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Ocean Celebrities- Who Am I?

A Webquest for Year Three

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Teachers Notes

This webquest is based on the characters of the book The TreacherousTravels of Thomas Turtle by Simon McLean.

Learning Outcomes:

Band 1

English:

Listening and Speaking:

· L/S 1.1: Present relevant information on known topic to group or class.(Con 3)

· L/S 1.1: Listen attentively to and converse with others for a purpose. (Col 1)

Reading and Viewing:

· RV 1.1 -Text and Contexts: Read/view written and visual texts for beginning readers independently and respond. (Con1) (LT)

Writing Outcomes:

· W 1.1: Compose written texts containing a few related ideas in sequence and some specific words appropriate to the task.(Cr1) (Con2).

Science:

Concepts and Context Outcomes:

CC 1.2: Life and Living

describe how the needs, features and functions of living things are related to change over time

CC 2.2 Life and Living

organise features of living things into systems which determine their interaction with the environment

SOSE

Environment Awareness and Care:

Env 1.2: Identify local problems and co-operate to plan activities to care for places within their local community. (dot 5)

Learning Technology:

R2: Learners critically evaluate, scan and select relevant information from electronic sources.

· Skim electronic sources for relevant key words and graphics.

· Analyse and discuss a variety of teacher selected web sites and the information they hold for research related purposes.

R4: Learners use technological resources that require problem-solving skills, decision-making strategies and questioning techniques.

· Complete a task using a selection of electronic tools considered most appropriate for the designated task.

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The task or Essential Question

Are you adventurous? Do you like having fun in the water? Of course your answer will be yes. Hop on the back of Tasman the Turtle and dive with us to the depths of the ocean.

As you dive deeper and deeper into the depths of the ocean with Tasman, you notice that your body is transforming into an unknown creature of the sea.

Task One:

Click on one of the following sea creatures that you would like to become.

(clip art of sea creatures to choose from - each page to have the layout of report and links to websites and books)

Task Two:

Every life has a beginning and an end. Design a lifecycle of your creature using Kahootz.

(create link with steps required to complete task)

Task Three:

What am I?

Using the information from your report, turn your audience into detectives and present information about your sea creature to them. The detectives have to solve the mystery of what you are.

Task Four:

As humans we at times can be very careless of our environment.

In your group you need to decide which of you sea creatures is in most danger from pollution.
From what are you endangered ? (plastic bags, oil etc) Why?
Where do you hang out in the ocean? (Do you hangout at the surface or deep in the ocean)
Brainstorm solutions to protect your sea creature.
Each member of your group needs to choose a solution. Each solution needs to be different.
Make a poster to encourage people to be more careful of the home environment of our sea creatures.

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The process: outline how the students will work - their roles, and responsibilities. Include notes on what sort of resources students will need, how you will get them to organise their information, what teacher notes you might include.

Work Habits:

Task 1 to 3 children will work individually.

Task 4 children will work in groups of 4.

Roles and Responsiblities:

To participate and complete given tasks.

To use their group skills in an effective and productive manner.

Organisation:

Utilize lab time and class computers (students are rostered on class computers throughout the week).

Students have a set report format with set critera for note taking and bibliography.

Posters of life cycles and pollution.

Butcher paper to write down their solutions.

Teaching skills - keywords, phrases,

Writing sentences, draft from notes.

Revise Kahootz skills

Group cooperation skills

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Assessment

Beginning
To
Tick Developing
Most times
Tick Accomplished
Always
Tick Total

Research notes

* Needs assistance to read information from books & website.

* Needs assistance in writing keywords and phrases.

* Most times can read information from books & website with some assistance from teacher.

* Most times can write keywords and phrases with some assistance from teacher.

* Independently reads information from books & websites .

* Independently writes keywords and phrases

Computer skills

* Needs assistance to log on/off computer.

* Needs reminding and assistance in saving work after 10 minutes.

* Needs assistance in changing font, size, and using the tool bar.

* Uses only one or two fingers to keyboard.

* Most times can log on/off computer without assistance.

* Most times can save work after 10 minutes of without being reminded by teacher.

* Most times can change font, size and use tool bar without assistance.

* Uses two hands to keyboard.

* Independently logs on/off computer.

* Saves work independently after 10 minutes.

* Can change font, size and use tool bar independently.

*Attempts to use correct keyboarding skills.

Editing skills

* Needs assistance in editing, spelling and punctuation.

* Most times can edit spelling and punctuation.

