Level:
Grade 5/6, with students working towards VELS level 4.
Length of unit:
This unit will run over approximately one school term of 10 weeks.
Part 1: Approximately 2 weeks.
Part 2: Approximately 3 weeks.
Part 3: Approximately 3 weeks.
Part 4: Approximately 2 weeks.
Prior knowledge:
These students would have some basic knowledge about recycling - predominantly on cans and bottles. The intended learning purpose of this webquest is for students to gain further knowledge and understanding of the different recycling areas (specifically food waste, water and paper waste). In addition, students are applying their computer, design and problem solving skills.
Resources provided:
For this particular webquest, materials and resources are provided by the school/teacher; such as basic stationary, computers (with proper software like Microsoft Word, Inspiration, internet browser, etc.), internet access, and materials required for the different activities.
VELS:
The ‘eco-living in our homes and schools’ webquest links well with a number of VELS learning domains for Level 4:
The Civics and Citizenship domain: Under the Community Engagement dimension, students should be able to contribute to the ‘organisation of activities such as rubbish recycling, and participation in those activities with teacher support’ (3.5). Students will learn during Part 3 how to use a recycling system to help their school become more environmentally-friendly. This task will develop in students a belief and desire to make a difference in their school environment through the use of recycling technology. Students will design and create their recycling system in a collaborative way, making ‘use of democratic processes to solve problems in groups and in the class’ (3.5).
The Design, Creativity and Technology domain: Under the Investigating and Designing dimension, students will contribute to the ‘annotation of design ideas with reference to the intended function and/or appearance of the product’ (3.5). Students will participate in a brainstorming session, where they will develop and record ideas relating to the design of their recycling system. Students will need to demonstrate that they can link their design ideas to the intended function and/or appearance of the product, as specified in the Research section of Part 2. At the end of Part 2, students should be able to assist in the ‘generation of design ideas – labeled sketches and drawing, explanations or models – in response to a design brief’ (3.25).
Under the Producing dimension, students will be involved in the ‘selection of and work with a variety of materials, ingredients and systems components to make a functional product using a range of production and finishing/presentation techniques’ (3.75). In Part 2 and 3, students are responsible for selecting appropriate materials and systems components, in order to create a functional recycling system that stands up to experimentation. The group will justify their selection of materials orally using cameras and video cameras, and during the formal presentation in Part 4.
Under the Analysing and Evaluating dimension, students will provide an ‘oral and written reflection on their design as it is developed, ... justifying design choices’ (3.75). The oral reflection will take place formally during the presentation in Part 4, however, students should justify and reflect on their work as it is being developed. Students requiring extension will have the opportunity to create a written reflection on their work in Part 4.
The Information and Communication Technology domain: Under the ICT for Communicating dimension, students will be asked to make ‘use of nominated communications methods to acquire information from, or share information with, peers and known experts’ (3.5). Students will learn to share information about the creation of their recycling system with their peers using different formats and technology, including reports and documentaries.
The Thinking Processes domain: Under the Reasoning, Processing and Inquiry dimension, students will work towards the ‘development of conceptual knowledge through the organisation of information collected for an investigation, and its use in assisting problem solving and decision making’ (3.5). Students need to show evidence of having read and understood the Research section of Part 2. This will be evident in how students design, create and implement their recycling system, and also in how students’ makes reference to their research and reading while documenting their work.
Under the Creativity dimension, students will make ‘use of creative thinking strategies such as questioning, brainstorming and mind mapping to solve problems in a variety of contexts’ (3.75). Students will brainstorm using a computer-based mind map in Part 1. This will help develop their conceptual understanding of recycling. Students will then create a journal entry to analyse, question, and respond to what they have recorded in the mind map. Students will also use questioning and brainstorming strategies to help them design a recycling system.
Eco-Living in our homes and schools.
Level:
Grade 5/6, with students working towards VELS level 4.
Length of unit:
This unit will run over approximately one school term of 10 weeks.
Part 1: Approximately 2 weeks.
Part 2: Approximately 3 weeks.
Part 3: Approximately 3 weeks.
Part 4: Approximately 2 weeks.
Prior knowledge:
These students would have some basic knowledge about recycling - predominantly on cans and bottles. The intended learning purpose of this webquest is for students to gain further knowledge and understanding of the different recycling areas (specifically food waste, water and paper waste). In addition, students are applying their computer, design and problem solving skills.
Resources provided:
For this particular webquest, materials and resources are provided by the school/teacher; such as basic stationary, computers (with proper software like Microsoft Word, Inspiration, internet browser, etc.), internet access, and materials required for the different activities.
VELS:
The ‘eco-living in our homes and schools’ webquest links well with a number of VELS learning domains for Level 4:
The Civics and Citizenship domain: Under the Community Engagement dimension, students should be able to contribute to the ‘organisation of activities such as rubbish recycling, and participation in those activities with teacher support’ (3.5). Students will learn during Part 3 how to use a recycling system to help their school become more environmentally-friendly. This task will develop in students a belief and desire to make a difference in their school environment through the use of recycling technology. Students will design and create their recycling system in a collaborative way, making ‘use of democratic processes to solve problems in groups and in the class’ (3.5).
The Design, Creativity and Technology domain: Under the Investigating and Designing dimension, students will contribute to the ‘annotation of design ideas with reference to the intended function and/or appearance of the product’ (3.5). Students will participate in a brainstorming session, where they will develop and record ideas relating to the design of their recycling system. Students will need to demonstrate that they can link their design ideas to the intended function and/or appearance of the product, as specified in the Research section of Part 2. At the end of Part 2, students should be able to assist in the ‘generation of design ideas – labeled sketches and drawing, explanations or models – in response to a design brief’ (3.25).
Under the Producing dimension, students will be involved in the ‘selection of and work with a variety of materials, ingredients and systems components to make a functional product using a range of production and finishing/presentation techniques’ (3.75). In Part 2 and 3, students are responsible for selecting appropriate materials and systems components, in order to create a functional recycling system that stands up to experimentation. The group will justify their selection of materials orally using cameras and video cameras, and during the formal presentation in Part 4.
Under the Analysing and Evaluating dimension, students will provide an ‘oral and written reflection on their design as it is developed, ... justifying design choices’ (3.75). The oral reflection will take place formally during the presentation in Part 4, however, students should justify and reflect on their work as it is being developed. Students requiring extension will have the opportunity to create a written reflection on their work in Part 4.
The Information and Communication Technology domain: Under the ICT for Communicating dimension, students will be asked to make ‘use of nominated communications methods to acquire information from, or share information with, peers and known experts’ (3.5). Students will learn to share information about the creation of their recycling system with their peers using different formats and technology, including reports and documentaries.
The Thinking Processes domain: Under the Reasoning, Processing and Inquiry dimension, students will work towards the ‘development of conceptual knowledge through the organisation of information collected for an investigation, and its use in assisting problem solving and decision making’ (3.5). Students need to show evidence of having read and understood the Research section of Part 2. This will be evident in how students design, create and implement their recycling system, and also in how students’ makes reference to their research and reading while documenting their work.
Under the Creativity dimension, students will make ‘use of creative thinking strategies such as questioning, brainstorming and mind mapping to solve problems in a variety of contexts’ (3.75). Students will brainstorm using a computer-based mind map in Part 1. This will help develop their conceptual understanding of recycling. Students will then create a journal entry to analyse, question, and respond to what they have recorded in the mind map. Students will also use questioning and brainstorming strategies to help them design a recycling system.