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Ideas Bank
Society & Environment |
PP - Year 3 
Years 3 - 7
Years 7 - 10
Years 10 - 12 |
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AN ELECTRONIC BIG BOOK INQUIRY
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English
Society & Environment
Technology & Enterprise
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| Task: |
Students worked collaboratively
to create a whole-class electronic big book. |
| How: |
The electronic big book was based on students'
text innovation of a well known Australian children's story.
Students researched and reported on Australian natural environments
and animals before creating their text innovations. These
were sequenced using presentation software. |
| ICT used: |
World Wide Web, online task delivery (via intranet), presentation
software. |
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Task: |
Students used the inquiry process to complete
the task of creating a mini-book titled, “A Day in the
Life of a Japanese Child.” |
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How: |
After planning their investigations, the
class linked up with school students in a Japanese classroom
through the ePALS website. They collaborated with their ePALS
to swap information about school life. Further information
was collected from the Internet and from print resources,
organised, interpreted and presented in a mini-book. |
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ICT used: |
World Wide Web, email, digital images, word processor. |
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| Task: |
Students worked in small groups
to investigate an historical character of their choice. |
| How: |
Groups selected a character, prepared
focus questions, located information, analysed different viewpoints
and identified the key influences of their character on history.
They communicated their findings by creating a short video
movie which they scripted, storyboarded, filmed and edited.
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| ICT used: |
Internet, word processor, digital video cameras, video
editing software. |
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| Task: |
Students were set the task
of planning a trip to Italy. They chose to focus on modes
of transport, things to see (monuments, etc) and things to
do (try the food, visit museums and art galleries, etc). |
| How: |
A range of ICT and print resources written
in Italian and English were used to collect information. Students
also used their Italian ePALS as an important information
resource. Students selected and organised information and
completed the task in the target language. |
| ICT used: |
World Wide Web, email, digital images,
word processor, presentation software. |
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| Task: |
Students created an educational
resource to raise community awareness about an endangered
Australian animal. The resource could take the form of radio
jingle, TV advertisement, poster, audio-visual presentation
or other form selected by the group. |
| How: |
Students decided what information was
needed, then collected and organised it. Groups initially
presented their findings to enable peers to assess what was
missing. They refined their information before creating their
educational resource. Draft products were reviewed by peers,
the teacher and a local CALM Ranger, then improved and published. |
| ICT used: |
World Wide Web, email, school intranet, word processor,
presentation software. |
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| Task: |
Students collected, organised
and evaluated the available evidence for and against the hypothesis
that George Mallory reached the summit of Everest in 1924,
well before Tensing and Hillary in 1953. |
| How: |
Information was collected from the Web
and organised using a range of graphic organisers. Students
selected from a variety of appropriate ways to present their
arguments, using ICT where expedient. The arguments were evaluated
and students invited to reconsider their positions. |
| ICT used: |
World Wide Web, digital images, word processor, presentation
software. |
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| Task: |
Students designed and created
a promotional product, complete with a supporting oral presentation,
to promote one of the states of Australia to international
or interstate visitors. |
| How: |
Students analysed different promotional
materials and used the resulting criteria to inform their
own design. Relevant information was identified, selected
and organised. Draft products were critiqued using the criteria
by peers and tourism commission reps. Oral presentations were
crafted and the products launched to a live audience. |
| ICT used: |
World Wide Web, email, word processor,
presentation software, desk-top publishing software, CD creation. |
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| Task: |
Students devised, delivered
and evaluated an ICT skills training program to meet community
needs. |
| How: |
Students investigated community need for
ICT skills training and researched adult learning styles.
They made contact with senior citizen "buddies"
in the community and designed a learning program to meet their
needs. Lessons were delivered and evaluated by the student
and by their buddy; further feedback was given by the teacher. |
| ICT used: |
World Wide Web, email, word processor,
concept mapping software. |
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| Task: |
This learning program provided
an opportunity for students to investigate the local Swan
River in a range of different ways. It offered students tasks
spanning four learning areas and across a range of learning
styles. |
| How: |
The program was presented online as a
16 task matrix that directed students to select tasks from
each of the English, Mathematics, Society and Environment
and Science learning areas. Students completed at least one
task in each learning area. |
| ICT used: |
Online learning activity using World Wide
Web, email, message boards, digital video, digital cameras,
word processor, presentation software. |
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| Task: |
This learning program engaged
students in investigating our universe: from the unimaginably
small to the unbelievably large. It offered students tasks
spanning four learning areas and across a range of learning
styles. |
| How: |
The program was presented online as a
16 task matrix that directed students to select tasks from
each of the English, Mathematics, Society and Environment
and Science learning areas. Students completed at least one
task in each learning area. |
| ICT used: |
Online learning activity using World Wide
Web, email, message boards, digital video, digital cameras,
word processor, presentation software. |
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