WELCOME fellow Learners and Teachers!
Please take the time to read over this TEACHERS
page before students get started with this WebQuest
of Global Discovery and Adventure!
Please take the time to read over this TEACHERS
page before students get started with this WebQuest
of Global Discovery and Adventure!
ABOUT THIS WEBQUEST:
This student WebQuest is an inquiry-based learning program that
incorporates interactive and engaging activities based around the concept of
incorporates interactive and engaging activities based around the concept of
Global Citizenship. The focus question; Are you a global citizen? can
be used to address a number of specific global issues and, importantly,
these issues are investigated, discussed and chosen by the students.
Students explore important themes surrounding global issues such
as human rights and in the lead up to their major task, look at
examples of young people that have taken action in their global community.
The sequenced chain of lead up activities do not give explicit definitions
as to what a global citizen actually is, but leaves it to the students to
form their own interpretations. The WebQuest encourages students
to identify issues of concern/interest, research, gather, analyse,
interpret and present information in variety of ways. It's a process
that entails all of those higher order thinking skills explained in
Blooms Taxonomy. The students major TASK is to come up with a
Plan of Action, and follow through with this action as a group,
in response to their chosen issue.
as human rights and in the lead up to their major task, look at
examples of young people that have taken action in their global community.
The sequenced chain of lead up activities do not give explicit definitions
as to what a global citizen actually is, but leaves it to the students to
form their own interpretations. The WebQuest encourages students
to identify issues of concern/interest, research, gather, analyse,
interpret and present information in variety of ways. It's a process
that entails all of those higher order thinking skills explained in
Blooms Taxonomy. The students major TASK is to come up with a
Plan of Action, and follow through with this action as a group,
in response to their chosen issue.
This WebQuest is designed for Students at VELS level 4.
It would probably better suit Grade 6 students who have
already be involved with some community engagement
activities in Year 5 under Teacher direction
(Progression Point: 3.5 - http://www.vels.vic.gov.au/)
Although we would leave this up to the individual teacher to
consider, as all classroom dynamics and learning stages are
different.
It would probably better suit Grade 6 students who have
already be involved with some community engagement
activities in Year 5 under Teacher direction
(Progression Point: 3.5 - http://www.vels.vic.gov.au/)
Although we would leave this up to the individual teacher to
consider, as all classroom dynamics and learning stages are
different.
We have put together this TEACHERS PAGE of helpful notes to assist you and the
students to get the most out of this 10 Week unit of work. We have designed this with an idea that
2x 1-2 hour lesson times could be dedicated to the program each week, although the program
could be easily adjusted to fit a tighter weekly schedule. On the other hand, we have also included
notes for additional lesson ideas, that could compliment the student learning at different stages of
the 10 weeks of the program (which are coloured in pink).
STUDENT ROLES WITHIN THE TASK:
Student roles are not explicitly defined for students within the
task. Instead, we have incorporated 'role definition' as part of the
assessment criteria in the Action Plan or 'progression report'
stage of the task process.
By doing this, we have effectively both used roles as part of
the learning process for the students and have extended their
thinking in regards to role definition and productivity within
their teams. To make sure students understand different
perspectives as well as share responsibility in accomplishing
the task, we have defined rubric criteria to support constructive
critical feedback in regards to group roles and responsibilities
which is then followed up in the Take Action phase. Students
conference with the teacher regarding their roles and have to
show evidence that feedback was considered in their task roles.
Student roles come in at Week 4
STUDENT ROLES WITHIN THE TASK:
Student roles are not explicitly defined for students within the
task. Instead, we have incorporated 'role definition' as part of the
assessment criteria in the Action Plan or 'progression report'
stage of the task process.
By doing this, we have effectively both used roles as part of
the learning process for the students and have extended their
thinking in regards to role definition and productivity within
their teams. To make sure students understand different
perspectives as well as share responsibility in accomplishing
the task, we have defined rubric criteria to support constructive
critical feedback in regards to group roles and responsibilities
which is then followed up in the Take Action phase. Students
conference with the teacher regarding their roles and have to
show evidence that feedback was considered in their task roles.
