8.+Teachers+Page



**Teachers Page**

**Title: On ya bike!** **Authors: Lee McConnell and Alice Harvey** **Aimed at: Grade 5 and 6 - VELS Level 4**  **Length of Web Quest:** TOTAL: 1 term (approx 11 weeks) Task: 3-4 weeks Process: 24 lessons - 8 weeks (3 sessions per week) **Note: Student Assessment:**  At the beginning of the time allocated for the major task, the teacher will need to lead a lesson that creates a student-centred rubric. This rubric will be used as a peer assessment tool. It is important that time is dedicated to this, as it will provide the students with an in depth background of expectations, but also will clarify the task itself. This lesson is also a wonderful brainstorming lesson that allows the class to collaborate all of their ideas in to one. This rubric is encouraged to be used as an anchor-chart, for students to refer back to, and add to, over the period of the task. This rubric is an effective medium to ensure students and the teacher share the same vision.

**Intended Learning Outcomes:** This Web Quest is designed for students to research and become aware of the benefits of bike riding. It is designed for students to think about and form their own opinions of current lifestyle and transport issues such as: traffic congestion, higher cost of living, global warming, lack of regular exercise participation, increasing time spent in the car. This Web Quest helps students to realise that bike riding is a sophisticated mode of transport - it is fun activity but also a great means to get from A to B. A community that continues to build safe bike paths and infrastructure, that promotes bike riding, will build a stronger, happier, healthier and sustainable community. **Note:** This Web Quest has been designed, presuming students have recently undergone curriculum activities that include: bike education, cyber safety. **Specific Learning Outcomes for Main Task:** 1. Team work: For students to work as a group effectively, to produce a thought provoking advertisement. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">2. Research: For students to be able to collaborate their own personal views, plus new ideas brought forward in the Web Quest. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3. Organisation and presentation: That students use creativity and style to make their advertisement interesting, engaging and motivating for the viewer. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">4. Content: That students develop skills and strategies,(once completed each small task) to represent an issue(s) in a succinct, organised and realistic way. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">5. Materials & Equipment: For students to become competent in using creative media equipment, including the appropriate software and computer programs. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Students will be allocated to a group of four, according to skill level, class dynamics and participation levels. The main task will take approximately 3-4 weeks, working on their task 3 sessions a week. Each group will be given a name e.g. BMX's, Fixie's, Cruiser's, Racer's. Each group will need to discuss their ideas and plan briefly with their teacher. Each group will need to decide specific team roles - team director, reporter, presenter, recorder (depending on which type of media advertisement they use.) Depending on equipment availability, each group may have to work on their task at different times of the day. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The teacher is required to give students clear expectations and provide a timeline with set goals, to ensure students know where they should be up to at each day and each week. This is one example of a timeline that you can use with students: <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The final advertisement will be presented and celebrated following this time frame, according to other curriculum commitments. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;"> <span style="display: block; font-family: Tahoma,Geneva,sans-serif;"> <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">**VELS references for Main Task:** <span style="display: block; font-family: Tahoma,Geneva,sans-serif;"> <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">**Civics and Citizenship - Level 4** <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">**Learning Focus** <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Students understand the ways in which Australian citizens are influenced by and can influence local, state, national, regional and global decisions and movements, including issues of sustainability. 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. They understand that protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect positive change. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Students research an issue, or issues using a range of resources including electronic media. These could 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. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Students explore ways in which they can actively participate in their school and community. They investigate the qualities of leadership through past and present examples. They are provided with opportunities to participate in school events and experience class and school leadership roles and their responsibilities. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">**Community Engagement - Level 4** <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">**Learning Focus** <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">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. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;"> <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">**Communication - Level 4** <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">**Learning Focus** <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Presenting - At Level 4, students summarise and organise ideas and information, logically and clearly in a range of presentations. They identify the features of an effective presentation and adapt elements of their own presentations to reflect them. Using provided criteria, they evaluate the effectiveness of their own and others’ presentations. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">**Minor Tasks:**
<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The following document will give you a better understanding of how each minor task needs to be implemented. Please print this out for your reference. Each task has been set to be open-ended; please add your past experiences and insight into each activity. That way, these tasks continue to develop and are specific to your class. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;"> <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The following table will give you a general overview of each minor task including; Time spent, Learning Outcome and VELS references. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To generate discussion with family and friends. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Domain: Humanities (Geographic knowledge and understanding) <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.75: <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Using different tools for measurement. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Applying mapping, scale and navigation skills to everyday situations. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Domain: Mathematics (Measurement, Chance and Data), Humanities (Geospacial skills) <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.25: <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.5: <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.75: <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To draw conclusions from data. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To use ICT (survey monkey program) to generate surveys. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Domain: Thinking Processes (Reasoning, process and inquiry) <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.75: <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To develop summarising and inferencing skills. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To demonstrate understanding of rules and regulations and bike safely. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Domain: English (Reading, Speaking and Listening), Humanities (Community engagement) <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.25: <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.75 <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Use creativity (visual arts skills), research and understanding from readings to create their own invention. