Grade Level - Years 3 - 4

Key Learning Areas - KLAs

Studies of Society and Environment – SOSE, Social Studies
Health and Physical Education

Duration - From Introduction to Presentation, approximately 5 x 45 minute lessons. Time will also be taken up with interviewing the school community about what parties are like in different countries.

Whether the party is actually held is up to the discretion of the teacher.

Before You Begin
To ensure a successful experience for all, here are some things that will help make the webquest run smoothly.

·          Check the site and links before the students do.  As with any piece of technology, you don't know when things can go wrong.

·           Select working groups of 4.

·           Discuss the meanings of harmony, diversity and multiculturalism.

Introduction
The introduction gets the children thinking about parties. At this point teachers could create a concept map for all to see, defining ways people party and terms that are used. It is also important to discuss culture and the fact that we all have culture and traditions that we practice, no matter where we come from.

Task
The task gives a brief summary of what is expected of the students. This may be a good time to pull out an atlas or globe of the world, so students can see where these students come from, if they don't already. Terms regarding health needs of individuals may also need to be addressed.

Process
The process can be adapted to include other suggestions that are more relevent to your classroom. This webquest does not have to be used exclusively for Harmony Day. Students could be asked to plan a party for any given time of the school year.

Extension Activities
As an extension activity, students might like to buddy up with senior students to help them come up with suggestions about how to fund the party and write why this party should take place. They could get their Students Representative Council (SRC) to help out.

Alternatively it might be suggested to students to again buddy up with senior students, so they can plan, develop and coordinate a multicultural awareness afternoon, where they not only display their work from the webquest but open their classroom to the school community, with displays of other information they have discovered.

Resources –  on-line and off-line
The resources have been selected for their relevance, however if links are broken for whatever technical reason, references from the school or community library could also be used.

Using your local community may also work to your advantage. You might have local citizens, including school students of different backgrounds, that can help with this webquest.

There is a contact email or contact page listing email addresses of Embassies from different countries situated in Canberra. There is also a sample email letter to the Ambassador requesting help in finding out customs and foods surrounding a children's party.

Teacher Links
These links listed are great for gaining background knowledge in some areas that the students will be researching. They could also be used as a reference point if student links are broken.

Overview of Children's Party traditions around the World: http://www.kidsparties.com/traditions.htm

English Culture: http://www.britainexpress.com/History/english-culture.htm

India Information
http://www.indiagov.org/indiainfo/index.html

Asia Resources and Links
http://www.virginia.edu/iso/ic/library/Country/links/asia.html

CIA - The World Fact Book - Philippines
http://www.cia.gov/cia/publications/factbook/geos/rp.html

Everything About The Italian Culture
http://www.italiansrus.com

Germany
http://www.globalgourmet.com/destinations/germany

Evaluation
The evaluation rubrics we have submitted is for the teacher and students to use. It is suggested that students evaluate themselves using the same criteria.

Conclusion
It is hoped at this stage that students are more aware of the traditions, customs, and foods of various cultures. It is also a valuable time to celebrate similarities between cultures as well as appreciate the differences.

Real Life Feedback
The Department of Immigration and Multicultural and Indigenous Affairs (DIMIA), in Canberra Australia, administers Hamony Day.

If you would like further information about Harmony Day in Australia
go to: http://www.immi.gov.au/harmony/

The Living in Harmony Section of DIMIA would like your feedback on this webquest.
Please send them an email: harmonyday@immi.gov.au

Standards - New South Wales Curriculum Profiles

Studies Of Society & the Environment - SOSE
Level 2

Culture

A student describes the practices, customs and traditions of familiar groups and communities, e.g. looks at and talks about the many ways in which people celebrate special occasions.

Investigation, Communication and Participation

A student uses a variety of ways to successfully work in groups. E.g. by negotiating group rules and follow them.

A student selects compares and sorts information into groups that are related to the topic being investigated.

Level 4

Investigation, Communication and Participation

A student selects, combines and uses information from a wide range of sources for a set task

Heath & PE
Level 2

People and Food

A student discusses why people make food choices.

A student plans for a healthy diet using a variety of foods including some from other cultures.

Human relations

A student identifies and takes part in activities that encourage participation and cooperation.

A student explains why there are rules for different groups and situations.

A student describes and discusses a range of cultural backgrounds and practices and they affect an individual.

Level 3

People and Food

A student discusses various influences on food choices for self and others.

A student evaluates a meal in terms of nutrition.

Level 4

People and Food 

A student identifies why people in the same community may have different eating habits and food choices.

A student develops and uses plans about nutrition and related issues in the school community.

References

Plain English Outcome Statements - Reporting Curriculum Profile Information to Parents - Second Version January 1997.