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Back to home page =Explortal WebQuest=  =Learning Purpose:= The learning purpose of this WebQuest is to equip students with an in-depth understanding of another culture.

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This webquest was planned to take the students on a journey of discovery to countries chosen from South-East Asia to South America and the African continent. The steps guide them through those taken on any journey: the preparation, the travel and the homecoming. At each stage the students are given a series of tasks to complete. Some of these are straightforward research-based and others are deliberately complex - but achievable at this level. The conference at the end is a celebration of learning and gives all students a chance to present to their peers the knowledge they have gained.======

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The adventure begins with the Journey to the Portal where students must calculate the cost of travel from home to the zoo. Is it cheaper by public transport or by car? How much does it cost to get to the zoo? Does that make it an expensive day out? The students are asked to choose an animal and work out directions from the zoo entrance to the animal's enclosure - and check them during their excursion to the zoo. They are asked to research that particular animal and present their findings on a poster for presentation at the conference. Once these tasks are completed, they can travel to their destination and research the culture of that country to be presented in a multimedia presentation. Additional tasks include investigating the cuisine of the country and putting themselves in the picture (walking in someone else's shoes). On their return to Australia they are asked to write a newspaper article about their experiences and prepare a two-minute news piece. In their art classes a diorama of the zoo will be created.======

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The conference at the end is a celebation of learning and a chance to showcase the different presentation types prepared by the students. It is designed to be run along the lines of a professional conference and gives the students an opportunity to present to their peers and conversely listen to presentations by their peers.======

=VELS Level 4= =This webquest covers a wide range of subjects within VELS:=

Mathematics:
Structure - Students identify relationships between variables and describe them with language and words **
 * Working mathematically** **-** ** Students use the mathematical structure of problems to choose strategies for solutions. They explain their reasoning and procedures and interpret solutions. **
 * Number** **-  Students use decimals, ratios and percentages to find equivalent representations of common fractions
 * Space** **-** Students use the ideas of size, scale, and direction to describe relative location and objects in maps. They use compass directions, coordinates, scale and distance, and conventional symbols to describe routes between places shown on maps. Students use network diagrams to show relationships and connectedness such as a family tree and the shortest path between towns on a map.

Interpersonal development
At Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks. They explain the benefits of working in a team. They provide feedback to others and evaluate their own and the team’s performance. At Level 4, students identify and use a variety of strategies to manage and resolve conflict.
 * Working in teams**
 * Building social relationship**s


 * Personal learning:**
 * Managing personal learning**At Level 4, students develop and implement plans to complete short-term and long-term tasks within timeframes set by the teacher, utilising appropriate resources. They undertake some set tasks independently, identifying stages for completion. They describe task progress and achievements, suggesting how outcomes may have been improved. They persist when experiencing difficulty with learning tasks. They seek and use learning support when needed from peers, teachers and other adults. They practise positive self talk. They demonstrate a positive attitude to learning within and outside the classroom.

The Arts:

 * Creating and maki****ng** At Level 4, students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works. In their arts works, they communicate ideas and understandings about themselves and others, incorporating influences from their own and other cultures and times. They evaluate the effectiveness of their arts works and make changes to realise intended aims. They consider purpose and suitability when they plan and prepare arts works for presentation to a variety of audiences.

English:
When listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.
 * Writing** At Level 4, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They begin to use simple figurative language and visual images. They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use appropriate prepositions and conjunctions. They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading.
 * Speaking and listening** At Level 4, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events. They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning.

Communication:

 * Listening, viewing and responding** At Level 4, students ask clarifying questions about ideas and information they listen to and view. They develop interpretations of the content and provide reasons for them. They explain why peers may develop alternative interpretations. They describe the purpose of a range of communication strategies, including non-verbal strategies, and evaluate their effectiveness for different audiences.
 * Presenting** At Level 4, students summarise and organise ideas and information, logically and clearly in a range of presentations. They identify the features of an effective presentation and adapt elements of their own presentations to reflect them. Using provided criteria, they evaluate the effectiveness of their own and others’ presentations.

Design, Creativity and Technology:
At Level 4, students use their production plan and select and work safely with a variety of materials/ingredients and systems components to produce functional products and/or systems. They use a range of measuring, marking, joining/combining techniques to alter materials and finishing/presentation methods, and operate tools and equipment competently, showing consideration of safety and hygiene, and record their progress. At Level 4, students reflect on their designs as they develop them and use evaluation criteria, identified from design briefs, to justify their design choices. They modify their designs/products/systems after considered evaluation of feedback from peers and teachers, and their own reflection. They describe the impact products and technological systems have on people and the environment.
 * Investigating and designing** At Level 4, students contribute to the development of design briefs that include some limitations and specifications. Individually and in teams, they use a range of methods to research and collect data in response to design briefs. They generate and communicate alternative design ideas in response to a design brief and use words, labelled sketches and models, to demonstrate that they are aware of environmental and social constraints.
 * Producing**
 * Analysing and evaluating**

Culture:
Multiculturalism is an integral part of the VELS and covers a range of knowledge, skills, values and behaviours including:
 * The diversity of Australians
 * Changing Australian identity
 * Intercultural understanding
 * Cultural similarities and differences of people in Australia, the Asia-Pacific region and globally
 * The histories of cultural groups which make up the Australian nation
 * The histories and cultures of other peoples in a range of other places and times
 * Increasing global interconnections of people and nations
 * Principles and values which underpin a harmonious, pluralistic democracy including equality, fairness and respect
 * Changing Australian policy and values over time in relation to immigration, citizenship and rights
 * Social and cultural factors which influence the development of identity
 * Initiation and maintenance of positive social relationships with a range of people in a range of contexts
 * Exploration of a range of perspectives and review and reflection about beliefs and assumptions
 * Recognition of a range of opinions and using evidence to justify opinions
 * Connections between language and culture and the influence of culture in students lives
 * Culturally appropriate values, responses and behaviour
 * Exploration and creation of various forms of cultural expression.