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Domain: Humanities (Historical knowledge and understanding), Investigating and Designing (Design, Creativty and Technology) <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.75: <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To use a digital camera. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To use powerpoint. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To demonstrate comprehension skills (listening to a podcast). || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Domain: Health knowledge and promotion (Health and Physical Education), Information Communications Technology (ICT for Visual Thinking) <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.5 : <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To use a digital camera. <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To consolidate understanding of how to write a procedural text (exploring different structures). || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">English (Writing, Speaking and Listening), Design, Creativity and Technology (Investigating and Designing) <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.5 <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.75 <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To develop debating skills: understanding of debating structure, speaking and listening, writing for a specific audience (style and tone). <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To plan, draft, proof read and practice. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Domain: Humanities (Community Engagement), English (Reading, Writing, Speaking and Listening) <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.25: <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.5: <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3.75
 * ~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Activity Name ||~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Time Spent ||~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Learning Outcome ||~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">VELS Reference ||
 * ~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">1. **Global Warming** || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">1 lesson plus homework (1 night) || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Develop understanding of greenhouse emissions and environmental impact.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">identification of the impact of natural processes on the environment and population in a local area; for example, erosion and landslip, high rainfall and flooding in the school yard, bushfire and firefighting techniques ||
 * ~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">2. Mapping || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3 lessons plus homework (1 night) || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To consolidate understanding of estimation and conversion of metric measures.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">conversion between metric measurements for length; for example, 0.27m = 27cm
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">estimation and measurement of surface area; for example, use of square metres, and area of land; for example, use of hectares
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">awareness of the accuracy of measurement required and the appropriate tools and units
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">application of simple mapping conventions to self-drawn maps
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">inclusion of the concepts of distance, location and direction where relevant in reports and maps ||
 * ~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3. Surveying || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">2 lessons plus homework (1 night) || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Creating meaningful questions to facilitate effective surveying and data collection.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">with teacher support, formulation of appropriate key questions for their investigations or responses
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">evaluation of the usefulness of information collected for investigations, reports or responses ||
 * ~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">4. Rules and Regulations || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3 lessons || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To develop note taking skills.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">interpretations of and responses to a range of literary and everyday texts
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">summary of main ideas after listening to others’ presentations
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">a point of view on a current issue, presenting evidence and making recommendations about how governments and citizens might take action about it ||
 * ~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">5. History and Future || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">1 lesson || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To appreciate the bike as a sophisticated invention that continues to evolve.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">use of annotated timelines to show change and continuity over time
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">annotation of design ideas with reference to environmental or social constraints ||
 * ~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">6. Lifestyle || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3 lessons || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Establish a link between bike riding and healthy lifestyle.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">identification of factors which affect physical, social and emotional health, both positively and negatively
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">identification of the key features of a range of health services, products and/or information
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">creation of graphic organisers, selected from a collaboratively developed list, that are appropriate for new learning situations, using familiar software and techniques to manipulate and edit a variety of data types such as images, text and numbers ||
 * ~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">7. Service your bike || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">6 lessons || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">To consolidate note taking skills.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">inclusion of appropriate visual images and information in print and electronic texts
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">use of structures and features appropriate to purpose and audience of print and electronic texts
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">summary of main ideas after listening to others’ presentations
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">development of detailed steps for a recipe or a product/system plan, or detailed modification of an existing recipe or plan ||
 * ~ <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">8. The Helmet Debate || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">5 lessons plus homework (as necessary) || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Develop a perspective on the issue at hand.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">understanding of more than one perspective on an issue, and actions that might be taken to resolve it
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">use of strategies for planning, drafting, proofreading, editing and revising
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">variation in tone, volume, and pace of speech to add emphasis
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">a point of view on a current issue, presenting evidence and making recommendations about how governments and citizens might take action about it
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">analysis and discussion of a range of perspectives presented in different texts on the same topic
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">rehearsal of presentations, with attention to variation of pace, volume, pitch and pronunciation to enhance meaning ||

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