Student roles come in at Week 4
PRIOR KNOWLEDGE and UNDERSTANDINGS
which would aid a deeper thinking and learning process within this WebQuest are of:
Citizenship (being Australian)
Standard ICT applications
Some awareness of Global Issues (poverty, global warming, child labour etc.)
Geographic awareness
Social studies (understanding different socio-economic communities)
WebQuest TASK Primary
Learning Focuses:
PP 3.25
PP 3.5
WEEK 1 - Introduction / Welcome (Task)
.
PART 2 : Introduction
There are numerous opportunities to adapt the 'if the world were a village' concept
within the classroom. The activity can be integrated into a maths lesson based on
statistics and percentages, or serves as the perfect source for a reflective piece of
writing. It might be an idea to use the information presented in the video to set up
a classroom display whereby students create posters to represent each statistic.
This in itself is the perfect way to engage students into the WebQuest as they begin
to develop a global perspective.
Note: There is also a great Book "If the World Were a Village - by David Smith.
WEEK 2 - Finding Out
PART 1 : Take action warm-up and getting in teams - Inspiration
It might be an idea to have students form teams based on the issue they
are most concerned about.
Note: Team structure is left up to the teacher to organise
- May want to consider mixed ability in the groups as well as gender mixing.
Teams should explore the Craig Kielburger
and Severn Suzuki videos together and discuss set questions.
PART 2 : Preparing statement
It is important at this stage that students are formally introduced to the evaluation
rubric. Teachers should allow students (in their teams) time to examine and discuss
the content of the rubric. There should also be time for students to voice queries and
receive feedback as a class group.
WEB QUEST INTENDED LEARNING OUTCOMES include:
To develop students critical thinking skills
To build an awareness as to the complexity of global issues
To develop students awareness of the wider world and a sense of
their own role as a global citizen.
To equip students with knowledge and values to participate as active citizens.
To build confidence, supporting individual contribution and
cooperative team work across a range of activities.
* Teachers please note:
Voice Thread
This WebQuest incorporates Voice Thread throughout its process. Voice Thread
is an online application which allows students to voice record their responses to
ideas or questions. As such, each student should have their own head-set with
recording hardware (available from most discount stores for around $3-5 each).
Before beginning, students need to set up their own profile. From the link below,
click on the 'register' button and fill in the details.
http://voicethread.com/login/
Students require an email account to do this.
http://voicethread.com/login/
Students require an email account to do this.
Website Links
Also, when using links to websites, have students right-click on the link and
choose the option to 'open in new tab'. If students click directly onto the link
they will need to click on the 'back' button to get back to the WebQuest.
Learning Focuses:
GROUP WORK - Interpersonal development:
Developing skills and behaviours for connecting with a variety of groups, including peer and community
groups. Students participate in a range of classroom activities where they explore the similarities and
differences in the values and beliefs of a range of individuals and groups. They begin to reflect on what
this may mean for themselves when building and maintaining relationships with a diverse range of
people. They are provided with opportunities to experience class and school group leadership roles
and their responsibilities.
DEEP THINKING - Thinking Processes
Students make observations and pose questions about people and events within and beyond their own
experience, and develop a growing awareness of the complexity of the world around them.
Using these questions as a basis, students undertake investigations independently and with others. Their
investigations include time for sustained discussion, deliberation and inquiry, with teachers providing
appropriate tools and support (WebQuest and supporting class activities) in this process.
GLOBAL CITIZENSHIP - Civics and Citizenship
Students understand the ways in which Australian citizens (including students) are influenced by and can
influence local and global decisions and movements. They investigate the social and political links
between Australia and other countries in the Asia-Pacific region and explore global developments and
their potential impact on Australia.
Students research an issue, or issues using a range of resources including electronic media. These
include current local, national and global issues; for example, natural disasters and human rights issues.
They consider actual and possible actions by citizens and nations in response to the issue/s.
Students also explore ways in which they can actively participate in their school and community through
this project.
ECONOMICS
As students work towards the achievement of Level 4 standards in Economics, they learn about the
nature of the economic problem (scarcity): that is, that our needs and wants are unlimited but the
resources available to satisfy these wants are limited.
