Teacher+notes

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//**This Webquest was formulated for Stage 3. The accompanying HSIE outcomes and indicators for this Global Environments unit of work are stated below:**// =====

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Demonstrates an understanding of the interconnectedness between Australia and global environments, and how individuals and groups can act in an ecologically responsible manner. =====

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//■explains the effects of human changes on an environment, evaluating the positive and negative aspects of these changes// =====

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Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment. =====

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//■identifies the different viewpoints of groups and individuals, including Aboriginal people, farmers and miners, about uses of land// =====

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// ❂ select appropriate sources of information by observing, identifying, finding, arranging, tabulating, displaying, evaluating and reflecting;// =====

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//**English:**// The structure and language fetures of the text types students have previously been exposed to =====

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//**Creative Arts (Visual and performing):**// Students utilise their creativity and can choose to express themselves and their work using a range of possibilities including drawings, visual media, role play and web design. =====

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All of the tasks are produced in conjunction with the NSW Human Society & Its Environments syllabus, which all teachers can utilise when implementing such units of work. Reference: http://k6.boardofstudies.nsw.edu.au/files/hsie/k6_hsie_syl.pdf =====

//**Differentiation Planner using Bloom's Taxonomy: has been utilised throughout the learning engagements in providing students with the needed choice, vocabulary and product suggestions to produce meaningful work!**// //**Finally a teacher's marking rubric is attached below to be used for the assessing of students efforts and skills utilised throughout the webquests process:**//