Competition
closed Friday 29th June 2001
WEBQUEST
Two major prizes of digital
cameras for the best answers to the Webquest
Webquest runner-up prizes of 8 wireless keyboards and mice (kindly donated
by Protech Australasia)
Competition
closed Friday 29th June 2001
MAXMAZE
Over 100 copies of 'South
Australia - H orizons Beyond' a beautiful pictorial history of SA in hard
cover (kindly donated by Information SA). Minor prizes including books, Tshirts,
CDs for each Maxmaze
Quiz.
Competition
closed Friday 29th June 2001
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Teacher’s
Area
Activity
Centre | Lesson Plans | Webquest
| Student’s Home
Lesson
Plans
Primary: Webquest
| Invention | Then
as now | The Rations
Middle: Webquest | Where
is here | Then as now | The
Rations
Then As Now: Lost In Bush
(SACSA)
Notes
for the teacher:
BAND:
Primary Years
LEARNING
AREA(S): English
TOPIC
/ CONCEPT: Then As Now - Lost In The Bush
TIMELINE:
1 week
STRAND(S):
• Texts
and context
• Language
• Strategies
KEY IDEAS:
Texts and context
- Students
choose and compose a range of written texts which explore different
perspectives about local and some global issues. They apply
an understanding of context, purpose and audience to their own
writing. (In) (T) (C) (KC2) (KC3)
Language - Students
independently read, view and interpret a range of written, visual
and multimodal texts dealing with more complex themes and issues.
They identify and critically appraise combinations of language
choices in these text, and discuss how these work to influence
readers' and viewers' responses and understanding. (In) (T)
(C) (KC1) (KC2)
Students plan and compose,
independently, an extensive range of texts on different themes
and issues. They demonstrate knowledge about and competent control
of language choices in text in different modes and media. (T)
(C) (KC2) (KC3)
Strategies -
Students apply a variety of strategies for listening in order
to summarise critically, make inferences and respond to what
they have heard. They apply these strategies when adjusting
their speaking for wider contexts and audiences in order to
communicate challenging ideas and opinions about issues. (Id)
(T) (C) (KC1) (KC2)
ESSENTIAL LEARNINGS:
Futures
- Recognising patterns
and connections within systems
- Identifying, researching
and analysing challenges for the future
- building scenarios
of preferred futures
Identity
- Understanding and
engaging with diversity
Interdependence
- A sense of being
connected with their worlds
Thinking
- Using a wide range
of thinking modes
- Drawing on thinking
from a range of times and cultures
- Demonstrating enterprising
attributes
Communication
- Understanding the
complexity and power of language and its pivotal role in communication
- Making effective
use of language, mathematical and information and communication
technology tools
EQUITY/CROSS CURRIC/EVE:
Collect, analyse and
and organise information from a spatial perspective (KC1)
Communicating ideas
and information (KC2)
Planning and organising
activities (KC3)
Solving problems (KC6)
Rural and Isolated
Perspectives
CONTEXT:
This topic can
be integrated into other units of work and emphasize the skills
associated with english. This activity can also form the basis
for an integrated unit of work that provides students with the
opportunity to achieve learning outcomes in all strands within
society and environment as well as health and physical education,
English, design and technology.
ENGAGING STUDENTS
IN LEARNING:
Students discuss
the concept of The Overland Telegraph Line, the 1870's, lifestyle,
range of texts and issues of the time. They explore what they
already may know and then investigate questions.
WHAT DIFFERENCE COULD
THIS LEARNING MAKE TO THE STUDENT'S LIFE?
Students could
utilise this learning in continuing to develop a sense of language
and getting on with others to survive.
Created by Kate Dibben, Open
Access College, South Australia, Australia
email:
kdibben@oac.sa.edu.au
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