The Ultimate Vacation in Germany

Teacher Page

A WEBQUEST PLANNING THE ULTIMATE VACATION IN GERMANY!

A WEBQUEST FOR BEGINNING GERMAN 11 STUDENTS

Designed by: Carolin Mattice
 
 
 Introduction | Learners | IRP Outcomes  | Process  Evaluation | Conclusion |  Student Page

Introduction

This WebQuest was developed for George Kelly's EDTE (611) Technology course and Andrew Kitchenham's EDTE (612) Second Language Learning course at Malaspina University College.

This WebQuest is designed to introduce secondary students to the German language by experiencing "web visits" to different cities in the country of Germany. The students will form a group of four and choose various German cities to visit that accommodate the various needs of each group member. The students will respond to the various steps in the Process section in written and oral German language. 

There is the possibility of integrating this WebQuest with Social Studies 11 and Technology Education 11 curricula.    

Learners

The target level for this WebQuest is Grade 11 Beginning German. 

Prior to working with this WebQuest it is important for students to have knowledge in the use of accessing and navigation of electronic resources such as websites.  The students should also be knowledgeable in word processing programs such as MS Word or MS Works and Brainstorming programs such as Inspiration.   Other computer knowledge that students should have is how to create folders and save information on a disk. Students also should have a beginning understanding of the German Language and it is recommended that this project be introduced at the later point of Beginning German II when students have acquired an understanding of pronunciation, conjunctions and basic vocabulary.  It is also expected that students also have had experience speaking and conversing in German.

Introductory German 11 is a BC prescribed curriculum designed for students who may not have taken any previous German classes. The completion of Introductory German 11 should provide students with a level of competence that will allow them to participate successfully in German 11 and German 12 courses. Introductory German 11 is a four-credit Grade 11 course.

Extensions:

-This WebQuest may be used for an individual project.

-Individual or groups of students can write a paragraph, in German, regarding their experience in their particular role.

-Groups can access more "electronic resources".

Adaptations:

-The use of written and oral German language can be limited.

-Students can work in "share pair" for one group member role.

-Students may not participate in oral presentation.

Introduction | Learners | IRP Outcomes  | Process  Evaluation | Conclusion |  Student Page

IRP Intended Outcomes

Students will be able to:

Beginning German 11 Specific Outcomes:

-describe or narrate events, situations, or experiences

-express opinions and preferences, giving reasons

-participate in a variety of situations drawn from real life

http://www.bced.gov.bc.ca/irp/germ512/gertoc.htm

Technology Education 11 & 12 Outcomes:

-apply concepts from other disciplines to the design process

-develop and present design solutions 

BC Ministry Link to Technology 11-12 Document:

http://www.bced.gov.bc.ca/irp/te11_12/tectoc.htm 

Grade 11 Social Studies Outcomes:

-gather relevant information from appropriate sources

-demonstrate skills associated with active citizenship, including the ability to:

     collaborate and consult with others

     respect and promote respect for other team members         

     interact confidently

BC Ministry Link to Grade 11 Social Studies IRP Document:

http://www.bced.gov.bc.ca/irp/ss11/ss11toc.htm 

 
In addition to the above learning outcomes, other kinds of thinking and communication skills are encouraged by this  WebQuest: 

• Critical thinking
• Creative production
• Creative problem-solving
• Categorization
• Teamwork
• Compromise

Introduction | Learners | IRP Outcomes  | Process  Evaluation | Conclusion |  Student Page

 

Process

This WebQuest should take two-three weeks to complete allowing for 60 minute class periods. This also depends on the progression of the class learning and should be a factor regarding time management. Steps 1-2 should take one class period.  Steps 3-5 will take 2 or 3 class periods.  Step 6 will take 2 periods and Step 7 will take 1 class period.  This project requires use of a computer lab for the 60 minute class periods. 

Step One

-The first step is to form a four member group and pick a role member.

-Each group member that is going on the vacation has different interests. 

-Group member one -enjoys  history and historic art 

-group member two-enjoys modern art and the theatre.

-Group member three-enjoys fashion and cultural events 

-Group member four- enjoys the environment and outdoor recreation

-All group members enjoy eating, visiting museums and are not selective about accommodation.

-The financial budget for this trip is unlimited.

-The group of four needs to create a file on a disk which is to be turned in after each step in the process.

-It has been recommended that students create a back up file.

Step Two

-Prior to planning the ultimate vacation the group needs to practice the German language.

-The students will go to the Quia Web page, to practice the language.  This site is linked for the students.

-When the group has finished practicing their knowledge of the German language they are to create a table in a word or works word processing document and record your results in German.

-At the end of each step the students will hand in their disk to the teacher for evaluation.

Step Three

-There are only 10 days for the  vacation so the group can only visit four German cities that accommodate the needs of all the members.

-The students will select four destinations from the following list: Munich,  Berlin, Frankfurt, Heidelberg, Cologne, Dresden, Dusseldorf, Hannover and Stuttgart.

-In a word or works document the students will create a table and list the four cities that the group has selected and give a brief reason why the group wants to visit the city and how long the group will stay in the city. 

-The students response to this step must be in the German language.

-The students will hand in their disk to you for evaluation

Step Four

-Now that the group has selected four destinations it is time to list the specific activities each member will do in each city.

-In Inspiration or another similar program brainstorm  the students will brainstorm some ultimate activities to do in each city.   It is assumed that the students have access to Inspiration or another brainstorming program.  The group will print out the brainstorming worksheet in the brainstorming program.

-The Resource section on the Student Page provides links to resources.

-When the group has  selected a variety of activities they will go to the group table that lists the German destinations and transfer the activities from the brainstorming activity to correspond with the destinations and other information from step 3.

-The group will hand in their disks to the teacher after this step.

Step Five

-Now that the group has selected four destinations and specific member activities its time to take  some photos!!! 

-Create a photo file and save the groups vacation photos.

-Title your photos using the German language.

-The students will hand in their disk to the teacher.

Step Six

-It is now time for the students to create a visual presentation of the ULTIMATE German vacation for four!

-The Students will take all the information from the group disk and create a MS Power Point  presentation.

-The students will respond to this step in written German.

Step Seven

-Now that the students have created a Power Point presentation of the groups vacation it is now time to make the class presentation. (Limit the presentation to 20-30 minutes)

-The students will respond to this step orally using the German language.

Assessment will be based on the seven steps within the Process Section, the use of the German language (written and oral) and group participation.  The students will be able to easily access the Criteria Section for evaluation where there is a detailed rubric.   The teacher will also use this rubric. To ensure productive and effective student learning the student's disks should be evaluated after each step in the Process Section.  Evaluate the student's use of the German language and participation after each step.

This WebQuest was designed enabling beginning German 11 students to develop a better understanding of written and oral German. Another consideration of this WebQuest is to relate the emerging language skills of students, who are new to the study of German,  to potential real life experiences.