The Webquest
Topic: "Significant Australians"
Title: "Australian of the Universe" Stage: 3 Year: 6 Time: Term 4, approx. 10 weeks duration (this will change depending on student engagement and depth of understanding to be gained) KLAs: History, English, Mathematics, Science and Technology, Creative Arts Tasks: 6 tasks (each linked to a specific level of Bloom's Taxonomy) (information on each task provided below) |
Premise
This webquest places students in the position of a 'researcher' for a fictional 'board of directors' which has been established to select the recipient of the new 'Australian of the Universe' award. Students move through the tasks in order to learn the important background information and contexts that will help them in picking their chosen nominee, about whom they will research in depth. The students' ultimate task is to determine their selected person's achievements, contribution and significance to Australia's history, society and culture. The webquest is largely influenced by the key inquiry question provided in the History Australian Curriculum: "What contribution have significant individuals and groups made to the development of Australian society?"
This webquest places students in the position of a 'researcher' for a fictional 'board of directors' which has been established to select the recipient of the new 'Australian of the Universe' award. Students move through the tasks in order to learn the important background information and contexts that will help them in picking their chosen nominee, about whom they will research in depth. The students' ultimate task is to determine their selected person's achievements, contribution and significance to Australia's history, society and culture. The webquest is largely influenced by the key inquiry question provided in the History Australian Curriculum: "What contribution have significant individuals and groups made to the development of Australian society?"
Design
This webquest is generally 'pitched' at a high level, with each task eliciting an increasing level of cognitive application (as per Bloom's Taxonomy). This is purposeful, as we are aiming to create a final 'exit' unit of work for Year 6 students, to prepare them for the demands of independent study during the highschool years. Thus, the webquest assumes prior knowledge of several key skills in researching, composing written responses (such as a historical recount or speech) and background knowledge in some topics (such as the first fleet, the gold rush etc.)
This webquest is generally 'pitched' at a high level, with each task eliciting an increasing level of cognitive application (as per Bloom's Taxonomy). This is purposeful, as we are aiming to create a final 'exit' unit of work for Year 6 students, to prepare them for the demands of independent study during the highschool years. Thus, the webquest assumes prior knowledge of several key skills in researching, composing written responses (such as a historical recount or speech) and background knowledge in some topics (such as the first fleet, the gold rush etc.)
Grouping
During this webquest students complete both independent and group activities (see below). Tasks 2 and 3 particularly utilise the grouping of three or four students to encourage discussion, sharing of ideas and cooperative teamwork skills. In completing the mind map activity students will be required to 'pull together' their prior knowledge and work together to create a visual representation of their thoughts and understandings.
During this webquest students complete both independent and group activities (see below). Tasks 2 and 3 particularly utilise the grouping of three or four students to encourage discussion, sharing of ideas and cooperative teamwork skills. In completing the mind map activity students will be required to 'pull together' their prior knowledge and work together to create a visual representation of their thoughts and understandings.
Submitting Answers:
There are several 'contact form' elements incorporated into the pages of the webquest. Students type information into the required fields and press the submit button in order to proceed to the next task.
How this works:
The information is stored for the admin of the website.
Alternatively, an email account has been set up to which student answers are automatically sent.
Each question has a code when answering and also contains the information of the person who submitted it.
The email account can be accessed by the following email and password (it's an actual account that works!):
[email protected]
1234TEACH
There are several 'contact form' elements incorporated into the pages of the webquest. Students type information into the required fields and press the submit button in order to proceed to the next task.
How this works:
The information is stored for the admin of the website.
Alternatively, an email account has been set up to which student answers are automatically sent.
Each question has a code when answering and also contains the information of the person who submitted it.
The email account can be accessed by the following email and password (it's an actual account that works!):
[email protected]
1234TEACH
Task Information
Each task is directly linked to the levels of Bloom's Taxonomy. Click HERE to learn more.