GEOGRAPHY
They use geographic language to identify and describe the human and physical characteristics of local
and global environments depicted by different kinds of maps, diagrams, photographs and satellite
images. They learn about and interpret their location relative to other places. Students are provided
with the opportunity to initiate and participate in an action on an environmental or humanitarian issue of
personal or group concern.
TASK -VELS Links:
(Corresponding to above WebQuest Learning Focuses)
INTERPERSONAL DEVELOPMENT Domain - VELS 4
WORKING IN TEAMS Standard:
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.
COMMUNITY ENGAGEMENT - Standard
At Level 4, students demonstrate understanding of the roles and responsibilities of leaders, and of
democratic processes, when engaging in school and community activities. They present a point of view
on a significant current issue or issues and include recommendations about the actions that individuals
and governments can take to resolve issues. They demonstrate understanding that there are different
viewpoints on an issue, and contribute to group and class decision making.
CIVICS AND CITIZENSHIP Domain - VELS 4
'CITIZENSHIP' - Progression Points (PP's) and Standards specifically relating
to Community Engagement and Civic Knowledge and Understanding.
Civic knowledge and understanding
Progression Point (PP) 3.25
-identification of the meanings of principles and values of democracy, such as equality, freedom of
speech, and representation
Community Engagement
PP 3.25
-planning, with teacher support, of school or community activities
-attentiveness to, and consideration of, other viewpoints in groups and in class
-a point of view about an issue, and a possible action
that they and other people might take to resolve it
PP 3.5
-organisation of activities and participation in those activities with teacher support
-use of democratic decision making in planning groups and in class
-understanding of more than one perspective on an issue, and actions that might be taken to resolve it
PP 3.75
-monitoring of the progress of a group action plan on a school or community issue with teacher support
-use of democratic processes to solve problems in groups and in the class
-a point of view on a current issue, presenting evidence and making recommendations about how
governments and citizens might take action.
THINKING PROCESSES Domain - VELS 4
REASONING, PROCESSING AND INQUIRY - Standard
At Level 4, students develop their own questions for investigation, collect relevant information from a
range of sources and make judgments about its worth. They distinguish between fact and opinion. They
use the information they collect to develop concepts, solve problems or inform decision making. They
develop reasoned arguments using supporting evidence.
REFLECTION, EVALUATION and METACOGNITION - Standard
At Level 4, students use a broad range of thinking processes and tools, and reflect on and evaluate their
effectiveness. They articulate their thinking processes. They document changes in their ideas and beliefs
over time.
WebQuest Activities and Lesson Ideas
WEEK 1 - Introduction / Welcome (Task)
.
PART 1: Tune In - Look out the window activity
This activity can be effective if you as the teacher read out the instructions
and students simply close their eyes and use their imaginations to paint the picture.
Important: Students shouldn't be so concerned with grammar or punctuation in this exercise
- the importance is in getting their ideas of the world down on paper in note form.
Plus, Make sure their notes are put into their "Global Citizen" Journal to refer back to
at the end of the WebQuest when the activity is repeated.
NOTE: A Journal or Notebook will need to be supplied at start of WebQuest work unit.
at the end of the WebQuest when the activity is repeated.
NOTE: A Journal or Notebook will need to be supplied at start of WebQuest work unit.
PART 2 : Introduction
There are numerous opportunities to adapt the 'if the world were a village' concept
within the classroom. The activity can be integrated into a maths lesson based on
statistics and percentages, or serves as the perfect source for a reflective piece of
writing. It might be an idea to use the information presented in the video to set up
a classroom display whereby students create posters to represent each statistic.
This in itself is the perfect way to engage students into the WebQuest as they begin
to develop a global perspective.
Note: There is also a great Book "If the World Were a Village - by David Smith.
WEEK 2 - Finding Out
PART 1 : Exploring the world
Lesson idea: The first activity gives students the opportunity to explore different countries and cultures of the
world. Teachers may assign different parts of the world for groups of students to explore or just let them
examine the websites at their own leisure. Students may be asked to complete a KLW chart (what I know,
what I learnt, what I want to know). This fits in perfectly with any inquiry based learning approach.
