Discover Your Neighbors!Asia-Pacific Culture Expo 2010
Teachers Guide
This WebQuest was designed to celebrate the diversity of different cultures that are situated in the Asia- Pacific and how they relate to and compare to in Australia. It is an opportunity for students and the school community to become more culturally aware of people coming from all over the world.
In addition the cultural exhibition will look at 5 countries that are located in the Asia-Pacific region which are: New Zealand, Japan, China, Micronesia and Chile. Although this WebQuest was designed for Australian students, the links and process can be adapted for students in other countries.
Grade Level - Years 5-6
Key Learning Areas
Humanities - History, Civics & Citizenship, Thinking process, Design, Creativity and Technology, Communication.
Duration - over a term or 2 terms Before You Begin
To ensure a successful experience for all, here are some things that will help make the WebQuest run smoothly.
· Check the site and links before the students do. As with any piece of technology, you don't know when things can go wrong.
· Select working groups of 4 or 5.
· Discuss the meanings of culture, diversity and multiculturalism
Introduction
The introduction has the children thinking about different multiculturalism and how in Australia we celebrate all these different cultures within our school and community. It is also important to discuss culture and the fact that we all have a different culture and traditions in which we practice, regardless of where we come from.
Task
The task gives a brief summary of what is expected of the students. This may be a good time to pull out an atlas or globe of the world, so students can see where these countries are located, if they don't already know.
Process
The process can be adapted to include other suggestions that are more relevant to your classroom. The Process is there to provide the students with guidance in researching important information to learn about culture and identity, about differences and similarities; it involves individual work as well as team collaboration to make this project successful.
Extension Activities
Arrange an excursion/interviews at a cultural centre of their chose country in Melbourne.
Create a blog/wiki as a group, using all their work.
Survey about migrants/students/workers from those countries living in Melbourne, perhaps in neighbourhood: what are the challenges that the people from those countries face in Australia? What are significant differences/similarities in between two cultures?
Research about the third culture- strong & not blended cultural communities in Australia, refugee camps. Bring ideas of how to harmonize with those cultures existing in Australia and of what roles/responsibility students can take.
Evaluation
The evaluation rubrics we have submitted is for the teacher and students to use. It is suggested that students evaluate themselves and their peers using the specified criteria.
Conclusion
It is hoped at this stage that students are more aware of the traditions, customs, and foods of various cultures. It is also a valuable time to celebrate similarities between cultures as well as appreciate the differences.
Students gain understanding of key aspects of an Asian country or countries within Australian region.
Students explain significant events and people in the history of that country or countries.
Students describe aspects of governance, customs, religious traditions and daily life.
Students explain the values important to other societies and their own links between other countries and Australia.
The development of timelines which show change over time.
2. VELS Level 4 Civics and Citizensip
Students understand the ways in which Australian citizens are influenced by and can influence local, state, national, regional and global decisions and movements, including issues of sustainability. They investigate the social and political links between Australia and other countries in the Asia-Pacific region and explore global developments and their potential impact on Australia.
Community Engagement:
Planning, with teacher support, of school or community activities such as celebrations for Harmony Day (Asia-Pacific Exhibition)
Attentiveness to, and consideration of, other viewpoints in groups and in class.
3. VELS Level 4 Communication
Listening, viewing and responding:
Use of simple criteria and strategies to evaluate others 'presentations; for example, rubrics.
Reflection on their own and others' presentations, noting features and strategies that make them effective for different purposes and audiences.
Presenting:
Communication of simple information through using posters, written reports, and oral language.
Awareness of audience by, for example the use of props to hold the interest of the small groups.
Selection and linking of some ideas and information in presentations
Appropriate comments and questions to give feedback on others presentations.
Reflection on the quality of their own and others presentations.
4. VELS Level 4 Design, Creativity and Technology
Individually and in small teams, students develop possible solutions in response to design briefs, using simple mind maps, sketches, plans and annotated drawings, labeled diagrams models and flow charts. They increasingly use information and communications technology tools and techniques to research, develop and communicate ideas. They are encouraged to consciously select preferred options and explain why they have chosen them, referring to materials/ingredients, function and aesthetics.
