TEACHERS+PAGE


 * INTRODUCTION I TASKS I PROCESS I EVALUATION I CONCLUSION I CREDITS I TEACHERS PAGE**
 * SUMMARY OF TEACHERS PAGE**
 * Introduction**
 * Tasks 1 - 8 Resources and Teacher notes**
 * VELS Table - Domains and Dimensions related to tasks**

This Webquest has been designed for students in Grade 5/6 and VELS (Victorian Essential Learning Standards) Level 4. Forests are the basis of our planets life support system. This year 2011 has been proclaimed the International Year of Forests. In this webquest we aim to take the student on a journey of discovery, about forests and in particular the issue of palm oil production and the effects it has on forests and its habitants such as the Orangutan. The aim is for students to have a more in depth understanding of what is happening with the forests, the animals and the people involved and how by palm oil plantations have an effect. The aim is for students to gather information, to debate the issue, to see some of the ways individuals and organisations are taking action. The webquest also encourages students to reflect on their learning. Students are encouraged to see how they are part of the decision making process on global and local issues, the links from the global to the local, from the local to the global. For students to understand that they are part of this, that what they do now affects how they will live in the future and that they have the power of action and change as an active global citizen. //The connection between Kit Kat Bar and Orangutans is displayed later in the Webquest. It is shown to add an element of a puzzle to the webquest. We are aware that some students will access the teachers notes, so if we tell you the answer now it may not encourage students to explore further. Hint: look at Task 5//
 * TEACHERS NOTES**
 * INTRODUCTION**
 * The webquest is designed to help students complete each task as they learn more about the issues surrounding Palm Oil Plantations and its effect on native forests. The webquest has taken a continumm approach to engage students as well as extend their knowledge as they continue from task 1 to task 8. It is anticipated that Teachers will support this webquest with lesson plans, to support students in the classroom, and make use of appropriate children’s literature to engage students in the topic.
 * The webquest has been created for the subject ‘Integrated Curriculum’ as part of our studies toward the Graduate Diploma in Education (Primary) at Latrobe University.

Students become aware that 2011 is the year that the United Nations declared as the International Year of Forests by exploring the meaning and symbolism of the logo. The International Year of Forests 2011 (Forests 2011) logo is designed to convey the theme of “Forests for People” celebrating the central role of people in the sustainable management, conservation and sustainable development of our world’s forests Website link: [] The elements in the design depict some of the multiple values of forests, such as: forests provide shelter to people and habitat to biodiversity; are a source of food, medicine and clean water; and play a vital role in maintaining a stable global climate and environment. All of these elements taken together reinforce the message that forests are vital to the survival and well being of people everywhere, all 7 billion of us. This task is to find out what students know about forests. It is a 'tuning in' opportunity for students to become engaged in the topic of forests to understand more about the Palm Oil issue as it directly relates to forest clearing: deforestation. Using Inspiration software for this task is a good way for students to record what they know and to look back as the webquest progresses to see what that have learnt. Link to Inspiration software: [] Sign up for a free 30 day trial: [] Students can record onto a KWL doc attached in the Evaluation part of webquest. Ask students to date document so they can look back later and see what knowledge they have gained. //**Other resources:**// International Year of Forests 2011: [] Glossary of forest terms: [] Forest Learning: [|http://www.forestlearning.edu.au/australian-forests/what-is-a-forest/What-is-the-definition-of-a-forest#] What is a forest fact sheet Deforestation: []
 * TASK 1**
 * PROCESS 1**

