Teacher's+Page

Through the publishing of this webquest, students may gain an insight to the workings of the human body systems, and how through the relationships between these systems we are able to sustain life. This webquest is a facilitative tool to be used as an integrative Information and Communication Technology (ICT) resource. Used as a supportive tool to the content matter taught in the classroom, as well as a guide to encourage students to pursue interdisciplinary skills in the creation of their storyboard assessment. Not only may this assessment facilitate students' content based knowledge, but challenge them to make connections with real world processes and an awareness of their own body system functions, as well as build relationships and work-based ethics associated with group assigned assessments.
 * Joint Statement**

**Mind Map** This webquest was planned and publilshed in accordance to Curriculum Syllabus for Year 9 Science students 2012 (refer pg.21):

**Project Plan** 14/2/12 || 1.Group brainstorm 2.Lesson presentation date finalised || Group || * Decide topic to base forward planning document (FPD) 21/2/12 || 1.Group brainstorm 2.Project Plan drafting || (1)Emily (1,2)Esta || * Decide FPD pedagogy and resources 21/2/12 || 1.Registration to Wikispace and Spiderscribe websites 2.Mindmap drafting 3.Research comic storyboard website resources 4.Webquest template and theme customising || (1)Andrea (2,3)Group(4)Esta || * Link to curriculum objectives and syllabus (values etc.) 28/2/12 || 1.Group brainstorm Emily Esta || * Integration of ICT into FPD || 28/2/12 || 1.Research Evidence Based Learning Theory 2.Statements' drafting 3.Brainstorming ICT benefits 4.Project Plan drafting || (1,2)Emily (3)Andrea (2,4)Esta || * Draft statements 6/3/12 || 1.FPD Outcome focus, links, resources and assessment components drafted to FPD 2.Statements and mindmap published on Webquest 3.Decide lesson to present, cater for resource availability and group member organisational responsibilities 4.Lesson plan drafting; revise to ensure resources are relevant and beneficial, and pedagogy maintains students engagement in lesson 5.ICT for chosen lesson pre-tested for efficiency and operability 6.Peer feedback template on lesson drafting 7.Assessment Sheet drafted and completed 8.Rubric drafted and completed 9.Project plan, FPD, lesson plan & syllabus published on Webquest || (1,2,3,4,5)Group (6)Andrea (7,9)Esta (8)Emily || * Planning Phase complete 6/3/12 || //Planning and Prototyping Phase Submission// || Group ||  || 13/3/12 || Revision on lesson for presentation || Group ||  || 13/3/12 || 1.Prior to lesson presentation ICT checked to ensure operability 2.Lesson Presentation || Group || * 30 minute Year 9 Science lesson simulation 20/3/12 || 1.Group brainstorm 2.Brainstorming and drafting of Process page(s) 3.Formatting of webquest 4.Introduction and Task page drafting || (1)Group (2,3,4)Esta || * Completed Introduction, Process and Task pages 27/3/12 || 1.Brainstorming and drafting of Resource page 2.Design draft rubric for Evaluation page 3.Drafting of Conclusion/Reflection page || Group || * Resources clearly linked to curriculum 3/4/12 || 1.Webquest publishing finalisation 2.Webquest formatting finalised || (1)Group (2)Esta || * Webquest completed and published || 3/4/12 || //Publishing Phase Submission// || Group ||  || **Forward Planning Document**
 * **Assessment Phase** || **Time** || **Steps** || **Group Member** || **Responsibilites & Objectives** ||
 * **Planning** || Lab 2
 * Topic:"Structure & Function", Year 9 Science Class
 * Objectives:"Body systems perform life-sustaining functions" and "explore how complex organisms depend on interacting body systems to meet their needs".
 * Select curriculum objectives to base four lessons ||
 * || Group Meeting 1
 * Possible lesson and main assessment ideas:
 * "Digestive, Respiratory and Circulatory system" lesson focus.
 * Student storyboard assessment
 * Commenced FPD draft
 * Commenced Project Plan draft ||
 * || Lab 3
 * Research available ICT resources
 * Webquest customising ongoing ||
 * || Group Meeting 2
 * Statement brainstorming
 * FPD revised and editted
 * Integration of 3 ICT resources into lessons || (1)
 * || Lab 4
 * Finalised Project Plan draft ||
 * **Prototyping** || Group Meeting 3
 * Lesson presentation organised
 * Lesson plan finalised
 * Peer feedback resource finalised
 * Assessment sheet completed
 * Assessment rubric completed ||
 * || Lab 5
 * || Group Meeting 4
 * || Lab 6
 * Lesson Plan submission ||
 * **Publishing** || Group Meeting 5
 * Introduction page ideas
 * Task page ideas
 * Process page(s) sequenced, expectations clear, linked to good learning theory ||
 * || Lab 7
 * Finalised draft of Evaluation page (incl. rubric) and Conclusion/Reflection page ||
 * || Group Meeting 6
 * || Lab 8

**Lesson 4: The Circulatory System Lesson Plan**

**Assessment Sheet: "Body System Bonanza"**

**ICT Statement** Which three ICTs we intend students to use (not counting internet and interactive whiteboard) The above three ICT programmes were chosen for their accesibility and creative applications. These sites are not to gain access to content rather to apply the knowledge gained and reconstruct this knowledge through creative mediums. This allows students to process the content through visual and spatial and auditory mediums.
 * Flash animation: animation to demonstrate concept and class quiz
 * Powerpoint/iPad story application/Twine interactive story program[[image:ictscienceyear9/toondoo3.jpg align="right"]]
 * Comic creation to develop the story of systems and organs


 * Evidence-based Learning Theory Statement **

Our project is mostly informed by constructivist learning theories. This is evident in the amount of reciprocal questioning and the encouragement for the students to create their own knowledge. The assessment is a prime example of this, as students are required to use storytelling to learn more about the body system. This makes the learning an active and social process, which encourages students to make meaning out of the content and learn from each other's thoughts and ideas.

The project is also underpinned by Bloom's taxonomy. Each level of understanding is to be demonstrated at least once throughout the four lessons. For example, the revision scenario in lesson two demonstrates the application level of understanding.