WebQuest Direct - HEY...WHAT'S THAT IN THE OCEAN?

Teacher's Guide

INTRODUCTION

This webquest is an inquiry based learning tool that has been designed to promote the use of higher order thinking skills. The tasks provide the students with the opportunity to use:

deductive reasoning - if pollution is unsafe for sea creatures, then what can you conclude must happen?
analysis - how do various forms of pollution affect various sea creatures?
creative thinking - creation of diorama and stop motion movie
problem-solving - how can pollution in the ocean be reduced?
evaluation - what can be done at the local level to reduce ocean pollution?

During the implementation of this webquest, I discovered that 'peer tutoring' occurred spontaneously on Task One (the research task), and was a very powerful method of learning for many students. The students automatically engaed in discussion with the students next to them while conducting the research, which resulted in the students eagerly and excitedly sharing what they had discovered about their sea creature.

Having audio for every word greatly enhanced the independent learning for the students, as they were able to keep up by using both visual and aural learning skills, which catered for these who have low levels of literacy skills, as well as thse who have high levels of literacy skills.

The high level of interaction required from the students during each task kept them engaged and interested in their learning. However, I became a little overwhelmed with the 'out of class' workload for Task Five (the stop motion movie). Whilst I believe this to be a very worthwhile task, I would suggest that thorough preparation and understanding of this task is undertaken to ensure its success.

CURRICULUM STANDARD AND YEAR LEVEL

This webquest is designed for students aged 6 and 7 years, or in Year 2 of primary education in Queensland, Australia.

The curriculum standards are the Essential Learnings from the Queensland Curriculum, Assessment and Reporting Framework. These include:

English

Reading, viewing and interpreting simple information and argument (non-literary) texts

understands that:

information texts are produced for different audiences
main ideas are related throughout
main ideas are signalled and maintained throughout related pages or sections of text

interprets these texts to:

identify the main idea of the text and the visual elements (including illustrations) that support it

knows:

a small range of topic-related vocabulary drawn from language experiences, literature, media and oral language.

Writing/designing information and argument (non-literary) texts

understands that:

information texts can describe people, places, events and things
descriptors, explanations, procedures and reports have specific structures
maps, diagrams or music can give more information

writes/designs texts that:

use the modelled generic structure of texts for descriptions, explanations, procedures and reports
include several items of information about the main idea

knows and uses:

generic structure for descriptons (introduction, characteristic features of subject and phenomenon identification)
topic-related vocabulary.

Speaking and listening

understands that:

speaking and listening provides opportunities to exchange information, to share and explore ideas, to express opinions and listen to other's opinions
active listeners show interest, respond, apply conventions for turn taking and interruption

speaks audibly and listens attentively to:

identify and describe another's opinion heard in group discussion

knows and uses:

questions to clarify information and gain additional information.

Studies of Society and Environment

Inquiry

poses simple questions to gather information or seek clarification
explains what they found out in simple written or oral accounts
knows what it means to 'protect the environment' and can say what activities are involved in this

Place and space

sorts or classifies photographs of environments
understands that personal actions can impact on their local environment and can identify some environmentally friendly stategies they can use
know how to care for and improve conditions of living things at school and home.

Science

Working scientifically

develops the ability to infer from their observations
listens to and respects the ideas of others
responds to questions posed by the teacher relating to what they already know about the problem in focus

Earth and beyond

knows that things in the natural environment occur together
identifies parts of our natural environment we need to survive

Life and living

knows that many living things have common basic needs
knows that living things have different survival needs.

Technology

Technology practice

produces a product following a set of production procedures

Resources: materials

designs simple information products with a particular audience in mind
contributes to classroom displays on current classroom topics
uses a range of construction materials to design products which relate to the stories and activities they are undertaking in the classroom
selects and uses equipment and techniques for manipulating materials including cutting, shaping, joining.

The Arts

Creating art works using skills, techniques, processes and technologies

uses simple and familiar, everyday materials, instruments and tools, gradually extending their repertoire and becoming more familiar with these by working for more sustained periods of time - visual art - diorama, media - stop motion movie.

Information and communication technologies (ICT)

Inquiring with ICT

explores and uses ICT in the processes of inquiry and research across key learning areas
plans and conducts simiple inquiries
experiments with different ICT
conducts structured searches for data and information from a limited range of sources

Creating with ICT

represents ideas, information and thinking
develops imaginative solutions and responses

Communicating with ICT

shares and communicates ideas, understandings and responses collaboratively and safely for selected audiences
communicates using different digital media

Operating ICT

follows advice and draws on personal knowledge and experience to use ICT
describes common ICT devices using familiar ICT terminology when helping others to use ICT.