Science in Action Users walk through a fictional Virginia (temperate) forest, and use scientific tools and methodologies to determine the forest makeup, monitor its health, and conserve its biodiversity. Each walk opens with an animated entrance into the forest in a different season. Guide characters from Smithsonian's National Zoo assist the user and encourage inquiry. The walks are: Dirt Detectives: Trees & Soils Walk**:** use the texture-by-feel method and test soil pH to predict what trees will thrive in particular soils Forest Layers Walk: Take a biological inventory of the forest plants and animals that live in this multi-layered home I.D. a Tree Walk: Observe leaves and their arrangement on branches, and use a dichotomous key to identify a tree from its parts. Observing Seasonal Changes Walk: Use some cool toys to observe and record seasonal changes and the process of growth in the forest Website: [] [] Selected links for activites: Rotting-Log Researcher and Decaying-Leaf Detective /education/conservationcentral/pdfs/M3rottinglog.pdf ID It: Online Dichotomous Key  (Department of Forest Biology and Dendrology at Virginia Tech) @http://www.fw.vt.edu/dendro/dendrology/idit.htmIdentify trees in your schoolyard, backyard, or local woodland. This part of the task should also be supported by a lesson plan on rainforests as complex ecosystems and the interactions and food webs between animals, plants and other living organisms. For example a webbing activity. **Oracle ThinkQuest Education Foundation** [] Shades of Green: Earth's Forests Take a virtual nature walk at this web site: a tribute to the different types of forests on earth, and the mammals, plants, birds, insects, reptiles, amphibians, bacteria, and fungi which live in them. Outstanding photographs present an ongoing slide show with a glossary of terms, and links to forest and conservation organizations world-wide. It also includes a teacher resource section. This is a great site for younger kids or for upper grades learning conservation awareness **Rainforest Information: Oracle Thinkquest site** **:**[]
 * TASK 2**
 * Step 5**
 * Rainforest Information**

**TASK 3** **MATHS: Attempt the forest game** **What is your score?** [] <span style="font-family: Arial,Helvetica,sans-serif;">The activity can be used as a 'tuning in' opportunity for students to become engaged in the topic of forests or to find out what students know and feel about forests. The online game looks at the state forest system in Victoria and about logging of forest. What is protected. Students receive a score and this can be plotted on an excel spreadsheet with the rest of the class. Students can create different graphs using the MSExcel chart function. <span style="font-family: Arial,Helvetica,sans-serif;">Charts Excel:[] <span style="font-family: Arial,Helvetica,sans-serif;">The Lorax game and the Lorax Quest game is a fun activity that can also be used to create a graph using excel. It is hoped that the students have done a literacy lesson on the book, for more understanding of the game. <span style="font-family: Arial,Helvetica,sans-serif;">After students have created their graphs they can be printed and put into their journals or saved into their online journal.

<span style="font-family: Arial,Helvetica,sans-serif;">**TASK 4** <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Becoming an expert <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students form three research groups as described (Palm Oil Production/Palm Oil Products/Palm Oil Plantations and orangutans) and research the questions given from websites suggested. <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Then students present their findings (as a group) to the class in a powerpoint presentation. <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">You can choose from the following groups to help in your investigation and answer the questions given <span style="font-family: Arial,Helvetica,sans-serif;">** Group One: Palm Oil Production: **** Your task is to report on: **What is Palm Oil? Where is Palm Oil Grown?; How is Palm Oil grown?; What is a plantation and how does it differ from other forests?; Why does the growing of palm oil lead to deforestation?; Can Palm Oil be grown sustainably? <span style="font-family: Arial,Helvetica,sans-serif;">** Group Two: Palm Oil Products: **** Your task is to report on: **What is palm Oil used for?; What products contain Palm Oil?; How are food products that contain palm oil labelled?; Are there any substitutes to palm oil?; Is Palm Oil a healthy substitute for other food oil products? <span style="font-family: Arial,Helvetica,sans-serif;">** Group Three: Palm Oil Plantations and orangutans: **** Your task is to report on: ** What effect do palm oil plantations have on the orangutans habitat?; What other species are under threat because of palm oil plantations in Indonesia?; What is being done to protect orangutans habitats in Indonesia?; What is being done in Australia to protect the habitat of the orangutan? What is palm oil?: WWF Australia [] Palm oil and health: [] Palm oil action: [] Grasp - the great ape Survival project of UNEP: [] Australian Orangutan Project: [|http://www.orangutan.org.au] Borneo Orangutan Survival ( BOS Australia) [] Orangutan Fact Sheet: [] Palm oil Action: [] Palm Oil and Orangutans: []
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Is their a problem with Palm Oil? **
 * Websites:**

