction on how to use presentation software. You and/or the Computer Center Manager should provide this tutorial during a special after-school session or any common time between yourselves and the students.

Step 5
Groups should meet to discuss their drafts for the presentation. You might wish to facilitate this by setting a special class session on a Saturday during which all groups will meet, with you present to monitor the group discussions. This meeting can be at the computer center so that groups can start encoding their presentation and scanning photos. You and the Center Manager should provide assistance as needed.

Remind students to refer to the scoring checklist in the Evaluation section of the webquest for guidance on how to prepare their presentation.

Step 6
The encoding of the group presentations will not be completed in a day. Multimedia designers should be allowed to use the computer center as often as possible (during their vacant periods) during this final week of preparing the group presentations.

Step 7
Schedule the oral presentation of group outputs at the computer center. Each group should be given about 10 minutes to make the oral presentation. This means that only six groups can make a presentation in one hour and that you will have to devote several class sessions to this step. It is recommended that instead of doing the presentations during regular class sessions, you again pick one Saturday for all of the groups to make their presentations in the computer center. Perhaps one section can be assigned to make presentations in the morning and another section (if there are more than two sections doing the webquest) in the afternoon. The Center Manager and Assistant Center Manager should provide you some assistance.

As each group presents, grade the presentation using the checklist provided in the Evaluation section of the webquest.

Make sure that students are paying attention to all group presentations.

After the last presentation, collect the presentations, congratulate your students on having completed the webquest, and make a short synthesis of the lessons learned.

Step 8
In the next class session, distribute copies of the self-assessment and peer evaluation forms for students to fill in. This is individual work. Each student should therefore have a copy of the forms. An alternative is to write out each form on a piece of manila paper and post these in the classroom for students to copy. The students can simply write their answers to the forms on a piece of paper.

After the webquest (when all group outputs and accomplished student self-assessment and peer evaluation forms have been submitted):
1. Review your scoring of the group presentations, assign points to the self-assessment and peer evaluation, and compute each studentís final grade or score for the webquest.
2. Let everyone know his/her score for the project.


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