Teacher+Page

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= = = = ==**__Target Learners __**__** and Year Level **__== ===This webquest was developed to explore and further students understandings of the Melbourne Zoo, childrens literature and cultural diversity. This webquest will be suited for students at VELS Level 3 - Year 3 and 4. === = = = =

__**Notes for teaching this unit **__
===When teaching this unit, teachers need to be aware of cultural differences within the students. The teacher is to divide the students into groups with mixed abilities, this will allow students to assist one another in completing their tasks. Resources and activities in this webquest can be further developed for more advanced students or simplified for students at lower levels. This webquest promotes basic understandings on the topics of Melbourne Zoo, childrens literature and cultural diversity and would benefit from further developing these topics during lessons. This webquest should take between 6 and 8 weeks, whilst having 2 lessons a day on the webquest, however teachers know there students best and can edit this time frame based on students abilities. === ===Here are some early finisher activities that we found for the students, we though it best to be included here, so teachers can give these out at there own discretion: ===

[|Animal Fingerprinting] [|Zoo Break Out] [|Scavenger hunt] [|Build your wild self]

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__**Assessment **__
===Students are assessed on the rubrics located in the evaluation link. The students are assessed on a scale showing there developmental stage. ===

__Evaluation__
===<span style="color: rgb(0, 0, 0); font-family: 'Courier New',Courier,monospace;">Students can be evaluated continuously through out the completion of this webquest. Students need to finish their tasks before they can move on to early finisher tasks. Teachers can evaluate how students work in groups and individually, and also how well they complete tasks. === =<span style="color: rgb(0, 128, 0); font-family: 'Courier New',Courier,monospace;"> = = =

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">VELS website - http://vels.vcaa.vic.edu.au/index.html ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">Zoos Victoria - http://www.zoo.org.au/ ===
 * ===**<span style="font-family: 'Courier New',Courier,monospace;">Rubric - http://teach-nology.com/web_tools/rubrics/general **===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">Class room resources <span class="wiki_link_ext">- [| http://www.swbg-animals.org/just-for-teachers/classroom-activities/index.htm]===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">Class room activities based on Australian Culture - []===
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<span style="font-family: 'Courier New',Courier,monospace;">Photos for this webquest were taken by the authors.
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<span style="color: rgb(0, 128, 0);">**<span style="font-family: 'Courier New',Courier,monospace;">Creating and Making **

 * ===<span style="font-family: 'Courier New',Courier,monospace;">awareness of ways performing or visual skills or techniques observed in other people’s arts works could be used to communicate their own experiences and feelings ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">experimentation with different combination of media, materials, equipment and/or technologies to create arts works that suit a chosen purpose ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">contribution to discussion about the cultural and historical contexts of their own and other people’s arts works ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">identification of similarities and differences among familiar groups ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">identification of ways of caring for the natural and built environment ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">understanding of cultural aspects of the lives of people in familiar groups ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">participation in group planning for caring for the natural and/or built environment in their local area ===

