Desperate Desert

Dwellers

A webquest for Year One

INTRODUCTION

INTRODUCTION

TASK

PROCESS

RESOURCES

ASSESSMENT

CONCLUSION

TEACHER NOTES

The Desert Park needs you!

They have heard that you have been learning

about desert animals and they urgently need

experts to solve a big problem.

Can you help?

TASK

INTRODUCTION

TASK

PROCESS

RESOURCES

ASSESSMENT

CONCLUSION

TEACHER NOTES

The Alice Springs Desert Park is receiving a new

shipment of desert creatures from an interstate zoo

that has closed down. All the park experts who were

going to care for the new creatures are stranded out

bush after unexpected rains have caused flash flooding.

They aren't expected to get back for a week!

The task for your class is to take the place of the

park experts. You will need to find out what each

creature needs to survive in the desert so they can be

placed in a suitable area of the park.

PROCESS

INTRODUCTION

TASK

PROCESS

RESOURCES

ASSESSMENT

CONCLUSION

TEACHER NOTES

 

Step 1 Form groups of 4. Step 2 As a group decide on which creature to help. You need to make sure that there is a group looking after each new creature so be sure to share your decision with the class.   bilby zebra finch perentie wedge-tailed eagle   thorny devil echidna   Step 3 Allocate a role for each member of your group.   1. Zoologist - your job is to research the appearance of the animal for identification.   2. Habitat specialist - you are responsible for making sure the enclosure looks, feels and smells like the creature's natural environment. 3. Animal behaviouralist - how does your creature behave? Is it timid and shy, fierce and aggressive? Does it live alone or in groups?   4. Dietician - What does your creature eat and drink? You need to make sure the creature is fed the right type of food at the right time of day, in the right amounts. Step 4 As a team of experts complete the fact file.   Step 5 With the information you have found create a picture of the enclosure with the desert creature and everything it needs to live happily in its new Desert Park habitat. Each expert is responsible for their part of the picture/mural. The habitat area will need a sign. Any special items found only in that area will need labels. Your teacher will let you know what materials you can use.   Step 6 Finished murals/pictures are presented to the Desert Park for display and public and professional comment.

RESOURCES

INTRODUCTION

TASK

PROCESS

RESOURCES

ASSESSMENT

CONCLUSION

TEACHER NOTES

General resources

Baby Bilby Where Do You Sleep? By Narelle Oliver

Sand Swimmers By Narelle Oliver

Battle for the Spinifex. By Kaye Kessing

General websites

http://www.australian-aridlands-botanicgarden.org/general/mammals/mammal0.htm http://www.wildconnect.com.au/links.html

Zebra finch sites

http://www.australian-aridlands-botanic-garden.org/general/birds/bird0.htm http://www.birdworld.com.au/records/finches/zfinch.html

Perentie sites

http://www.secretgully.com.au/perentie.html http://www.bbc.co.uk/nature/wildfacts/factfiles/3048.shtml http://www.doaustralia.com/Fauna/Goanna.htm

Bilby sites

http://www.wildconnect.com.au/links/redcentre/bilby.html http://members.ozemail.com.au/~bilbies/

Thorny Devil sites

http://www.doaustralia.com/Fauna/ThornyDevil.htm http://www.wildconnect.com.au/links/redcentre/tdevil.html http://australian-animals.net/thorny.htm

 Echidna sites

http://www.abc.net.au/schoolstv/animals/ECHIDNAS.htm http://www.doaustralia.com/Fauna/Echidna.htm

 Wedge-tailed Eagle sites

http://www.abc.net.au/schoolstv/animals/WEDGETAILEDEAGLES.htm http://www.nationalparks.nsw.gov.au/npws.nsf/Content/The+wedge-tailed+eagle

 

ASSESSMENT

INTRODUCTION

TASK

PROCESS

RESOURCES

ASSESSMENT

CONCLUSION

TEACHER NOTES

 Assessment Rubric

	Beginning to Develop	Developing	Accomplished
Research	Needs assistance to • select relevant information • write keywords	With some teacher assistance can • select relevant information • write keywords & phrases	Can independently • select relevant information • write keywords & phrases
Computer Skills	Needs assistance to • log on and off • navigate book- marked sites	Most times can • log on and off without assistance • navigate bookmarked sites	Can independently • log on and off • navigate bookmarked sites
Collaboration	Needs reminding to • listen attentively • consider contributions of others • carry out allocated group role	Most times can • listen attentively • consider contributions of others • carry out allocated group role	Can independently • listen attentively • consider contributions of others • carry out allocated group role
Presentation	Needs reminding to •contribute to final presentation	With some teacher assistance • contributed to final presentation	Independently • contributed to final presentation

CONCLUSION

INTRODUCTION

TASK

PROCESS

RESOURCES

ASSESSMENT

CONCLUSION

TEACHER NOTES

How do you think you went? Fill out this chart (or get someone to help you).

Think about the work you did.

 

Research
Computer Skills
Working with my group
Presentation

CONGRATULATIONS!

The experts have arrived back at the Desert Park

and found all the new creatures happy in their park habitats.

You have a done a great job researching and using

your data to successfully meet the needs of your chosen creature.

You could receive a visit from a Park Manager

to personally thank you for your efforts.

TEACHER NOTES

INTRODUCTION

TASK

PROCESS

RESOURCES

ASSESSMENT

CONCLUSION

TEACHER NOTES

• This webquest is designed as part of a unit on Australian Animals for a Year One class. • The time frame is dependent on the availability of IT resources and prior knowledge of those involved. • An excursion to the Desert Park is envisaged as part of the unit at some stage. • Involvement of the Desert Park Education Officer is encouraged. • The teacher will take into consideration the group of students involved as to whether jobs and groups will be allocated or decided by students themselves. • Creating a multimedia presentation/the degree of IT expected in the final presentation will depend on the ability of the class and individual students. • The integrated nature of this webquest allows for a range of curriculum area outcomes to be met. Out lined below are the EsseNTial Learning and Learning Technology Outcomes chosen for a particular group of students.

 LEARNING OUTCOMES

INTRODUCTION

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CONCLUSION

TEACHER NOTES

Band 1 EsseNTial Learnings An effective COMMUNICATOR and GROUP MEMBER Col 1 Listens attentively and considers the contributions and viewpoints of others when sharing own ideas and opinions. Col 3 Fulfils their responsibilities as a group member and actively supports other members.   Learning Technology Problem-Solving and Decision-Making through Research [LT-R] Learners R1 use appropriate and effective search strategies to access electronic information R2 critically evaluate, scan and select relevant information from electronic sources   Operating Computer Components [LT-O] Learners O1 independently operate computer equipment and associated peripherals O2 efficiently use programs and systems   Optional extension Communicating through Presentation, Publication or Performance [LT-P] Learners P1 select appropriate tools and skills to design and produce a multimedia presentation or performance P2 interact with others locally and globally using a range of technologies P3 competently use a range of software that creatively enhances presentation, performance or communication of information.

 

INTRODUCTION

TASK

PROCESS

RESOURCES

ASSESSMENT

CONCLUSION

TEACHER NOTES