World Explorers: Activity Book (BLM) by Teacher Superstore

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All websites referred to in this package can easily be accessed from the Ready-Ed website below:

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www.readyed.com.au/urls/thinking

Author: Sandy Tasker Cover Design: Shay Howard

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Acknowledgements: i. Clip art has been obtained from Microsoft Design Gallery Live and is used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Wikimedia Commons. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled “GNU Free Documentation License” iii. IMSI’s Masterclips/MasterPhotos collection, 1895 Francisco Blvd, East San Rafael, CA 94901-5506 USA, website: www.imsisoft.com iv. Corel Corporation, 1600 Carling Ave, Ottawa, Ontario, Canada K1Z 8R7.

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The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that:

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that that educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

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The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘ReadyEd Publications’.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided

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Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6023 www.readyed.com.au info@readyed.com.au

Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address above.

Contents World Explorers: About This Package.............................................................................. 4 Task Card Information...................................................................................................... 5 Strategies for Creative Thinking....................................................................................... 6 Extension Ideas for the Classroom................................................................................... 8 Curriculum Links: Outcome Statements VIC, WA, National................................................................................................... 10 NSW, QLD, SA......................................................................................................... 12

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Task 1: The Ultimate Backpack ............................................................................14 Task 2: The Worst Case…Just In Case ..................................................................14 Task 3: Living in Harmony ....................................................................................15 Task 4: The Top Twenty . ......................................................................................15 Task 5: Web Whammy . ........................................................................................16 Task 6: Recycled Armour? No Drama!...................................................................16 Task 7: “We Want You!”.........................................................................................17 Task 8: Ocean Blues.............................................................................................17 Task 9: A Good Report .......................................................................................18 Task 10: Speedy Sailing........................................................................................18 Task 11: Two Sides of the Story...........................................................................19 Task 12: Walking the Plank?..................................................................................19 Task 13: Pirate Passport........................................................................................20 Task 14: Flat Tack . ...............................................................................................20 Task 15: A Gift From the Future ...........................................................................21 Task 16: Boredom Busters ...................................................................................21 Task 17: Full of Hot Air.........................................................................................22 Task 18: It’s a Record!..........................................................................................22 Task 19: The Great Debate ..................................................................................23 Task 20: Candy Cartoon Caper.............................................................................23

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Activity Checklist............................................................................................................. 24 Assessment Sheets.......................................................................................................... 25 Teacher Assessment 1: Sharing Information..................................................................... 26 Teacher Assessment 2: Written Information..................................................................... 27 Teacher Assessment 3: Design Evaluation........................................................................ 28 Teacher Assessment 4: Creativity..................................................................................... 29 Student Self-Assessment ................................................................................................ 30 Further Assessment Tools................................................................................................ 31

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Teachers’ Notes: World Explorers

About the Library Activity Package This package is designed to be used in a number of ways: 1. As a learning centre for the classroom; 2. As a library resource package; 3. As a general resource package for a number of themes.

World Explorers – A Rationale For Study

The history of world exploration has shaped the lives that we live today. From placenames and languages, to international trade and the spread of culture and tradition, our world today is a global community founded on the sharing of goods and information as our ancestors conquered new frontiers.

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Tracking the paths of the explorers can help us to understand the identities and cultural traditions that we maintain today. The way that we live is a culmination of the lifestyles and religions of those who settled on our lands in the past.

World exploration is also the basis of many deep-seated conflicts that still exist in our current society. Understanding the past can help us to realise how actions carried out in earlier times have contributed to today’s issues, such as the feelings of indigenous communities today. Looking closely at mistakes made in the past can help us to avoid them in the future. Armed with this knowledge, we are able to forge more positive relationships and build a society based on common goals and shared understandings. Investigating the events that took place during world exploration can be a realistic platform to discuss moral and ethical dilemmas with students, enabling them to compare ideas to current situations.

Without explorers we would still believe that the world was flat. We would live in isolated pockets of the world, with perhaps some advances in certain areas but with a severe lack of technology in other aspects of life. The study of exploration helps us to understand how things got to be the way that they were, and therefore will help us to make better-informed decisions in the future.

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Tracing the paths of our explorers takes us to another place, where life was totally different from how it is today. It helps us appreciate all that we have and to recognise the efforts that the brave pioneers made to establish life in harsh environments in order to create a new place that is now easy to live in. Historically, humans explored for many reasons – to find new resources, in search of riches, purely out of curiosity, or to be the “first” to accomplish a seemingly impossible task. Even today, records are broken as individuals climb higher, dive deeper, sail faster and reach beyond the bounds of earth into space. This book is designed to help students navigate every corner of the globe without even having to leave the classroom, as they embark on a virtual tour through time and terrain.