The Humanities:
===History (& Culture) Students develop an understanding of the histories of the cultural groups which have contributed to the Australian identity. This could include some history of source countries for Australian immigration such as Italy, Greece, Poland, Sudan, Ireland, Chile or Vietnam. They explore the concepts of nation, culture and identity in both Australian and regional contexts, and learn that identity is complex, multifaceted and evolving.\ ===

Students apply their understanding of culture by investigating the history of an Asian country or countries in the Australian region such as Indonesia, East Timor, India, China and Japan. They consider how other societies are organised, how they express their beliefs and make meaning of their world. They investigate significant people and events in that country’s recent history and learn about daily life, religious traditions, customs and governance. They learn about links between other countries and Australia, develop ideas about Eastern and Western traditions, and about the values that are important to other societies and their own.


 * Historical knowledge and understanding**
 * At Level 4,** students:
 * demonstrate their knowledge and understanding of significant events in Australian history including Aboriginal and Torres Strait Islander history …
 * demonstrate an understanding of the histories of some cultural groups which make up Australia today.
 * make links and appropriate comparisons with contemporary Australia.
 * demonstrate an understanding of key aspects of an Asian country or countries within the Australian region.
 * explain significant events and people in the history of that country or countries.
 * describe aspects of governance, customs, religious traditions and daily life.
 * explain the values important to other societies and their own and links between other countries and Australia.
 * compare and contrast the values and beliefs of Australians and people of other cultures.
 * compare aspects of different cultures and countries, in both the past and present, and ask questions about their own society.
 * sequence events and describe their significance in bringing about particular developments.

As students work towards the achievement of Level 4 standards in Information and Communications Technology (ICT), they apply known ICT tools for visualising thinking in new ways to make links between existing and new knowledge. For example students might identify similarities and differences between Australian and Asian customs by using a double-cell diagram, which forms a visual structure to aid thinking. ** = = =References:= Extensive references for the students are given on each page of the WebQest. The following references explain more about WebQuests and their design: [|http://www.teachersfirst.com/summer/webquest/quest-b.shtml] [] [|http://www.techtrekers.com/webquests/] [|http://www.thirteen.org/edonline/concept2class/webquests/index.html]
 * ICT

=Bibliography:= Alice's adventures in Wonderland by Lewis Carroll The Lion, the Witch and the Wardrobe by C.S. Lewis Mary Poppins by P. L. Travers Harry Potter and the Goblet of Fire by J.K.Rowling Journey to the Centre of the Earth by Jules Verne Artemis Fowl by Eoin Colfer  =Picture Sources:= Portal photos: Alison Harvey Dangerous portal: [|thechive.com]
 * Introduction:**

Giraffe - Kenya [] Elephant - Thailand  [] Sun Bear- Cambodia [] Tiger - Sumatra  [] <span style="color: rgb(0, 0, 0);">Lemur - Madagascar <span style="color: rgb(255, 0, 0);"> [] <span style="color: rgb(0, 0, 0);">Turtle - Ecuador / Galapagos <span style="color: rgb(255, 0, 0);"> []
 * Destination (enter at own risk!) pictures sourced from:**<span style="font-weight: normal; color: rgb(255, 0, 0);">

[]
 * Walking in someone Else's shoes picture sourced from:**

Train: [] Bus: Freefoto.com Tram: [] Ship: [] Car: Alison Harvey
 * Journey to Portal pictures sourced from:**

<span style="font-family: arial, helvetica, sans-serif; font-size: 12px; font-weight: normal; line-height: 13px;"> [|http://www.clipartheaven.com/clipart/money/empty_pockets.gif]
 * Is going to the zoo an expensive day out? Picture sourced from:**

Microsoft Office Clipart Online
 * How do I get to my favourite animal once I get to the zoo? Pictures sourced from:**

Giraffe: [] Elephant: [] Giant tortoise: [] Sun bear: [] Portal:    [] Komodo dragon: []
 * Which animal enclosure is closest to a Portal pictures sourced from:**<span style="font-family: arial, helvetica, sans-serif; font-weight: normal;">

Kenya: [] Thailand: [] Madagascar: [] Cambodia: [] Galapagos: [] Bormeo/Indonesia: []
 * A cultural Feast pictures sourced from:**

Newspaper: [|www.rhul.ac.uk/strategy-unit/Picture4%20News.jpgwww.fodey.com/static/] Television: [dailyinvention/497294952|www.flickr.com/photos/ dailyinvention/497294952] Kangaroo: [|http://k12east.mrdonn.org/banner_australia.gif]
 * Return to Australia picture sourced from:**

Additional journies picture sourced from:
 * []

Portal Pictures sourced from:** [] [] [] [] [] []

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