<span style="color: rgb(0, 128, 0); font-family: 'Courier New',Courier,monospace;">Learning focus
===<span style="font-family: 'Courier New',Courier,monospace;">Students explore a range of aural, written and visual communication forms such as the Internet, film, texts and music which illustrate a variety of perspectives on a range of topics and ideas. They learn how to identify the main message, develop their own interpretation, and provide evidence to support it. They explore reasons for other interpretations not being the same as theirs and learn to respect the right of others to express opinions. === ===<span style="font-family: 'Courier New',Courier,monospace;">During both formal and informal presentations, students explore the use of a range of verbal and non-verbal strategies, to enhance meaning and to engage their audience. ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">imaginative ideas, shown through labeled sketches and oral description (with significant teacher prompting) in response to a simple design brief ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">understanding of how their product/system meets a particular requirement of the design brief, for example, through oral description ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">with a team, generation of imaginative ideas in response to a design brief ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">communication of design ideas using labeled sketches and experimental models, and oral explanations when prompted ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">communication of design ideas using words, labeled sketches, models, and oral and/or written clarification when asked ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">comprehension of ideas in informative and imaginative texts ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">composition of short, sequenced factual and imaginative texts in print and electronic forms ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">related ideas, linked in sequence, to convey meaning to known audiences ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">effective vocabulary to convey meaning, including nouns, verbs and adjectives ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">clear speech in informal and classroom situations ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">attentive listening to others in individual and group contexts ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">understanding of main ideas in a range of informative and imaginative texts ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">comparison of information presented in different texts about the same topic ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">composition of short texts of more than one paragraph to describe experiences, tell a story, express a point of view ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">development of character, setting and plot in short narrative texts ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">participation for extended periods in small group situations ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">adjustments of tone, volume and pace of their speech in order to communicate clearly ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">composition of texts for different purposes; for example, to narrate, inform, describe, present a point of view or explain ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">combination of written and visual elements in print and electronic texts ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">preparation and delivery of short explanations and reports to peers on topics of interest ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">communication of relevant information and responses to questions when speaking to others in a range of familiar contexts ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">identification of their own healthy eating habits ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">identification of different cultural groups represented in their class and community ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">identification of some similarities and differences such as foods, language, religion amongst cultural groups represented in their class and community ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">recognition of simple patterns taken from observations of maps, including atlas maps, and a range of images ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">saving and retrieval of nominated visualising thinking files, and the use of editing techniques such as deleting and copying to modify these for use in new but similar learning situations ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">creation of information products for a specific audience or purpose, following given layouts ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">logical sequencing of ideas, using basic editing software, such as concept mapping tools, and other graphic organiser templates selected from a given list, and a range of manipulation techniques ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">organisation of ideas using familiar software and graphic organiser templates selected from a collaboratively developed list (for example, Venn diagrams and sequence charts) and a range of manipulation techniques ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">location of websites using a nominated search engine, such as AskJeeves for Kids, and keywords selected from a class-developed list ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">inclusive behaviour that recognises similarities and acknowledges difference ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">recognition of the attitudes and behaviours that might cause conflict between peers ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">recognition of the right of all team members to participate and feel accepted as a part of that group ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">awareness of the team goals ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">understanding of the need to allocate roles ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">awareness of the need to consider the feelings and opinions of others ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">effective communication skills when sharing information among team members ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">understanding of task guidelines and roles to be performed to achieve team goals ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">use of strategies for adapting their behaviour in response to the needs of others ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">support of other team members and positive response to support offered by others ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">planning of tasks to achieve team goals ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">use of place value (as the idea that ‘ten of these is one of those’) to determine the size and order of whole numbers to hundreds ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">use of a grid to refer to objects on a map ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">use of lists, Venn diagrams and grids to record items that have a certain attribute ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">orientation of north, south, east and west from their own current position ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">estimation and measurement of mass, volume and capacity of common objects ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">with teacher direction, use of prior knowledge as an important source for learning ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">preparation for learning ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">with teacher guidance, gathering of information and knowledge from a variety of sources ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">use of questioning to clarify meaning ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">use of strategies for linking prior knowledge with learning ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">interest in the feelings, needs, ideas and opinions of others ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">sorting of materials using basic criteria such as size, shape, colour and weight, and awareness that different criteria will result in different groupings ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">consideration about where to begin to collect information to answer their own questions ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">awareness of the difference between fiction and non-fiction sources ===
 * ===<span style="font-family: 'Courier New',Courier,monospace;">use of simple thinking strategies for organising information and concepts ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">with teacher guidance, collection of information from a range of sources to answer their own and others’ questions ===

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 * ===<span style="font-family: 'Courier New',Courier,monospace;">generation of creative possibilities around a topic ===

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__**<span style="color: rgb(0, 128, 0); font-family: 'Courier New',Courier,monospace;">Learning Outcomes **__
===<span style="font-family: 'Courier New',Courier,monospace;">At the end of this webquest students will have developed a deeper understanding of Zoo animals, the countries they come from, and the culture of that country.Students will also understand the needs of humans and animals for survival (e.g. food and shelter).Students will also have an increased knowledge of childrens literature that include animals as well as a greater understanding of ICT. ===