PART 2 : Universal Declaration of Human Rights
Lesson Idea: The class could paraphrase the Declaration of Human rights and come up with their
own summarised version. Alternatively, they could come up with a Declaration of Student Rights
to be posted up in the school corridors.
WEEK 3 - Finding Out / Sorting Out
PART 1 : Exploring global issues
Here students are encouraged to explore an issue they are concerned about. Teachers may provide
support by directing students in need of guidance to one of the following topic points:
Child labour - A breach of human rights.
Poverty
Global Warming
Clean Water / Water shortage
War and refugees
Racism and violence
Lesson ides: Mind Maps
There are multiple levels of support that the Teacher can offer the students depending on their needs.
In the initial 'Mind Map' of global issues - and 'what is being done' is simply to visualise
and put together collective classroom thoughts and ideas. No-one can be 'wrong'.
The second mind map, completed after the 'Voice thread' research' activity, will reflect on what the children have seen, heard and discussed over the lesson/s and will be a summary mind map to highlight the issues that the students have come to agree are the most important to them and the world. This can be written up again as a 'Good Copy' and kept on the wall
PART 2 : Share time
The WebQuest activities set for share time adapt easily into a complete structured lesson.
Students use this time to voice their opinions and gain from the perspectives of their peers.
After exploring different postings on the Voice Thread, students should be given some time
to research issues other than the one they explored in the previous activity. Teachers should
use the class discussion time to gage the level of understanding students have established
towards the concept of global citizenship using questions like:
How to these global issues relate to being a global citizen?
Is it your responsibility to be concerned with these issues and want to take action?
WEEK 4 - Action Plan Warm-up
Lesson idea: The first activity gives students the opportunity to explore different countries and cultures of the
world. Teachers may assign different parts of the world for groups of students to explore or just let them
examine the websites at their own leisure. Students may be asked to complete a KLW chart (what I know,
what I learnt, what I want to know). This fits in perfectly with any inquiry based learning approach.
PART 2 : Universal Declaration of Human Rights
Lesson Idea: The class could paraphrase the Declaration of Human rights and come up with their
own summarised version. Alternatively, they could come up with a Declaration of Student Rights
to be posted up in the school corridors.
WEEK 3 - Finding Out / Sorting Out
PART 1 : Exploring global issues
Here students are encouraged to explore an issue they are concerned about. Teachers may provide
support by directing students in need of guidance to one of the following topic points:
Child labour - A breach of human rights.
Poverty
Global Warming
Clean Water / Water shortage
War and refugees
Racism and violence
Lesson ides: Mind Maps
There are multiple levels of support that the Teacher can offer the students depending on their needs.
In the initial 'Mind Map' of global issues - and 'what is being done' is simply to visualise
and put together collective classroom thoughts and ideas. No-one can be 'wrong'.
The second mind map, completed after the 'Voice thread' research' activity, will reflect on what the children have seen, heard and discussed over the lesson/s and will be a summary mind map to highlight the issues that the students have come to agree are the most important to them and the world. This can be written up again as a 'Good Copy' and kept on the wall
PART 2 : Share time
The WebQuest activities set for share time adapt easily into a complete structured lesson.
Students use this time to voice their opinions and gain from the perspectives of their peers.
After exploring different postings on the Voice Thread, students should be given some time
to research issues other than the one they explored in the previous activity. Teachers should
use the class discussion time to gage the level of understanding students have established
towards the concept of global citizenship using questions like:
How to these global issues relate to being a global citizen?
Is it your responsibility to be concerned with these issues and want to take action?
WEEK 4 - Action Plan Warm-up
PART 1 : Take action warm-up and getting in teams - Inspiration
It might be an idea to have students form teams based on the issue they
are most concerned about.
Note: Team structure is left up to the teacher to organise
- May want to consider mixed ability in the groups as well as gender mixing.
Teams should explore the Craig Kielburger
and Severn Suzuki videos together and discuss set questions.
PART 2 : Preparing statement
It is important at this stage that students are formally introduced to the evaluation
rubric. Teachers should allow students (in their teams) time to examine and discuss
the content of the rubric. There should also be time for students to voice queries and
receive feedback as a class group.
IMPORTANT NOTE: It would be beneficial to schedule 'conference times'
for each group, say 10mins, with the teacher each week.
