Teachers' Page
This page is dedicated to informing other teachers of the KLAs and their outcomes & indicators included within the WebQuest, whilst demonstrating and clarifying differentiation within the WebQuest. The Teachers' Page also includes hints, advice, additional resources and tools for teachers when implementing this WebQuest, making this WebQuest adaptable to the needs of varying classes.
Introduction
*Prior to commencing this webquest, a teacher directed lesson should be conduct to introduce the topic and demonstrate navigation of the WebQuest. This lesson will incorporate an overview of the gold rush and a lesson on how to use the WebQuest. Iit also provides the opportunity to observe students ICT skills and can help to assign groups for the task.
This WebQuest seeks to educate students about the Gold Rush in Australia and how people lived during that time. It is important that students become aware of Australia's history and how todays multicultural society came to be. Being educated with information about Australia's history can promote an understanding of varying cultures and identity. Students can also use the information they have learnt about Australian history and become teachers to others, promoting a happy multicultural country.
Lessons about our country's history will serve students well for the rest of their lives. This WebQuest addresses one area of Australia's history, it hopefully will encourage students to independently inform themselves of other areas of Australian history or history in general, so that they learn about issues and concepts that may affect them in years to come.
This WebQuest seeks to educate students about the Gold Rush in Australia and how people lived during that time. It is important that students become aware of Australia's history and how todays multicultural society came to be. Being educated with information about Australia's history can promote an understanding of varying cultures and identity. Students can also use the information they have learnt about Australian history and become teachers to others, promoting a happy multicultural country.
Lessons about our country's history will serve students well for the rest of their lives. This WebQuest addresses one area of Australia's history, it hopefully will encourage students to independently inform themselves of other areas of Australian history or history in general, so that they learn about issues and concepts that may affect them in years to come.
Learners
The students who will complete this WebQuest are in a year 6 Human Society and its Environment class. It is designed for students of all learning abilities and includes step-by-step instructions to ensure that all students can complete the WebQuest tasks with little to no assistance. The tasks included are intended to allow the students to work collaboratively and share their newly acquired knowledge through researching, writing, mini quizes and creative poster construction.
Appropriate Stage Level: Stage 3 (Year 5 and 6) but can be modified for Year 4 students that are gifted and talented or accelerated learners.
Pre-requisites:
*students need to know how to use a computer to navigate websites
*ability to work in a group
*knowledge of written and spoken text (language)
Appropriate Stage Level: Stage 3 (Year 5 and 6) but can be modified for Year 4 students that are gifted and talented or accelerated learners.
Pre-requisites:
*students need to know how to use a computer to navigate websites
*ability to work in a group
*knowledge of written and spoken text (language)
KLAs, Outcomes & Indicators
Below are the outcomes and indicators of each KLA integrated into this WebQuest.
Human Society and its Environment
Outcome: CCS3.1
Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage.
Indicators:
* explains the impact of the discovery of gold on all Australians
* examines viewpoints of women and of Aboriginal, Chinese and British people about the events, people and actions associated with the goldrush era in Australia
* describes ways of life associated with the goldrush era and colonial expansion from different perspectives, including those of women, children, Aboriginal people, Chinese people, miners and settlers
* identifies places associated with nationally significant
events and people
Outcome: CUS3.3
Describes different cultural influences and their contribution to Australian identities.
Indicators:
* demonstrates an understanding of different viewpoints about what is an Australian identity and gives their own impressions and point of view
* examines the contributions of Aboriginal people to Australian culture and identity
* examines the contributions of women to Australian culture and identity
* examines the contributions of some migrant groups to Australian culture and identity
Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage.
Indicators:
* explains the impact of the discovery of gold on all Australians
* examines viewpoints of women and of Aboriginal, Chinese and British people about the events, people and actions associated with the goldrush era in Australia
* describes ways of life associated with the goldrush era and colonial expansion from different perspectives, including those of women, children, Aboriginal people, Chinese people, miners and settlers
* identifies places associated with nationally significant
events and people
Outcome: CUS3.3
Describes different cultural influences and their contribution to Australian identities.