__**<span style="font-family: Arial,Helvetica,sans-serif;">TASK 5 **__ Students follow the links and create a video about Palm oil and Orangutans Students need to enter the school details or an email address, then submit their video A message like the one below will be displayed //Thank you for submitting your mashup video. Your video will now be moderated by Zoos Victoria's education team.// //Moderation usually only takes a few hours but may take up to 72 hours during busy periods or weekends. We'll e-mail you when your video is listed on the gallery so you can share the link with your friends and the world!// Overview The Conservation Mashups project is targeted at students from years 5 to 10. This tool offers students the opportunity to explore the complex issue of palm oil and its threat to wildlife and to take creative action to help save animals from extinction.Students access a collection of video clips and images and use an online edit tool to 'mash up' their own video to support the 'Don't Palm Us Off' campaign. They can then share their video through a range of social media platforms and on our own gallery. To find out more about the 'Don't Palm Us Off' campaign visit [|www.zoo.org.au/palmoil]. Eligibility This project is open to primary and secondary students in Victoria, Australia. Create your own mashup video: [|http://wild.zoo.org.au/mashups/#/dontpalmusoff/create] Don’t Palm us off Mashup: [|http://wild.zoo.org.au/mashups/#/dontpalmusoff] <span style="font-family: Arial,Helvetica,sans-serif;">Give the rainforest a break Video Kit Kat: [] <span style="font-family: Arial,Helvetica,sans-serif;">Sweet Success: Findout how the campaign went: [] GoAnimate.com website: create your own videos website: [] This is the one I created (alias palm oil) as a example for students []
 * Zoos Victoria mashups**
 * Zoos Victoria mashups:** [|http://wild.zoo.org.au/mashups/#]
 * Videos**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Animation: **<span style="font-family: Arial,Helvetica,sans-serif;">Create your own animation

__**<span style="font-family: Arial,Helvetica,sans-serif;">TASK 6 **__ Pass the Bill **steps you through the process of law-making in federal Parliament.** Follow the path of a bill—that's an idea for a new law—through the House of Representatives and the Senate in //Pass the Bill//. Help the MPs speak out in the debate, listen out for the division bells and look out for the things that can stop a bill being passed). <span style="font-family: Arial,Helvetica,sans-serif;">Teachers Notes for Passing a Bill interactive Game <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">Passing a Bill in parliament sequence <span style="font-family: Arial,Helvetica,sans-serif;"> What is parliament? Video: [] Learn how a Bill is passed in Parliament**:** [] Then click on the link to lawmaking: [] and play the Pass the Bill interactive game House of Representatives inquiiry regarding Palm Oil and Food labelling [] []
 * <span style="font-family: Arial,Helvetica,sans-serif;">Websites: **
 * Go to the Kids website to play the video Pass a Bill:** Web link: []
 * SUBMISSIONS**

<span style="font-family: Arial,Helvetica,sans-serif;">**TASK 7** <span style="font-family: Arial,Helvetica,sans-serif;">**Having signed up for the Inspiration software 30 day free trial (from task 1) students can do an anylasis of the issues using the software** Link to Inspiration software: [] Sign up for a free 30 day trial: [] <span style="font-family: Arial,Helvetica,sans-serif;">**Below is an issues analysis template from the Webinspiration Classroom** <span style="font-family: Arial,Helvetica,sans-serif;"> Food Label Bill = The Food Standards Amendment (Truth in Labelling—Palm Oil) Bill 2011 **Background knowledge:** The Food Standards Amendment (Truth in Labelling—Palm Oil) Bill 2011 seeks to amend the Food Standards Australia New Zealand Act 1991 and the Australian Consumer and Competition Act 2010. If passed, it would require Food Standards Australia New Zealand (FSANZ) to develop and publish a standard requiring food producers to label palm oil on packaging if it were an ingredient in the product or had been used in its production. It would also specifically list palm oil as a characteristic of all goods in relation to the misleading conduct provisions in the Australian Consumer Law.
 * DEBATE **
 * Should the Food Label Bill be passed in Parliament and made into a law? **


 * TASK 8**
 * KWL document**
 * Student self reflection:**

<span style="font-family: Arial,Helvetica,sans-serif;">**VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS)**


 * <span style="font-family: Arial,Helvetica,sans-serif;">This webquest is designed as an integrated inquiry-based unit of work over 8 to 10 weeks and covers a wide range of learning areas. The relevant VELS standards at Level 4 are outlined in the table below, with reference to the individual webquest tasks. The webquest has been created for the subject ‘Integrated Curriculum’ as part of our studies toward the Graduate Diploma in Education (Primary) at Latrobe University.