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Teaching ideas and relevant notes have been included where applicable on pages 8-9. Internet resources for the teacher are also listed on these pages as well as extension ideas for the classroom. All websites addresses referred to on these pages are easily accessible by visiting the online index pages for the Library Activity Package resources at the Ready-Ed Publications’ website (www.readyed.com.au/urls/thinking). See page 5 for more details about how this aspect of the series works. Please note that some URLs do not require www at the beginning of the address. Simply type them in as specified on the page or go to the ReadyEd website above. Page 4

Teachers’ Notes: World Explorers

Task Card Information students are allowed time at the centre they know what areas they can cover.

Learning Outcomes

Charts containing relevant learning outcomes for all Australian states and territories are included on pages 10-13. This information allows teachers to measure students’ learning according to the subject area and particular strand. Each task has a related learning outcome at the bottom of the card and highlights the thinking skills incorporated into the activity.

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Checklist

A checklist of activities has been provided on page 24 which allows students or the teacher to check off the activities as they are completed. This checklist can be photocopied onto A3 paper and displayed on the wall as part of the learning centre so that when

Cross Curriculum

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The photocopiable activities in this book have been designed as task cards. Ideally, they can be copied onto card and laminated so as to be used several times. Alternatively, teachers can photocopy pages to make up activity booklets for each student. The activities are non-sequential although it is envisaged that students will have read the accompanying resource book before attempting the task cards. Website references have been included on the task cards although they are usually not essential for completing the activity. However, they often provide an excellent starting point and it is often easier than trying to locate relevant library books. See below for more information about the use of Internet references.

The activities in this series explore high interest themes across core subject areas such as Society and Environment, Technology, Science, English, Mathematics, Health and Physical Education. The themes provide a backdrop for creative thinking strategies and different learning styles.

Assessment © ReadyEdP ubnotes l i c at i ons Detailed and assessment proformas have been included at the end of the activities. (See •f orr evi ew puppr p osesonl y• 24-31.)

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Updating of Internet References

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It is now common knowledge that Internet sites disappear from time to time. While all of the sites included in this package were accessible at the time of publication, it is anticipated that many sites will move to a new location, modify their layout or disappear from the WWW completely.

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Ready-Ed Publications endeavours to check all sites on a regular basis and replaces any sites that have moved. In addition, attempts are made to locate missing sites that have relocated to another address. All website references in the Library Activity Package are clearly linked on our website at a specific location. The direct address for this section is: Ideally, it is hoped that teachers using this package will bookmark the above address so that students requiring links always have access to the latest link rather than an outdated one that may still appear on the task card some time after publication. By using the index students do not have to laboriously type in any URLs, greatly reducing the margin for error when trying to locate sites that have long and complicated addresses. The website indexes are clearly set out and easy for students to navigate. Should a broken link or a link that appears to have modified its layout be discovered, then please email fixlink@readyed.com.au with clear details of the topic and task card number. Please note that ALL links that appear in each of the five resource books are included on the above site and are clearly labelled.

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Teachers’ Notes: World Explorers

Strategies for Creative Thinking The following creative thinking strategies are used in this book: Problem Reversal  State the problem in reverse. Change a positive statement into a negative one.  Try to define what something is NOT.  Figure out what everybody else is not doing.  Change the direction or location of your perspective.  Flip-flop results – think about achieving the opposite of what you want to achieve, e.g. “I want to increase my fitness. But how could I decrease my fitness?” Think about decreasing sales, failing a test etc.  Turn defeat into victory or victory into defeat, e.g. if I was stranded on the moon after a space shuttle problem, what good would come out of it? I might end up travelling through a worm-hole to another dimension. If I failed a maths test, what good would come out of it? I might focus on doing twice as well in my spelling test. Or I might start going to homework classes and meet new friends and so on.

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Forced Analogies  The idea is to compare the problem with something else that has little or nothing in common, and gaining new insights as a result.  Examples, comparing companies and cows, transport systems and telephone networks, or your brain and a felt pen.

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Morphological Analysis  This strategy explores the concept of devising new inventions, e.g. students could modify an existing object, such as a biro, lunch box or guitar by analysing its features and looking at alternatives.  List the attributes of the situation.  Below each attribute, place as many alternatives as you can think of.  When completed, make many random runs through the alternatives, picking up a different one from each column and assembling the combinations into entirely new forms of your original subject.

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Applied Imagination  Use of prompting questions to elicit new ideas.  How could I adapt this? Modify, magnify, minimise, reverse, substitute, rearrange, combine and so on. The line of questioning needs to be specific to the topic.