* Consistently edits own spelling and punctuation.

Written Report

* Needs help to understand the purpose of a report.

* Needs assistance in using the report format.

* Needs encouragment to present neatly

* Shows some understanding of the purpose of a report.

* Uses report format well.

* Work is usually neat.

* Demonstrates understanding of the purpose of a report.

* Used report framework confidently.

* Consistently presents work neatly.

Oral Presentation

* Needs help to use voice appropriately.

* Has difficulty in maintaining eye contact.

* Speaks too quickly/slowly.

* Has difficulties in presenting points in logical order.

* Not yet providing conclusion.

* Uses voice appropriately most times.

* Uses eye contact most times.

* At times speaks too quickly/slowly, but generally speaks at consistent rate.

* Attempts to organise points logically.

* Attempts a conclusion.

* Uses voice appropriately

* Consistently maintains appropriate eye contact.

* Consistently speaks at appropriate rate.

* Introduces topic with clear points in logical order.

* Clear conclusion.

Audience Participation

* Needs reminding to listen.

* Needs reminding to look at person speaking.

* Doesn't ask questions as a sign of listening.

* Listens most times.

* Most times looks at the person speaking.

* Sometimes asks questions as evidence of listening.

* Listens attentively.

* Looks attentively at person speaking.

* Asks thoughtful and relevent questions as evidence of listening.

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Resources:

The Treacherous Travels of Tasman Turtle by Simon McLean

Enchanted Learning, http://www.enchantedlearning.com/Home.html

Oceans Alive, http://www.abc.net.au/oceans/alive.htm

Sea World, http://seaworld.org/

Gulf of Marine Aquarium-all about turtles, http://octopus.gma.org/turtles/index.html

The Great White Shark, http://www.ucmp.berkeley.edu/vertebrates/Doug/shark.html

Ocean Oasis Field Guide, http://www.oceanoasis.org/fieldguide/hipp-ing.html

Kingdom of the Seahorse, http://www.pbs.org/wgbh/nova/seahorse/basics.html

National Aquarium in Baltimore's Department of Education, http://www.aqua.org/animals/species/preel.html

Animation Factory. http://www.animfactory.com/index.html

	Beginning To	Tick	Developing Most times	Tick	Accomplished Always	Tick	Total
Research notes	* Needs assistance to read information from books & website. * Needs assistance in writing keywords and phrases.		* Most times can read information from books & website with some assistance from teacher. * Most times can write keywords and phrases with some assistance from teacher.		* Independently reads information from books & websites . * Independently writes keywords and phrases
Computer skills	* Needs assistance to log on/off computer. * Needs reminding and assistance in saving work after 10 minutes. * Needs assistance in changing font, size, and using the tool bar. * Uses only one or two fingers to keyboard.		* Most times can log on/off computer without assistance. * Most times can save work after 10 minutes of without being reminded by teacher. * Most times can change font, size and use tool bar without assistance. * Uses two hands to keyboard.		* Independently logs on/off computer. * Saves work independently after 10 minutes. * Can change font, size and use tool bar independently. *Attempts to use correct keyboarding skills.
Editing skills	* Needs assistance in editing, spelling and punctuation.		* Most times can edit spelling and punctuation.		* Consistently edits own spelling and punctuation.
Written Report	* Needs help to understand the purpose of a report. * Needs assistance in using the report format. * Needs encouragment to present neatly		* Shows some understanding of the purpose of a report. * Uses report format well. * Work is usually neat.		* Demonstrates understanding of the purpose of a report. * Used report framework confidently. * Consistently presents work neatly.
Oral Presentation	* Needs help to use voice appropriately. * Has difficulty in maintaining eye contact. * Speaks too quickly/slowly. * Has difficulties in presenting points in logical order. * Not yet providing conclusion.		* Uses voice appropriately most times. * Uses eye contact most times. * At times speaks too quickly/slowly, but generally speaks at consistent rate. * Attempts to organise points logically. * Attempts a conclusion.		* Uses voice appropriately * Consistently maintains appropriate eye contact. * Consistently speaks at appropriate rate. * Introduces topic with clear points in logical order. * Clear conclusion.
Audience Participation	* Needs reminding to listen. * Needs reminding to look at person speaking. * Doesn't ask questions as a sign of listening.		* Listens most times. * Most times looks at the person speaking. * Sometimes asks questions as evidence of listening.		* Listens attentively. * Looks attentively at person speaking. * Asks thoughtful and relevent questions as evidence of listening.