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Introduction Task Process Resources Evaluation Conclusion
Introduction Task Process Resources Evaluation Conclusion <ul><li>This WebQuest is designed to be implemented in a Grade F...
Introduction Task Process Resources Evaluation Conclusion Teacher's   Page Working in pairs, students will complete a wate...
Introduction Task Process Resources Evaluation Conclusion Teacher's Page <ul><li>Brainstorm   – and start to complete the ...
Introduction Task Process Resources Evaluation Conclusion Teacher's Page Home Criteria A B C D Understanding  of how water...
Introduction Task Process Resources Evaluation Conclusion Teacher's Page So now you have a better understanding of water, ...
Introduction Task Process Resources Evaluation Conclusion Teacher's Page http://www.citywestwater.com.au/residential/how_t...
Introduction Task Process Resources Evaluation Conclusion Teacher's Page <ul><li>In this unit of work, students will disco...
Introduction Task Process Resources Evaluation Conclusion Teacher's Page Ways of working P lan investigations based on que...
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Water

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Water

  1. 1. Introduction Task Process Resources Evaluation Conclusion
  2. 2. Introduction Task Process Resources Evaluation Conclusion <ul><li>This WebQuest is designed to be implemented in a Grade Five classroom derived from Essential Learnings. </li></ul><ul><li>Australia is one of the driest countries in the world today. So…what are we doing with the most valuable resource we have – water? </li></ul><ul><li>Play a game and visit websites to discover information about water. </li></ul><ul><li>The Australian Government is presently undergoing studies as to ways in which we can recycle water such as desalinisation and sewerage treatment. So…… </li></ul><ul><ul><li>What can we do about the water we use ourselves? </li></ul></ul><ul><ul><li>Can this help in the reduction of water usage? </li></ul></ul><ul><ul><li>How can we get the message out about </li></ul></ul><ul><ul><li>saving our most precious and </li></ul></ul><ul><ul><li>valuable resource? </li></ul></ul><ul><ul><li>Let’s find out…… </li></ul></ul>Teacher's Page Home
  3. 3. Introduction Task Process Resources Evaluation Conclusion Teacher's Page Working in pairs, students will complete a water calculator, visit and research various websites and discover how much water they use. What you learn from the research will help you interact and complete with a water wise game. Gather information and create a flyer that reflects your answers to the defined questions. The flyer will form part of your assessment. Look closely at the criteria sheet provided. Look closely at this so you fully understand what is expected of you. Home
  4. 4. Introduction Task Process Resources Evaluation Conclusion Teacher's Page <ul><li>Brainstorm – and start to complete the KWL sheet provided by the teacher. Working together, what do you already K now about water? </li></ul><ul><li>What do you W ant to learn about water? </li></ul><ul><li>Internet Resources - use the Internet resources provided to find out the importance of water in your lives. Read each resource, these will assist you in the development of your flyer. </li></ul><ul><li>Interact – and complete the water wise game. </li></ul><ul><li>KWL – complete the L earned column of your sheet and use it as a reference for the flyer. </li></ul><ul><li>Flyer – Constructing the flyer incorporating the researched information. Keep in mind you must answer the following questions in your flyer: </li></ul><ul><li>Who uses water? </li></ul><ul><li>What is water used for in our lives? </li></ul><ul><li>Why is water a valuable resource? </li></ul><ul><li>Why must we respect and conserve this precious natural resource? How can this be done? Can you design a new way of reducing your own water usage? </li></ul>Home
  5. 5. Introduction Task Process Resources Evaluation Conclusion Teacher's Page Home Criteria A B C D Understanding of how water is used. Comprehensive and accurate details of how water is used. Clear details of how water is used are defined. Sufficient understanding of how water is used. Limited understandings are displayed. Thoughtful consideration of why water is valuable. Comprehensive understanding of water being valuable. Relevant understanding of water being valuable. Sufficient consideration of why water is valuable. Limited understandings are shown. Group participation. Considerate engaging participation in group work. Thoughtful and appropriate behaviour towards group work. Appropriate group work skills are utilised. Minimal participation in group work.
  6. 6. Introduction Task Process Resources Evaluation Conclusion Teacher's Page So now you have a better understanding of water, why we need it, how it is used, and what we can do to conserve it. So what do we do now with all this new information? We put it to use, we tell others and we try and do our best to conserve our precious and valuable resource – water. Congratulations go forth and be water wise. Home
  7. 7. Introduction Task Process Resources Evaluation Conclusion Teacher's Page http://www.citywestwater.com.au/residential/how_to_save_water.htm http://www.macgregoss.eq.edu.au/qldwebchall/Water/save.htm http://www.savewater.com.au/mission-h2o-game http://www.save-water-now.com/ http://www.greenplumbers.com.au/media/calculatorIndoor.htm http://www.actew.com.au/SaveWaterForLife/WaterRestrictions/current_restrictions.aspx http://www.up2meforkids.com.au/popup6.php?Do=ContentView&pageno=174 http://www.hunterwater.com.au/252.aspx http://www.abc.net.au/water/stories/s1864974.htm Here is a list of web pages for you to negotiate your way through in order to gather the information required when completing the set tasks. Press BACK to come back to this page. Home
  8. 8. Introduction Task Process Resources Evaluation Conclusion Teacher's Page <ul><li>In this unit of work, students will discover how water is used and why it is a valuable resource, conducting research into their own usage of water. Working individually or in groups, they will research information and design a flyer that describes their learnt understandings about water. </li></ul><ul><li>Students will accomplish intended learning outcomes through investigations and set tasks. The required information gained from the WebQuest will demonstrate knowledge acquisition and allow for teacher assessment. </li></ul><ul><ul><ul><ul><ul><li>Essential Learning outcomes chosen for this WebQuest are from the Studies Of Society and Environment (SOSE) by the end of Year Five. </li></ul></ul></ul></ul></ul>Created by Tania Gudenswager (S0154139) & Darren Hooklyn (S0154274) Home
  9. 9. Introduction Task Process Resources Evaluation Conclusion Teacher's Page Ways of working P lan investigations based on questions and inquiry models share opinions, identify possibilities and propose actions to respond to findings     Place and space   Sustainability of local natural, social and built environments can be influenced by positive and negative attitudes and behaviours e.g. positive responses to water management can influence the quality of river systems; negative responses to town planning principles can lead to traffic problems. Home

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