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Mind Mapping  Mind Maps® are an excellent method for exploring creative thinking. Tony Buzan (www.buzan.com.au) pioneered the concept in 1970. The technique is an effective method of note-taking and useful for the generation of ideas by associations. Basically, the student starts in the centre of the page with the main idea, and works outward in all directions, producing a growing and organised structure composed of key words and key images, similar to a brainstorm but with more meaning. Mind Maps® can use imagery, colour and direction to illustrate a concept. Emotions and feeling about the particular theme can be given as well. Check for examples: www.mind-mapping. co.uk/mind-maps-examples.htm

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Lateral Thinking  Looking at the problem in a different way, e.g. Aunty Annie is sitting knitting and three year old Jacob is upsetting his aunty by playing with the wool. One parent suggests putting Jacob into the playpen. The other parent suggests it might be a better idea to put Annie in the playpen to protect her from Jacob.

Teachers’ Notes: World Explorers

Strategies for Creative Thinking Cognitive and Affective Skill Areas Imagination  Students usually only have control over their own thoughts and ideas. Encouraging students to develop their imagination allows them to pretend they are someone else or allows them to look at something from another angle, often exploring things beyond the ‘safe’ boundaries that they most often operate in. Risk Taking  Involves understanding that there can be many solutions to a problem and that one idea may be better than another, however, this does not mean that the original idea is no longer valid.  It is important to note that individual brainstorming acitivities usually produce a wider range of ideas than group brainstorming. Students feel less inhibited and less worried about other people’s opinions which allows them to be more freely creative. Importantly, group work should still be seen as a valuable learning tool as it does allow students to gather a certain perspective that they may not have considered on their own.

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Fluency  Generating a number of ideas and then looking at the best option. This is based on the notion that the more ideas generated, the more chance of being original. Flexibility  Exploring a problem from a different perspective, e.g. through the eyes of someone else.  Addressing a situation from another point in time, or looking for a positive aspect rather than concentrating on the negative aspects (problem reversal). Originality  Thinking of new and innovative ideas to improve the functioning of objects.  Solving a range of problems by taking two old ideas and combining them to come up with something new. Elaboration  Expanding on an already existing idea or fact, perhaps adding a different slant. Curiosity  Answering the who, what, where, when and why about a particular idea or thing.

Relevant Websites:

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Thinking Skills - www.teachers.ash.org.au/researchskills/thinking.htm Creative, Lateral, Logical Thinking - library.trinity.wa.edu.au/teaching/thinking. htm Creativity Tool Kit - www.directedcreativity.com/pages/ToolsImagine.html Mind Mapping - www.mind-map.com/ Teaching Thinking - www.teachingthinking.net/ Creative Thinking Techniques - www.virtualsalt.com/crebook2.htm Creative Quotations - www.creativequotations.com/ The Thinking Classroom - learnweb.harvard.edu/alps/thinking/intro.cfm Edward de Bono’s Resources - www.edwdebono.aust.com/debono/home.htm BubbleDome- www.bubbledome.com/bubbledome.asp?Action=Story

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Competitions and Projects for Schools:

Adam Spencer/University of Sydney Eureka Schools Prize for Lateral Thinking - www.amonline.net.au/eureka/lateral_thinking/index.cfm Odyssey of the Mind - www.odysseyofthemind.com/ Sustainable Living Project - www.sustainableliving.com.au/flash.htm Write Around Australia - www.nestle.com.au/writearound/ Tournament of Minds - www.tom.edu.au/

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Teachers’ Notes: World Explorers

Extension Ideas for the Classroom

Some task card activities detailed in this book lend themselves to further exploration in the classroom. For these cards extension activities, relevant websites and key teaching points have been presented below.

Task 1: The Ultimate Backpack Students could bring items in from home and practise best ways of packing a backpack for space, convenience and comfort. A competition could be held as part of a measurement lesson – students are to estimate the weight of each item to go into the backpack and add them to the weight of the pack for total weight. These sites may help in researching the climate of destinations after they are located on a world map: www.blueplanetbiomes.org/climate.htm and students.sunysuffolk.edu/~shirk73/

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Task 2: The Worst Case … Just In Case masseynews.massey.ac.nz (Search: Endeavour environmental) will help with a description of the preventative health measures undertaken by Captain Cook. Task 3: Living in Harmony After students have drafted a plan for living in harmony, choose one area as a focus and devise a more detailed plan for successful living. For example a Health Plan could include a list of foods to be eaten daily, strategies for personal hygiene, a daily exercise routine for settlers, a floor plan for a local health clinic and so on. There are several websites available that outline the type of lifestyle that Australian Aborigines lived before European settlement, e.g. pages.zdnet.com/ jojogunne/australia/id4.html Task 4: The Top Twenty An extension following this activity could be either to:

© ReadyEdPubl i cat i ons · Rank the individuals on the list from most important to least important and discuss with a partner; •f orr evi ew pur posesonl y• · Write a one-sentence justification for each person on the list;

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· Write a proposal for an election of a local leader. What qualifications or characteristics must the leader possess? How will the leader be selected?