DURATION

This webquest has been designed to be undertaken as a term-long task. That is, weekly lessons of 1½ hours, for 10 - 12 weeks. However, this may be altered to accommodate individual class needs. For example, two lessons per week of approximately 2 - 2½ hours, for 6 - 8 weeks.

IMPLENTATION AND OPTIONS

Prior to introducing the webquest, conduct a demonstration of how water becomes polluted (using adlib story telling as well). You will need a large clear container with clean water in it, black craft paint and cooking oil mixed together, litter, some fishing net/line, a plastic bag, and any other items that can be used for pollution. You will also need feathers and/or plastic sea creatures to 'swim' in the clean water, and again later in the polluted water. Give each child a feather or sea creature and have them 'swim' the item in the unpolluted ocean (clean water). Examine the items and discuss how they have not been adversly affected. Depending on the items you have managed to collect for the pollution, you can begin to tell an adlib story about how the items of pollution ended up in our ocean (clean water) while gradually adding each item of pollution. Once all of the pollution items are in the container of water, have the students 'swim' their item in the now polluted ocean. Examine the items again and discuss the adverse affects, and what affect pollution has on the sea life.

Task 1:

Students are required to work individually on a computer for this task. If all of the required information cannot be found on the initial hyperlink, encourage the students to look further by either clicking on some of the already highlighted and hyperlinked information, or by conducting a 'google' search, for example. You can also suggest they locate the required information in non-fiction books during their library time.

Once the students have all completed their research, write the research report up in class time. For the first draft of their sentences from their notes, you can cut the individual sections of the graphic organiser up and staple to lined paper for the students to write their sentences on. Correct each individual sentence, providing feedback on how/where the student can improve either their sentence structure or their information content. Keep all four of these sub headings from the graphic organiser, and the sentences in an envelope ready for writing up the final good copy of the report. Have each student create a poster using these sentences, and then add illustrations.

Go to the evaluation page of the webquest for a printer friendly version of a rubric suitable for formal assessment.

Task 2:

This task requires the students to immerse themselves in the process of creative writing. They are to write a story using descriptive sentences about having an adventure as a sea creature. These stories are to be illustrated as well. On completion of this task, construct a class 'big book' to share. Ensure that the book is constucted well, maybe even bound, to show your respect for the students' hard work and efforts.

Go to the evaluation page of the webquest for a printer friendly version of a rubric suitable for formal assessment.

Instead of writing a story for this task, you may decide to choose another creative writing task such as writing a song, a poem, a commercial, or even an episode for a children's television program.

Task 3:

Brainstorm with the students the types of pollution that enters the ocean. As a whole class investigate the types of pollution and the effects it has on the sea creatures and the ocean using the hyperlinked sites. Conduct group discussions about pollution in the ocean, encouraging students to use higher order thinking skills of deductive reasoning, analysis, problem-solving and evaluation.

Task 4:

Divide the students into four small groups. These groups are to collaboratively create an ocean diorama using their researched sea creatures (and other sea creatures). They must include at least one item of pollution relevant to the particular sea creatures in their diorama. For example, plastic bags are particularly dangerous to turtles as they mistake them for jelly fish and eat them.

Go to the evaluation page of the webquest for a printer friendly version of a rubric suitable for formal assessment.

Task 5:

This task is not an assessable item - it is purely for the enjoyment of the students. They are to remain in their designated groups for this task to further extend their development of collaborative learning skills. You will need to enlist the help of teacher aides, parents, student teachers, or experts in ICT to assist you with this task. Encourage the students to collect items they want to use in their movie such as plastic sea creatures, felt sea creatures, pollution items, coloured paper for the backdrop etc. This is a fun task for the students to finish their webquest on, and provides them with an ICT item that can be displayed in several places for several types of audiences. It is strongly recommended that you familiarise yourself with the process of creating a stop motion movie prior to undertaking this task.

RESOURCES

Pre-requisite: the demonstation and story of pollution in the ocean - clean water to murky water.

For a class of 24 - a minimum of 12 computers with internet access. You can divide the class in half for the research task - 12 on computers, 12 completing worksheets, reading or other topic-related activity.

Art and craft supplies for diorama.

Digital camera, tripod.

All websites required are listed on the resources page.

ACKNOWLEGEMENTS:

This webquest was developed as part of the e.learning course for the Graduate Diploma of Learning and Teaching at CQ University, Australia. I would like to acknowledge and thank the following people for their support and assistance in developing this webquest:

Scot Alded, Lecturer at CQ University
Frances Moores, WebQuest Direct
Colleen Cooling, Education Queensland
Staff, Frenchville State School

All images and clipart used in this webquest are freely available on the internet from:

These images have been used for educational purposes. If there are objections to these images being used, please let me know and they will be removed.

Permission is granted for other educators to copy this WebQuest, update or otherwise modify it, provided that the original author's name is retained along with a link back to the original URL of this WebQuest.

