3A_ICT_Integration_Project

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3A_ICT_Integration_Project by Mind Map: 3A_ICT_Integration_Project

1. WebQuest Task Overview

1.1. Year Level: 4

1.2. Learning area: Science Sub-strand: Biological Sciences

1.2.1. Content descriptors: Living things depends on each other and the environment to survive. ACSSU073

1.3. Topic Summary: Students will explore how living organisms (specifically animals) and the environment are dependant on one another to survive. Through the WebQuest tasks, students will continue to focus on this dependance and the negative impact humans have on animal habitat.

1.4. Final Product: Using the information, images and video clips that the students have gathered throughout each task, they will produce either an iMovie video, BookCreator, or a Canva poster, informing the intended target audience on the negative impact humans have on animal habitats.

1.4.1. Final Product will depend on learners choice and their preferred learning style and informational presentation choice.

2. Task One:

2.1. Overview

2.1.1. This lesson builds a base for all learning throughout the WebQuest. It consists of students exploring the meaning of definitions based on the context of the human impact on animal's habitat. Students will explore Canva to create a poster for classroom use. Students will be able to refer to this information throughout future classes.

2.2. Curriculum Links

2.2.1. SCIENCE

2.2.1.1. Biology

2.2.1.1.1. Living things depend on each other and the environment to survive (ACSSU073)

2.2.1.2. Science Inquiry Skills

2.2.1.2.1. Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

2.2.2. ENGLISH

2.2.2.1. Language

2.2.2.1.1. Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)

2.2.2.2. Literacty

2.2.2.2.1. Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

2.3. ICT Integration

2.3.1. Canva

2.3.1.1. Students will create a poster to display key definitions students must be familiar with throughout the WebQuest learning journey.

3. Task Two:

3.1. Overview

3.1.1. Students will have the opportunity to be taken on a school excursion to the zoo to visually see animals in a habitat (even though it is a man-made enclosure). While at the zoo students will be exploring ICT equipment and applications to document their learning. ICT applications include, QR codes, PicCollage, and the Camera utility on the iPad.

3.2. Curriculum Links

3.2.1. SCIENCE

3.2.1.1. Science Understanding

3.2.1.1.1. Living things depend on each other and the environment to survive (ACSSU073)

3.2.1.1.2. Living things have life cycles (ACSSU072)

3.2.2. TECHNOLOGIES

3.2.2.1. Design and Technologies Processes and Production Skills

3.2.2.1.1. Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)

3.3. ICT Integration

3.3.1. QR codes

3.3.1.1. 15 QR codes will be strategically placed around the zoo in front of selected animal habitats. Students will be required to scan these QR codes, this will give students solutions to the puzzle questions they will be previously given.

3.3.2. PicCollage

3.3.2.1. Using the picture they have taken at the zoo, of both the animals and their habitats, the students will create a PicCollage based on their zoo experience.

3.3.3. Notes application

3.3.3.1. Students are encouraged to take notes on the animal and their habitat within their Notes application on their iPad alternatively the students can take images of the animal information plaques at the zoo.

3.3.4. iPad camera

3.3.4.1. Students will use their iPad camera to images and film at the zoo. This will be used in future lessons to create either a BookCreator, iMovie or Canva poster.

3.3.4.1.1. Students will be encouraged to take photos of the animals within their habitat, informational plaques and also images of themselves or their friends with the animals.

4. Task Three:

4.1. Overview

4.1.1. Students will choose a focus topic based on the negative impacts humans have on animals habitat eg. oil spills, deforestation and littering. Using a chosen BTN clip students will take notes on the presented issue by creating a MindMeister Mindmap- this will be done in pairs to create a collaborative mind map of information. Students will be advised to watch the clip twice; first watching with no note taking then again with note taking.

4.1.2. Their mind map should include the following sub-headings: This links to (1), (2), (3),

4.1.2.1. - A definition of human impact on the environment

4.1.2.2. - The issue presented in the BTN clip

4.1.2.3. - Environment / locations of impact

4.1.2.4. - Who does it affect?

4.1.2.5. - How are they effected?

4.1.3. Students will then export their mind map as an Image and post onto a Google Docs page where all group members can access their information. This also allows for teachers to access the students work. The information they collect from the BTN will be used in their final task of an iMovie.

4.2. Curriculum Links

4.2.1. SCIENCE:

4.2.1.1. Science Understanding

4.2.1.1.1. Living things depend on each other and the environment to survive (ACSSU073)

4.2.1.2. Science Inquiry Skills

4.2.1.2.1. Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

4.2.2. ENGLISH:

4.2.2.1. Language

4.2.2.1.1. Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

4.2.2.1.2. Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

4.2.2.1.3. Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)

4.2.2.2. Literacy

4.2.2.2.1. Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

4.3. ICT Integration

4.3.1. BTN News

4.3.1.1. Students will be using BTN to find an informational video that details a negative human impact on an animals habitat.

4.3.2. MindMeister

4.3.2.1. MindMeister is a creative mind map generator that is user friendly to all, it is also free. Students will need to log in with their Gmail account.

4.3.3. Popplet

4.3.3.1. Students will also have the option to use either Poppet or MindMeister to deliver their information.

4.3.4. Google Docs

4.3.4.1. Students will use Google Docs to upload an image of their MindMeister- both students and teachers will be able to access this information.

5. Task Four:

5.1. Overview

5.1.1. Within this task the students will use all information, and images they have gathered throughout the past three tasks to create either a Canva, iMovie or BookCreator. This lesson will build upon the students knowledge of human impact on animal habitat. Teacher and students will explore a YouTube clip entitled Everything is not Awesome (Greenpeace, 2014), an interactive whiteboard task then continue to start their group task.

5.2. Curriculum Links

5.2.1. SCIENCE

5.2.1.1. Science Understanding

5.2.1.1.1. Living things depend on each other and the environment to survive (ACSSU073)

5.2.2. ENGLISH

5.2.2.1. Literacy

5.2.2.1.1. Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

5.2.3. DESIGN AND TECHNOLOGIES

5.2.3.1. Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

5.3. ICT Integration

5.3.1. Interactive Whiteboard

5.3.1.1. This activity engages students in animals habitats and how animals react to changes in their natural habitat. This allows for students to visually be engaged in the effects on animals habitats without having to travel to the actual habitat.

5.3.2. Canva

5.3.3. BookCreator

5.3.4. iMovie

5.3.4.1. Students will must use all information they have gathered in the past three tasks to create either an iMovie, Book Creator or Canva poster. This allows for students to choose what application they are most comfortable.

5.3.5. Padlet

5.3.5.1. Padlet will be used throughout the lessons to display and send their work to the teacher. Padlet allows for both teacher and student access and can also be made available for parents to view and access.

5.3.6. KaHoot!

5.3.6.1. KaHoot! will be used as an assessment strategy to test students understanding from the past four WebQuest tasks. This will be used in combination with a rubric for the final product as assessment procedures. This will allow for students to display their abilities in varying ways.