Indicators:
* demonstrates an understanding of different viewpoints about what is an Australian identity and gives their own impressions and point of view
* examines the contributions of Aboriginal people to Australian culture and identity
* examines the contributions of women to Australian culture and identity
* examines the contributions of some migrant groups to Australian culture and identity
English
Outcome: TS3.1
Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, well organised ideas dealing with more challenging topics.
Indicators:
*listens to and gives detailed descriptions of a range of settings, people, places, objects *engages in discussions involving more than one point of view about characters and events
*explores ideas and topics in a group set up by teacher or peers
Outcome: RS3.5
Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.
Indicators:
*reads extended novels and informational texts for personal enjoyment, interest and research
*uses e-mail and Internet sources to request and receive information.
Outcome: WS3.12
Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.
Indicators:
*uses a variety of drafting techniques
*plans writinf through discussion with others and by making notes, lists or drawing diagrams
*uses a variety of drafting techniques
*plans writing through discussion with others and by making notes, lists or drawing diagrams
*contributes to joint text construction activities
Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, well organised ideas dealing with more challenging topics.
Indicators:
*listens to and gives detailed descriptions of a range of settings, people, places, objects *engages in discussions involving more than one point of view about characters and events
*explores ideas and topics in a group set up by teacher or peers
Outcome: RS3.5
Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.
Indicators:
*reads extended novels and informational texts for personal enjoyment, interest and research
*uses e-mail and Internet sources to request and receive information.
Outcome: WS3.12
Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.
Indicators:
*uses a variety of drafting techniques
*plans writinf through discussion with others and by making notes, lists or drawing diagrams
*uses a variety of drafting techniques
*plans writing through discussion with others and by making notes, lists or drawing diagrams
*contributes to joint text construction activities
Task differentiation
For those students who would like to extend themselves outside the classroom they can refer to the WebQuest anywhere that has the Internet, this provides them with the opportunity to do further research and allows for parents to view the activities and assessments students are completing in the classroom.
Each student is to complete the mini quiz during the unit of work with teachers using this data to address any learning gaps and provide further scaffolding and support to those students who need it. Questions in the Mini Quiz consist of multiple choice and short answer formats catering to students of both low and high ability, this is can be used as an assessment tool to ensure understanding of the content being presented.
We have listed outcomes and indicators for HSIE and English. If any changes are made or the additional resources are used, other KLA 'S will be integrated into the unit of work (Maths, Science and Creative arts). The activities can be
altered to accomodate the varying ability levels of the students. A variety of questions have been asked throughout the WebQuest however these can be changed to increase the level of difficulty or simplified for students who may require additional support.
Each student is to complete the mini quiz during the unit of work with teachers using this data to address any learning gaps and provide further scaffolding and support to those students who need it. Questions in the Mini Quiz consist of multiple choice and short answer formats catering to students of both low and high ability, this is can be used as an assessment tool to ensure understanding of the content being presented.
We have listed outcomes and indicators for HSIE and English. If any changes are made or the additional resources are used, other KLA 'S will be integrated into the unit of work (Maths, Science and Creative arts). The activities can be
altered to accomodate the varying ability levels of the students. A variety of questions have been asked throughout the WebQuest however these can be changed to increase the level of difficulty or simplified for students who may require additional support.
Additional resources
Below is a useful resource from the Sovereign Hill Education website:
http://sheducationcom.ascetinteractive.biz/images/Sovereign%20Hill%20Immigration%20Kit%20PDF.pdf
Below is a chart that provides alternate activities to either extend learners or assist struggling students. The activities in the chart can replace listed tasks in the WebQuest or provide additional work for the extended learners.
http://sheducationcom.ascetinteractive.biz/images/Sovereign%20Hill%20Immigration%20Kit%20PDF.pdf
Below is a chart that provides alternate activities to either extend learners or assist struggling students. The activities in the chart can replace listed tasks in the WebQuest or provide additional work for the extended learners.
