Teacher's+Page

** Teacher's Guide ** This WebQuest focuses on exploring national identity in Australia. Throughout the task and process, student will learn about key events that have contributed to Australia as a nation. Children will explore symbols, anthems, celebrations, key dates, art works and music of Australia's past and present. Upon completion of this unit students will have a greater understanding about the many aspects of our unique country and the Australian way of life. This WebQuest was designed for grade 3/4 students in Australia. It covers the following standards in VELS (Civic and Citizenship, Humanities, The Arts, English, Design Creativity and Technology, Information Communication Technology, and Thinking Processes. It is intended that this unit run for a term during the alloted integrated sessions on a weekly basis.

Teachers will need to ensure they have:
 * Access to logged in computers, laptops during every integrated lesson throughout the duration of the unit.
 * Group journals with printed out copies of activity in brief (table form to stick in the back of books and signed on completion of each different level.
 * Art materials need to be accessible at every lesson and in particular various textiles for the flag creations and display set up for the expo
 * A space to display all of the pieces created throughout the unit and reliable access to publishing facilities (printers, binders, folders, poster papers, photocopier)
 * Every Picture Tells a Story book: Adventures in Australian Art- By John Ross and Anna Booth. This book has formed a major part of lesson planning in regards to the tasks outlayed in searching for meaning in national identity and why being Australian is so unique. This book is a journey throughout Australia's history, the big events and the big themes of our national story have always been the subject of artistic interpretation. Every Picture Tells a Story was conceived as a project with the National Gallery of Australia the concept was to bring Australia's history alive to children through the NGA's collection. Grand iconic images sit beside prints, drawings and photographs, many of them with contemporary themes. Of course there is Ned Kelly and the first Australians but we also include nature through bushfires, rabbit plagues, the wild new creatures and of course wool. Social movements and consequences are also explored - the gold rush, shearers strikes, the great depression and life in the suburbs. Sport, politics, the built environment and music all get a run.

The below table details spefical VELS Standards that will be covered during this unit **﻿** ** Physical, Personal, and Social Learning - Level 3 ** ** Discipline-based Learning - Level 3 ** ** Interdisciplinary Learning - Level 3 **
 * ** Learning Area ** || <span style="font-family: Verdana,Geneva,sans-serif;">** Standards ** ||
 * <span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">**Civic and Citizenship** || <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- Students demonstrate understanding of the contribution of people from the many culturally diverse groups that make up the Australian community.- They sequence and describe some key events in Australia’s democratic history.- They describe symbols and emblems of national life in Australia and identify values related to symbols and national celebrations and commemorations. ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">** Learning Area ** || <span style="font-family: Verdana,Geneva,sans-serif;">** Standards ** ||
 * <span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">**Humanities** || <span style="font-family: Verdana,Geneva,sans-serif;">** - ** At Level 3, students describe and sequence some key events in Australian history, some key commemorations and celebrations including Anzac Day, and key aspects of the histories of cultural groups that make up their class, community and nation. <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- At Level 3, students use a range of historical evidence, including oral history, artefacts, narratives and pictures, to retell events and describe historical characters. They develop simple timelines to show events in sequence.- They explain some of the differences between different types of historical evidence, and frame questions to further explore historical events. ||
 * <span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">**The Arts** || <span style="font-family: Verdana,Geneva,sans-serif;">** Creating and making **** - ** At Level 3, students create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings. <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies. - They show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making. - They refine their work in response to feedback and self-evaluation. <span style="font-family: Verdana,Geneva,sans-serif;">** Exploring and responding ** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- At Level 3, students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works from their own and other cultures, and use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works ||
 * <span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">**English** || <span style="font-family: Verdana,Geneva,sans-serif;">** Speaking and Listening ** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- At Level 3, students vary their speaking and listening for a small range of contexts, purposes and audiences. - They project their voice adequately for an audience, use appropriate spoken language features, and modify spoken texts to clarify meaning and information.- They listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately, ask clarifying questions, volunteer information and justify opinions. ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">** Learning Area ** || <span style="font-family: Verdana,Geneva,sans-serif;">** Standards ** ||
 * <span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">**Design, Creativity, and Technology** || <span style="font-family: Verdana,Geneva,sans-serif;">** Investigating and designing ** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- At Level 3 students, individually and in teams, generate ideas based on a design brief, demonstrating understanding that designs may need to meet a range of different requirements. - They use words, labelled sketches and models to communicate the details of their designs, and clarify ideas when asked. <span style="font-family: Verdana,Geneva,sans-serif;">** Analysing and evaluating ** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- They identify what has led to improvements and describe what they consider to be the strengths and drawbacks of their design, product or simple system. - They consider how well a product or simple system functions and/or how well it meets the intended purpose ||
 * <span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">**Information and Communication Technology** || <span style="font-family: Verdana,Geneva,sans-serif;">** ICT for visualising thinking ** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- At Level 3, students use ICT tools to list ideas, order them into logical sequences, and identify relationships between them.- Students retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations. <span style="font-family: Verdana,Geneva,sans-serif;">** ICT for creating ** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- They follow simple plans and use tools and a range of data types to create information products designed to inform, persuade, entertain or educate particular audiences. - They create information products to assist in problem solving in all areas of the curriculum. - With minimal assistance, students use ICT tools to capture and save images. - They use simple editing functions to manipulate the images for use in their products.- They make ongoing modifications to their work to correct the spelling of frequently used words and to rectify simple formatting errors. - They evaluate the final information product and describe how well it meets its purpose. - - Students make adjustments to their equipment and apply techniques that are ergonomically sound. <span style="font-family: Verdana,Geneva,sans-serif;">** ICT for communicating ** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- They locate information on an intranet, and use a recommended search engine and limited key words to locate information from websites. They develop and apply simple criteria to evaluate the value of the located information. ||
 * <span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">**Information and Communication Technology** || <span style="font-family: Verdana,Geneva,sans-serif;">** ICT for visualising thinking ** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- At Level 3, students use ICT tools to list ideas, order them into logical sequences, and identify relationships between them.- Students retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations. <span style="font-family: Verdana,Geneva,sans-serif;">** ICT for creating ** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- They follow simple plans and use tools and a range of data types to create information products designed to inform, persuade, entertain or educate particular audiences. - They create information products to assist in problem solving in all areas of the curriculum. - With minimal assistance, students use ICT tools to capture and save images. - They use simple editing functions to manipulate the images for use in their products.- They make ongoing modifications to their work to correct the spelling of frequently used words and to rectify simple formatting errors. - They evaluate the final information product and describe how well it meets its purpose. - - Students make adjustments to their equipment and apply techniques that are ergonomically sound. <span style="font-family: Verdana,Geneva,sans-serif;">** ICT for communicating ** <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- They locate information on an intranet, and use a recommended search engine and limited key words to locate information from websites. They develop and apply simple criteria to evaluate the value of the located information. ||
 * <span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">**Thinking Processes** || ===<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Standards ===

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Reasoning, processing and inquiry
<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- At Level 3, students collect information from a range of sources to answer their own and others’ questions. They question the validity of sources when appropriate. They apply [|thinking strategies] to organise information and [|concepts] in a variety of contexts, including problem solving activities. They provide reasons for their conclusions. ===<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Creativity === <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- At Level 3, students apply creative ideas in practical ways and test the possibilities of ideas they generate. They use open-ended questioning and integrate available information to explore ideas. ===<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">Reflection, evaluation and metacognition === <span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">- At Level 3, students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking. ||