Faye Boustead fbous1@eq.edu.au


Home Introduction Task Process Resources Conclusion Evaluation Teacher's Guide	Teacher's Guide INTRODUCTION This webquest is an inquiry based learning tool that has been designed to promote the use of higher order thinking skills. The tasks provide the students with the opportunity to use: deductive reasoning - if pollution is unsafe for sea creatures, then what can you conclude must happen? analysis - how do various forms of pollution affect various sea creatures? creative thinking - creation of diorama and stop motion movie problem-solving - how can pollution in the ocean be reduced? evaluation - what can be done at the local level to reduce ocean pollution? During the implementation of this webquest, I discovered that 'peer tutoring' occurred spontaneously on Task One (the research task), and was a very powerful method of learning for many students. The students automatically engaed in discussion with the students next to them while conducting the research, which resulted in the students eagerly and excitedly sharing what they had discovered about their sea creature. Having audio for every word greatly enhanced the independent learning for the students, as they were able to keep up by using both visual and aural learning skills, which catered for these who have low levels of literacy skills, as well as thse who have high levels of literacy skills. The high level of interaction required from the students during each task kept them engaged and interested in their learning. However, I became a little overwhelmed with the 'out of class' workload for Task Five (the stop motion movie). Whilst I believe this to be a very worthwhile task, I would suggest that thorough preparation and understanding of this task is undertaken to ensure its success. CURRICULUM STANDARD AND YEAR LEVEL This webquest is designed for students aged 6 and 7 years, or in Year 2 of primary education in Queensland, Australia. The curriculum standards are the Essential Learnings from the Queensland Curriculum, Assessment and Reporting Framework. These include: English Reading, viewing and interpreting simple information and argument (non-literary) texts understands that: information texts are produced for different audiences main ideas are related throughout main ideas are signalled and maintained throughout related pages or sections of text interprets these texts to: identify the main idea of the text and the visual elements (including illustrations) that support it knows: a small range of topic-related vocabulary drawn from language experiences, literature, media and oral language. Writing/designing information and argument (non-literary) texts understands that: information texts can describe people, places, events and things descriptors, explanations, procedures and reports have specific structures maps, diagrams or music can give more information writes/designs texts that: use the modelled generic structure of texts for descriptions, explanations, procedures and reports include several items of information about the main idea knows and uses: generic structure for descriptons (introduction, characteristic features of subject and phenomenon identification) topic-related vocabulary. Speaking and listening understands that: speaking and listening provides opportunities to exchange information, to share and explore ideas, to express opinions and listen to other's opinions active listeners show interest, respond, apply conventions for turn taking and interruption speaks audibly and listens attentively to: identify and describe another's opinion heard in group discussion knows and uses: questions to clarify information and gain additional information. Studies of Society and Environment Inquiry poses simple questions to gather information or seek clarification explains what they found out in simple written or oral accounts knows what it means to 'protect the environment' and can say what activities are involved in this Place and space sorts or classifies photographs of environments understands that personal actions can impact on their local environment and can identify some environmentally friendly stategies they can use know how to care for and improve conditions of living things at school and home. Science Working scientifically develops the ability to infer from their observations listens to and respects the ideas of others responds to questions posed by the teacher relating to what they already know about the problem in focus Earth and beyond knows that things in the natural environment occur together identifies parts of our natural environment we need to survive Life and living knows that many living things have common basic needs knows that living things have different survival needs. Technology Technology practice produces a product following a set of production procedures Resources: materials designs simple information products with a particular audience in mind contributes to classroom displays on current classroom topics uses a range of construction materials to design products which relate to the stories and activities they are undertaking in the classroom selects and uses equipment and techniques for manipulating materials including cutting, shaping, joining. The Arts Creating art works using skills, techniques, processes and technologies uses simple and familiar, everyday materials, instruments and tools, gradually extending their repertoire and becoming more familiar with these by working for more sustained periods of time - visual art - diorama, media - stop motion movie. Information and communication technologies (ICT) Inquiring with ICT explores and uses ICT in the processes of inquiry and research across key learning areas plans and conducts simiple inquiries experiments with different ICT conducts structured searches for data and information from a limited range of sources Creating with ICT represents ideas, information and thinking develops imaginative solutions and responses Communicating with ICT shares and communicates ideas, understandings and responses collaboratively and safely for selected audiences communicates using different digital media Operating ICT follows advice and draws on personal knowledge and experience to use ICT describes common ICT devices using familiar ICT terminology when helping others to use ICT. DURATION This webquest has been designed to be undertaken as a term-long task. That is, weekly lessons of 1½ hours, for 10 - 