<span style="font-family: Arial,Helvetica,sans-serif;">**Tasks: 4 5** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Health Knowledge and promotion:** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks: 1 2 3 4 5 6 7 8** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Building Social Relationships:** <span style="font-family: Arial,Helvetica,sans-serif;">**Working in teams:** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks: 1 2 3 4 5 6 7** **8** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Managing Personal Learning:** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks:** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks: 4 5 6 7** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Civic Knowledge and Understanding:** <span style="font-family: Arial,Helvetica,sans-serif;">**Community Engagement:** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks: 1 2 3 4 5 6 7 8** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Reading:** <span style="font-family: Arial,Helvetica,sans-serif;">**Writing:** <span style="font-family: Arial,Helvetica,sans-serif;">**Speaking and Listening:** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks:** **2 3 4 5 6 7** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Geographical knowledge and understanding** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks:** **4 7** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Historical knowledge and understanding:** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks: 2 3** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Number** <span style="font-family: Arial,Helvetica,sans-serif;">**Space**. <span style="font-family: Arial,Helvetica,sans-serif;">**Measurement, Chance & Data** <span style="font-family: Arial,Helvetica,sans-serif;">**Working Mathematically** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks: 2 3 4** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Science knowledge and understanding:** <span style="font-family: Arial,Helvetica,sans-serif;">**Science at work:** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks: 1 2 3 4 5 6 7 8** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Listening, viewing and responding:** <span style="font-family: Arial,Helvetica,sans-serif;">**Presenting:** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks:** **12 3 4 5 6 7 8** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**ICT for visualising thinking:** <span style="font-family: Arial,Helvetica,sans-serif;">**ICT for creating:** <span style="font-family: Arial,Helvetica,sans-serif;">**ICT for communicating:** <span style="font-family: Arial,Helvetica,sans-serif;">**Tasks:** **1 2 3 4 5 6 7 8** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Reasoning, processing and inquiry:**
 * <  ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Physical, Personal and Social Learning** ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Domain** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Dimension - Standards** ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Health and Physical Education**
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">They explain cultural and economic reasons for food choices.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">Describe food selection ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Interpersonal Development**
 * <span style="font-family: Arial,Helvetica,sans-serif;">They accept and display empathy for the points of view and feelings of their peers and others.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They identify and use a variety of strategies to manage and resolve conflict.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They work cooperatively to allocate tasks and develop timelines.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students accept responsibility for their role and tasks.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They explain the benefits of working in a team.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They provide feedback to others and evaluate their own and the team’s performance. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Personal Learning**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students develop and implement plans to complete short-term and long-term tasks within timeframes set by the teacher, utilising appropriate resources.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They undertake some set tasks independently, identifying stages for completion.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They describe task progress and achievements, suggesting how outcomes may have been improved.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They persist when experiencing difficulty with learning tasks.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They seek and use learning support when needed from peers, teachers and other adults.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They practise positive self talk.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They demonstrate a positive attitude to learning within and outside the classroom. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Civics and Citizenship**
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">Students demonstrate an understanding of the process of making and changing laws
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">They present a point of view on a significant current issue or issues and include recommendations about the actions that individuals and governments can take to resolve issues.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">They demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making. ||
 * <  ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Discipline-based Learning** ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Domain** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Dimension - Standards** ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**English**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They analyse these texts and support interpretations with evidence drawn from the text.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They describe how texts are constructed for particular purposes and audiences, and identify how sericultural values, attitudes and beliefs are presented in texts.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They analyse information, imagery, characterisation, dialogue, point of view, plot and setting.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They use strategies such as reading on, using contextual cues, and drawing on knowledge of text organisation when interpreting texts containing unfamiliar ideas and information.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">Students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">They begin to use simple figurative language and visual images.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use appropriate prepositions and conjunctions.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">They employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students plan, rehearse and make presentations for different purposes.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They sustain a point of view and provide succinct accounts of personal experiences or events.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning.
