This page builds on the explanations provided on the Model Guided Discovery Lesson that I provided. This page should be written with the students as the intended audience. Write a short paragraph here to introduce the activity or lesson to the students. This is where it is best to begin with some form of  motivational intro, provocation, role, or scenario involved (e.g., "You are a detective team trying to identify the mysterious poet.") then here is where you'll set the stage.
If there's no motivational intro or provocation for this inquiry, use this section to provide a short advance organizer or overview. Remember that the purpose of this section is to both engage and excite the reader. Also keep in mind that the students will need to be able to read this page, so your lesson should be designed for grades 2-8 as a way to facilitate independent reading and writing.

It is also in this section that you'll communicate the Big Question (Essential Question, Guiding Question) around which the whole lesson is centered.

Describe crisply and clearly what the end result of the learners' activities will be. The task could be a:

- problem or mystery to be solved
- position to be formulated and defended;
- product to be designed;
- complexity to be analyzed;
- personal insight to be articulated;
- summary to be created;
- persuasive message or journalistic account to be crafted;
- a creative work, or
- anything that requires the learners to process and transform the information they've gathered.

If the final product involves creating using some tool (e.g., PowerPoint, Web Page, Video recording) or presentation to the class, mention it here.
Don't list the steps that students will go through to get to the end point. That belongs in the Process section.

It is in this section that you would list the Targets (that should correspond to the Objectives in the Teacher "Process" section)

To accomplish the task, what steps should the learners go through? Use the numbered list format in your web editor to automatically number the steps in the procedure. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this whole document is addressed to the student, however, so describe the steps using the second person.  For example:

1. First you'll be assigned to a team of 3 students...

2. Once you've picked a role to play....

3. ... and so on.

This is also the section where you need to list and link to all the online resources that students will need to complete this Task. Because this is a guided discovery lesson, you will want to specify specific Websites that you have reviewed and preselected for their content. While it is possible to also include in-class materials, a guided discovery lesson of this sort is necessarily structured around Web-based materials.

Learners will access the on-line resources that you've identified as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, you might want to embed the links that each group will look at within the description of that stage of the process. (Note, this is a change from the older WebQuest templates which included a separate Resources section. It's now clear that in an inquiry of this sort, the resources belong in the Process section rather than alone.)

In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about. You will want to tie this advice to the product that the students are creating and if and how they will be presenting to the class: Will they be presenting using Google Slides, a tagboard chart, reading a written report... If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert, how to use Keynote), link them to this section.

Put a couple of sentences here that summarize what they will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage students to extend their thinking into other content beyond this lesson.

List here all the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. If you borrowed an idea from another educator, be sure to cite that person (even if you didn't copy a specific anything).

List any books and other analog media that you used as information sources as well.