Task 1: Remembering
Topic: Australian of the Year
In this task, students are asked to explore the meaning of the Australian of the Year awards. It is designed as a short introduction and provides students with background information for the later tasks. Students access the provided links to find the information to answer the given questions. This is a read, remember and respond task with short answer questions. Students complete this task individually. |
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Task 2: Understanding
Topic: Previous recipients of the Australian of the Year Award
In this task, students identify, and explore previous recipients of the Australian of the Year Award. They are required to research one winner from each decade using either web based or book based resources. This activity places students into groups of three or four. Students are then allowed to choose which people they wish to research from each decade. Students then represent the information they have gathering in a timeline format, either using the word document provided or by using art materials (that would be available in the classroom). |
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Task 3: Applying
Topic: Nominating a significant person
In this task, students identify and select a set of qualities and skills (a criteria) that a person should display in order to be eligible for the imaginary 'Australian of the Universe' awards. Continuing to work in their groups, students apply the knowledge they gained in the previous task, in considering a criteria for the 'Australian of the Universe' award (based on previous 'Australian of the Year' recipients). Students are then asked to brainstorm a list of significant Australian people and events that they can recall either from their prior knowledge of from what they have discovered during the webquest so far. |
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Task 4: Analysing
Topic: Significant Australians
In this task, students independently research various significant Australians in their quest to choose a person to nominate for the fictional 'Australian of the Universe' award. Students must then submit the name of the person they have chosen to research to the 'board of directors'. Note: All the people are from pre-1960s Australia in keeping with the theme (of nominating an 'Australian of the Universe' from before the first Australian of the Year award in 1960). The list of people provided to students attempts to find a balance between indigenous and non-indigenous Australians as well as a gender balance between male and female choices. There is also a range of disciplines for which the person is famous for, such as sport, art, music, politics, war veterans, poets and authors. However, this webquest could be adjusted to meet student needs by incorporating and addressing their own individual interests. |
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Task 5: Evaluating
Topic: Significant Events in Australia's History
In this task, students research an event in Australia's history that interests them. Students begin by first exploring a timeline of Australia's history to prompt the emergence of prior knowledge and understanding. Students then access the provided list of events and select the one that most interests them. This task culminates in students writing a historical narrative from the perspective of a person living experiencing their chosen event. Students are constructing an informative text, and are reminded of the structure, language and grammar features required. Students are provided with a marking rubric in the 'Rubric' tab for self assessment. Note: The list of events provided to students contains events that occurred (or being) prior to 1960 (this is in keeping with the theme to nominate an Australian of the Universe from pre-1960, the date of the first Australian of the Year award). The list deliberately does not necessarily match the list of significant people provided in the previous task. This is to provide students with a wide range of topics and discipline areas (such as science and technology). Depending on the class, it may be more advantageous to link the people and events together. For this, the teacher could provide a list of significant events that the people were directly involved in or, alternatively, a list of events from the same time period or context as the people. Below is a detailed summary of events in Australian history taken from the My Place website. This is to be used as a teacher resource and to provide relevant background information for events in each decade. The original document can be accessed at the following link (located at the bottom of the page): http://www.myplace.edu.au/decades_timeline/decades_timeline_series_one/decade_timeline_landing_1.html |
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Task 6: Creating
Topic: 'Australian of the Universe' nominee
In this task, students compose a speech to convince the board of directors to present the 'Australian of the Universe' award to their chosen nominee. In creating a speech, students are constructing a persuasive text, and are reminded of the structure, language and grammar features required. Students are provided with a marking rubric in the 'Rubric' tab for self assessment. |
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Task 7: Final Challenge
The final challenge is an invitation for students to present their speech to the board of directors
(represented in the classroom by the teacher(s). Students are also given the opportunity
to embellish their presentation by use of visual aids (such as a PowerPoint, Prezi or video).
Students may also choose to present their other research gained throughout the webquest.
(represented in the classroom by the teacher(s). Students are also given the opportunity
to embellish their presentation by use of visual aids (such as a PowerPoint, Prezi or video).
Students may also choose to present their other research gained throughout the webquest.