 * <span style="font-family: Arial,Helvetica,sans-serif;">When listening to spoken texts, they identify the main idea and supporting details and summarise them for others.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**The Humanities – Geography**
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">Students recommend ways of protecting environmentally sensitive areas in a sustainable way.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">They provide examples and evidence based on their inquiries. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**The Humanities – History**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students demonstrate an understanding of key aspects of an Asian country or countries within the Australian region. They describe aspects of governance and daily life.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They explain the values important to other societies and their own and links between other countries and Australia.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They compare and contrast the values and beliefs of Australians and people of other cultures. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Mathematics**
 * <span style="font-family: Arial,Helvetica,sans-serif;">They use estimates for computations and apply criteria to determine if estimates are reasonable or not.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students use network diagrams to show relationships and connectedness such as a family tree and the shortest path between towns on a map.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students use metric units to estimate and measure length, perimeter, area, surface area, mass, volume, capacity, time and temperature.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students recognise and give consideration to different data types in forming questionnaires and sampling. They distinguish between categorical and numerical data and classify numerical data as discrete (from counting) or continuous (from measurement). They present data in appropriate displays (for example, a pie chart for eye colour data and a histogram for grouped data of student heights). They calculate and interpret measures of centrality (mean, median, and mode) and data spread (range).
 * <span style="font-family: Arial,Helvetica,sans-serif;">Structure **
 * Technology assisted calculation and symbolic manipulation by spreadsheets.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students use the mathematical structure of problems to choose strategies for solutions. They explain their reasoning and procedures and interpret solutions. They create new problems based on familiar problem structures. Students engage in investigations involving mathematical modelling. They use calculators and computers to investigate and implement algorithms (for example, for finding the lowest common multiple of two numbers), explore number facts and puzzles, generate simulations (for example, the gender of children in a family of four children), and transform shapes and solids. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Science**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students apply the terms //relationships//, //models// and //systems// appropriately as ways of representing complex structures.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students identify and explain the relationships that exist within and between food chains in the environment.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students analyse a range of science-related local issues and describe the relevance of science to their own and other people’s lives.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They design and build simple models and write an account of the science that is central to explanation of the model. They use diagrams and symbols to explain procedures used when reporting on their investigations.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students use the terms //relationships// and //cause and effect// when discussing and drawing conclusions from the data they collect. ||
 * <  ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Interdisciplinary Learning** ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Domain** ||< <span style="font-family: Arial,Helvetica,sans-serif;">**Dimension - Standards** ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Communication**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students ask clarifying questions about ideas and information they listen to and view.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They develop interpretations of the content and provide reasons for them.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They explain why peers may develop alternative interpretations.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">Students summarise and organise ideas and information, logically and clearly in a range of presentations.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">They identify the features of an effective presentation and adapt elements of their own presentations to reflect them.
 * <span style="color: black; font-family: Arial,Helvetica,sans-serif;">Using provided criteria, they evaluate the effectiveness of their own and others’ presentations. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Information and Communication Technology (ICT)**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students use ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students safely and independently use a range of skills, procedures, equipment and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They use design tools to represent how solutions will be produced and the layout of information products.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students select relevant techniques for minimising the time taken to process data, and apply conventions and techniques that improve the appearance of the finished product.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students modify products on an ongoing basis in order to improve meaning and judge their products against agreed criteria.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students create and maintain an up-to-date, logically structured bank od digital evidence of their learning. They password protect and back up important files and use file naming conventions that allow for easy retrieval
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students use email, websites and frequently asked question facilities to acquire from, or share information with, peers and known and unknown experts.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Using recommended search engines, students refine their search strategies to locate information quickly.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They evaluate the integrity of the located information based on its accuracy and the reliability of the web host. ||
 * < <span style="font-family: Arial,Helvetica,sans-serif;">**Thinking Processes**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They distinguish between fact and opinion.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They use the information they collect to develop concepts, solve problems or inform decision making.
 * <span style="font-family: Arial,Helvetica,sans-serif;">They develop reasoned arguments using supporting evidence. ||