12 weeks. However, this may be altered to accommodate individual class needs. For example, two lessons per week of approximately 2 - 2½ hours, for 6 - 8 weeks. IMPLENTATION AND OPTIONS Prior to introducing the webquest, conduct a demonstration of how water becomes polluted (using adlib story telling as well). You will need a large clear container with clean water in it, black craft paint and cooking oil mixed together, litter, some fishing net/line, a plastic bag, and any other items that can be used for pollution. You will also need feathers and/or plastic sea creatures to 'swim' in the clean water, and again later in the polluted water. Give each child a feather or sea creature and have them 'swim' the item in the unpolluted ocean (clean water). Examine the items and discuss how they have not been adversly affected. Depending on the items you have managed to collect for the pollution, you can begin to tell an adlib story about how the items of pollution ended up in our ocean (clean water) while gradually adding each item of pollution. Once all of the pollution items are in the container of water, have the students 'swim' their item in the now polluted ocean. Examine the items again and discuss the adverse affects, and what affect pollution has on the sea life. Task 1: Students are required to work individually on a computer for this task. If all of the required information cannot be found on the initial hyperlink, encourage the students to look further by either clicking on some of the already highlighted and hyperlinked information, or by conducting a 'google' search, for example. You can also suggest they locate the required information in non-fiction books during their library time. Once the students have all completed their research, write the research report up in class time. For the first draft of their sentences from their notes, you can cut the individual sections of the graphic organiser up and staple to lined paper for the students to write their sentences on. Correct each individual sentence, providing feedback on how/where the student can improve either their sentence structure or their information content. Keep all four of these sub headings from the graphic organiser, and the sentences in an envelope ready for writing up the final good copy of the report. Have each student create a poster using these sentences, and then add illustrations. Go to the evaluation page of the webquest for a printer friendly version of a rubric suitable for formal assessment. Task 2: This task requires the students to immerse themselves in the process of creative writing. They are to write a story using descriptive sentences about having an adventure as a sea creature. These stories are to be illustrated as well. On completion of this task, construct a class 'big book' to share. Ensure that the book is constucted well, maybe even bound, to show your respect for the students' hard work and efforts. Go to the evaluation page of the webquest for a printer friendly version of a rubric suitable for formal assessment. Instead of writing a story for this task, you may decide to choose another creative writing task such as writing a song, a poem, a commercial, or even an episode for a children's television program. Task 3: Brainstorm with the students the types of pollution that enters the ocean. As a whole class investigate the types of pollution and the effects it has on the sea creatures and the ocean using the hyperlinked sites. Conduct group discussions about pollution in the ocean, encouraging students to use higher order thinking skills of deductive reasoning, analysis, problem-solving and evaluation. Task 4: Divide the students into four small groups. These groups are to collaboratively create an ocean diorama using their researched sea creatures (and other sea creatures). They must include at least one item of pollution relevant to the particular sea creatures in their diorama. For example, plastic bags are particularly dangerous to turtles as they mistake them for jelly fish and eat them. Go to the evaluation page of the webquest for a printer friendly version of a rubric suitable for formal assessment. Task 5: This task is not an assessable item - it is purely for the enjoyment of the students. They are to remain in their designated groups for this task to further extend their development of collaborative learning skills. You will need to enlist the help of teacher aides, parents, student teachers, or experts in ICT to assist you with this task. Encourage the students to collect items they want to use in their movie such as plastic sea creatures, felt sea creatures, pollution items, coloured paper for the backdrop etc. This is a fun task for the students to finish their webquest on, and provides them with an ICT item that can be displayed in several places for several types of audiences. It is strongly recommended that you familiarise yourself with the process of creating a stop motion movie prior to undertaking this task. RESOURCES Pre-requisite: the demonstation and story of pollution in the ocean - clean water to murky water. For a class of 24 - a minimum of 12 computers with internet access. You can divide the class in half for the research task - 12 on computers, 12 completing worksheets, reading or other topic-related activity. Art and craft supplies for diorama. Digital camera, tripod. All websites required are listed on the resources page. ACKNOWLEGEMENTS: This webquest was developed as part of the e.learning course for the Graduate Diploma of Learning and Teaching at CQ University, Australia. I would like to acknowledge and thank the following people for their support and assistance in developing this webquest: Scot Alded, Lecturer at CQ University Frances Moores, WebQuest Direct Colleen Cooling, Education Queensland Staff, Frenchville State School All images and clipart used in this webquest are freely available on the internet from: iCLIPART.com Microsoft Office Online ClipArt Clip Art Warehouse Levi's Ledge ThinkQuest Library These images have been used for educational purposes. If there are objections to these images being used, please let me know and they will be removed. Permission is granted for other educators to copy this WebQuest, update or otherwise modify it, provided that the original author's name is retained along with a link back to the original URL of this WebQuest. Faye Boustead fbous1@eq.edu.au © 2010 WebQuest Direct \| printer friendly