5. VELS Level 4 Thinking Processes
Students make observations and pose questions about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world around them.
Using these questions as a basis, students undertake investigations independently and with others. Their investigations include time for sustained discussion, deliberation and inquiry, with teachers providing appropriate tools and support in this process. Students develop strategies to find suitable sources of information and they learn to distinguish between fact and opinion. They develop an understanding of how our views are socially constructed and not always based on evidence.
Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analyzing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making synthesis and creativity.
Teachers Guide
This WebQuest was designed to celebrate the diversity of different cultures that are situated in the Asia- Pacific and how they relate to and compare to in Australia. It is an opportunity for students and the school community to become more culturally aware of people coming from all over the world.
In addition the cultural exhibition will look at 5 countries that are located in the Asia-Pacific region which are: New Zealand, Japan, China, Micronesia and Chile. Although this WebQuest was designed for Australian students, the links and process can be adapted for students in other countries.
Grade Level - Years 5-6
Key Learning Areas
Humanities - History, Civics & Citizenship, Thinking process, Design, Creativity and Technology, Communication.
Duration - over a term or 2 terms
Before You Begin
To ensure a successful experience for all, here are some things that will help make the WebQuest run smoothly.
· Check the site and links before the students do. As with any piece of technology, you don't know when things can go wrong.
· Select working groups of 4 or 5.
· Discuss the meanings of culture, diversity and multiculturalism
Introduction
The introduction has the children thinking about different multiculturalism and how in Australia we celebrate all these different cultures within our school and community. It is also important to discuss culture and the fact that we all have a different culture and traditions in which we practice, regardless of where we come from.
Task
The task gives a brief summary of what is expected of the students. This may be a good time to pull out an atlas or globe of the world, so students can see where these countries are located, if they don't already know.
Process
The process can be adapted to include other suggestions that are more relevant to your classroom. The Process is there to provide the students with guidance in researching important information to learn about culture and identity, about differences and similarities; it involves individual work as well as team collaboration to make this project successful.
Extension Activities
Evaluation
The evaluation rubrics we have submitted is for the teacher and students to use. It is suggested that students evaluate themselves and their peers using the specified criteria.
Conclusion
It is hoped at this stage that students are more aware of the traditions, customs, and foods of various cultures. It is also a valuable time to celebrate similarities between cultures as well as appreciate the differences.
Standards - Victorian Essential Learning Standards
1. VELS Level 4 Humanities: History
2. VELS Level 4 Civics and Citizensip
Students understand the ways in which Australian citizens are influenced by and can influence local, state, national, regional and global decisions and movements, including issues of sustainability. They investigate the social and political links between Australia and other countries in the Asia-Pacific region and explore global developments and their potential impact on Australia.
Community Engagement:
Planning, with teacher support, of school or community activities such as celebrations for Harmony Day (Asia-Pacific Exhibition)
Attentiveness to, and consideration of, other viewpoints in groups and in class.
3. VELS Level 4 Communication
Listening, viewing and responding:
Presenting:
4. VELS Level 4 Design, Creativity and Technology
Individually and in small teams, students develop possible solutions in response to design briefs, using simple mind maps, sketches, plans and annotated drawings, labeled diagrams models and flow charts. They increasingly use information and communications technology tools and techniques to research, develop and communicate ideas. They are encouraged to consciously select preferred options and explain why they have chosen them, referring to materials/ingredients, function and aesthetics.
5. VELS Level 4 Thinking Processes
Students make observations and pose questions about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world around them.
Using these questions as a basis, students undertake investigations independently and with others. Their investigations include time for sustained discussion, deliberation and inquiry, with teachers providing appropriate tools and support in this process. Students develop strategies to find suitable sources of information and they learn to distinguish between fact and opinion. They develop an understanding of how our views are socially constructed and not always based on evidence.
Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analyzing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making synthesis and creativity.