This keeps each group on track within the action planning lessons.
for each group, say 10mins, with the teacher each week.
This keeps each group on track within the action planning lessons.
WEEK 5 - Action Planning
PART 1 : Defining roles and researching ways to take action
Students may find it difficult to define a unique role for each
member of the group. If necessary, the teacher may choose to
nominate roles for each group member. These may include:
Spokesperson/Public relations - Contacts and speaks to people involved in action plan.
Researcher - Sources information required in the process.
Action Plan Co-ordinator - Ensures team is performing to schedule.
Promotions Leader - Involved in marketing the idea and letting people know.
Support Role - Supports all other roles however required.
PART 2 : Action plan presentations
Lesson Idea: It might be an idea to incorporate an art lesson into this stage of the WebQuest
as to allow students to be more creative with their poster presentations.
Students should be encouraged to present information in unique ways; like
including Power Point, online movie maker applications or even clay model role playing.
WEEK 6 - Action Planning
PART 1: Finalising presentations
Ensure, during conference times with teacher, that students are referring back to the rubric.
PART 2: Presentations
The Action Plan presentations: 2 Students could fill out rubrics for other groups and
all students should be encouraged to get involved with questioning and providing POSITIVE
and constructive feedback for other class members.
PART 1 : Defining roles and researching ways to take action
Students may find it difficult to define a unique role for each
member of the group. If necessary, the teacher may choose to
nominate roles for each group member. These may include:
Spokesperson/Public relations - Contacts and speaks to people involved in action plan.
Researcher - Sources information required in the process.
Action Plan Co-ordinator - Ensures team is performing to schedule.
Promotions Leader - Involved in marketing the idea and letting people know.
Support Role - Supports all other roles however required.
PART 2 : Action plan presentations
Lesson Idea: It might be an idea to incorporate an art lesson into this stage of the WebQuest
as to allow students to be more creative with their poster presentations.
Students should be encouraged to present information in unique ways; like
including Power Point, online movie maker applications or even clay model role playing.
WEEK 6 - Action Planning
PART 1: Finalising presentations
Ensure, during conference times with teacher, that students are referring back to the rubric.
PART 2: Presentations
The Action Plan presentations: 2 Students could fill out rubrics for other groups and
all students should be encouraged to get involved with questioning and providing POSITIVE
and constructive feedback for other class members.
WEEK 7 -9
TAKE ACTION Phase: Action Plan revision
Students need to reflect on feedback from Presentations.
Teacher guidance will be crucial, during conference times, to
maintain focus within the group and direction for the action to come.
Students need to be reminded to consistently refer to the weekly
goals and checklists on the Take Action section of the WebQuest.
WEEK 10
The Final Take Action Presentations!
Again, some peers can fill out assessment rubrics for different group presentations.
Of course it will come down to the teacher assessment.
Positive feedback using all the "Thinkers Hats" can be provided from the students.
Reflect
Speaks for itself.
List of websites students use in WebQuest:
Explore
Part 1
http://www.oxfam.org.uk/coolplanet/kidsweb/world/index.htmPart 1
http://cyberschoolbus.un.org/infonation/index.asp?id=124
http://www.nativeplanet.org/
http://www.onlinegalleries.com.au/users/globalcitizen/#/gallery/1/8
Part 2
http://www.un.org/cyberschoolbus/humanrights/declaration/index.asp
Part 3
http://www.un.org/en/documents/udhr/
http://cyberschoolbus.un.org/
http://www.globalissues.org/
http://www.oxfam.org.au/explore
http://www.globalcitizencorps.org/issues
Part 4
http://voicethread.com/#u751507.b951204.i5070842
Action Plan
Warm up
http://www.freerice.com/
Part 1
http://www.freethechildren.com/
http://www.un.org/en/
http://www.unicef.com.au/
http://voicethread.com/#u751507.b951204.i5070842
Part 2
http://www.actnow.com.au/
http://www.unicef.org/voy/takeaction/takeaction.php
http://www.bbc.co.uk/schools/citizenx/
http://www.freethechildren.com/getinvolved/index.php
http://www.oxfam.org.uk/coolplanet/kidsweb/oxfam/action.htm