teaching_resource_-_blooms_taxonomy_for_the_gold_rush.doc | |
File Size: | 67 kb |
File Type: | doc |
Process duration
This WebQuest should take 10 lessons to complete. Below is a suggested time frame for lessons:
Lesson 1: Introduction lesson to the gold rush, use of WebQuest & Step 1: KLW Chart (1 hour)
Lesson 2-3 (possibly 4th lesson, if required): Step 2: Research your assigned group of people & answer questions & Step 3: Australian Map (1 hour per lesson)
Lesson 4-5: Step 4: Create a poster (first lesson to draft poster, after the teacher has checked students are to publish their poster during the fifth lesson) (1 hour for draft and 30 minutes for publishing)
Lesson 6: Step 5: Share your knowledge with others. Students are to present their poster to fellow classmates (30 minutes)
Lesson 7: Step 6: Mini Quiz to be completed individually (20 minutes)
Lesson 8: Step 7: Letter (30 minutes for draft, 30 minutes for publishing, a total of 1 hour for the lesson)
Lesson 9: GOLD! This lesson is available to catch up on missed lessons. Teacher can assign additional tasks from the teachers page for students who have completed all work. If all tasks are completed students may play the interactive gold rush game.
Lesson 10: Reflection on content covered and class discussion. If time permits or teacher thinks it is beneficial a brief lesson may be conducted to compare the differences between the gold rush era and life in the new millienium. This brief lesson may include the following short video:
http://www.abc.net.au/btn/story/s2823680.htm
Last Lesson/Assembly: Students are presented with their first WebQuest certificates with a round of applause.
Lesson 1: Introduction lesson to the gold rush, use of WebQuest & Step 1: KLW Chart (1 hour)
Lesson 2-3 (possibly 4th lesson, if required): Step 2: Research your assigned group of people & answer questions & Step 3: Australian Map (1 hour per lesson)
Lesson 4-5: Step 4: Create a poster (first lesson to draft poster, after the teacher has checked students are to publish their poster during the fifth lesson) (1 hour for draft and 30 minutes for publishing)
Lesson 6: Step 5: Share your knowledge with others. Students are to present their poster to fellow classmates (30 minutes)
Lesson 7: Step 6: Mini Quiz to be completed individually (20 minutes)
Lesson 8: Step 7: Letter (30 minutes for draft, 30 minutes for publishing, a total of 1 hour for the lesson)
Lesson 9: GOLD! This lesson is available to catch up on missed lessons. Teacher can assign additional tasks from the teachers page for students who have completed all work. If all tasks are completed students may play the interactive gold rush game.
Lesson 10: Reflection on content covered and class discussion. If time permits or teacher thinks it is beneficial a brief lesson may be conducted to compare the differences between the gold rush era and life in the new millienium. This brief lesson may include the following short video:
http://www.abc.net.au/btn/story/s2823680.htm
Last Lesson/Assembly: Students are presented with their first WebQuest certificates with a round of applause.
Hints & Advice for Teachers
- Check the class blog daily for any questions
- After lesson eight check Edmodo to ensure all students have submitted their Letters online
- Be there to help with any questions that they may have and most importantly monitor the students when they are browsing on the internet.
- Make sure that you review the WebQuest to ensure that you can navigate it correctly and troubleshoot any students questions quickly and with ease.
Tools for Teachers
If students are struggling in their pursuit for information you may like to provide them with the below Gold timeline which will prompt them in their research findings.
gold_timeline.pdf | |
File Size: | 46 kb |
File Type: |
In addition to this, check the Credits sub-page for a rich variety of resources.
Resources
Materials required to complete the WebQuest:
- A computer/iPad or laptop for each student with internet access and connectivity to a printer
- Printing paper
- black & white and coloured ink (for printer)
- a rich variety of books on the gold rush (check reference list)
- coloured poster cardboard
- coloured textas, pencils etc.
- HSIE workbooks
- Certificates
Statement
We will not modify the contents, layout or any aspect of our assignment after submission until our grade for this unit appears on student connect.