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Task 5: Web Whammy Students may often find it difficult to know whether a website is legitimate and relevant. Small groups can work together to develop a list of strategies that class members can use to determine if a site is satisfactory to use, e.g. check copyright or contact details, follow links to see which other sites it may be affiliated with, write an email to the website developer, cross reference information with encyclopaedias and so on.

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Here are two examples of websites that provide links to “safe websites for kids”. Some of these websites also offer tips on how to avoid the dangers of “surfing the ‘net”. www.emtech.net/kidsites.htm and www.surfnetkids.com/ Task 6: Recycled Armour? No Drama! Students can make up an appraisal checklist for the suit of armour. After making any necessary modifications to their design, they can write a letter to the Mongolian army chiefs describing and promoting the new suit of armour. Task 8: Ocean Blues Students can use the same strategies to write a diary entry about their BEST day ever. The combined information can then be used to make up a sailor’s song / ditty about “A sailor’s life at sea”. Visit www.nmm.ac.uk (Search for: “Life at Sea in the Age of Sail” for more information.)

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Teachers’ Notes: World Explorers

Extension Ideas for the Classroom

Task 10: Speedy Sailing This site is useful for research: www.aero.org (Search: A Brief History of Human Navigation). Task 11: Two Sides Of The Story Students use a local atlas or road map of the area to decide a good location for the monument that has been designed. Write a plan for a “Living Together in Harmony” day for the unveiling of the monument and a local multicultural festival. This site may be useful: www.curriculumsupport.nsw.edu.au/hsie/speak/pages/invastory.htm

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Task 14: Flat Tack Students draw an impression of a “flat world”. A cartoon strip can be made to show all of the changes that occur in the way we do things.

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Task 15: A Gift From The Future Following on from the plan to give a gift from the future, students draw a tree diagram showing all of the possible consequences of this gift being given. They can be as complex or creative as they wish.

Students conduct further research on the time period and decide what might make a good souvenir to bring back to the 21st Century, e.g. a genuine map by Captain Cook, an animal that has almost been wiped out to extinction by European settlement, some fine fashions from the era. Visit this site for more information: www.bbc.co.uk/history/discovery/exploration/life_at_sea_01.shtml (Life at Sea in the Royal Navy of the 18th Century.)

Task 18: It’s a Record! Once students have decided on an exploration record that they plan to break, they could write a “letter to potential sponsors” to try and raise money for their quest. The letter must contain factual information and proof of planning, as well as appealing to the interest and emotions of the company.

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Which large companies might make good sponsors? For example, if you were trying to set a new record in deep sea diving, you may wish to write to diving equipment companies or aquatic theme parks for sponsorship. Students can create a timeline and draw up a proposed budget for their project to include in the sponsorship appeal.

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Other Activities – Explore these …

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 Use a Venn diagram to compare and contrast two different groups of explorers, such as the Vikings and the Mongols. Information can be found at viking.no/e/ (Viking life), www. mongols.com/ (Chinese History: The Mongols).

 See how good your Captain Cook navigation skills are and make a map of the school by only walking around it once. Compare to a real map of the school (the office may have plans that can be photocopied for class use).  Devise 10 questions that you would like to ask your favourite explorer. Research these to find out the answers or role play the interview with a classmate making up the answers to be as believable as possible. How many classmates can pick the truth from the fiction?  Many great explorers have uttered quotes that have now become well known. Make up your own quote about “Achievement” and present it on a poster with some large, interesting lettering. To add effect the poster may include a picture of a great exploratory achievement.

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Teachers’ Notes: World Explorers

Curriculum Links to Outcome Statements

* NB: Victorian Teachers: The SOSE outcomes have been numbered in the order in which they appear in the curriculum documents.

Activities

V IC

Na t i o n a l Cu r r i c u l u m

Studies of Society & Envir onment (SOSE): Plac e and Spac e (PS) 3. 1, 3. 2, Technology: (TE): Materials & Movement (MM) 3. 2

Society & Envir onment (S&E): Plac e and Spac e (PS) 3. 2, Resourc es (R) 3. 2, Technology & Enter pr ise (T&E): Tec hnology Proc ess (TP) 3. 1, 3. 2,

Society & Envir onment (S&E): Plac e and Spac e (PS) 3. 4, 3. 5, Resourc es (R) 3. 10, Technology: Designing, Making & Appraising, Band B

Task 2

Health & Physical Education (HPE): Health of Individuals & Populations (HPIP) 3. 1

Health & Physical Education (HPE): Conc epts for a Healthy Lifestyle (CHL) 3

Health & Physical Education (HPE): Challenge, Risk & Safety, Community Prac tic es

Task 3

SOSE: Culture (C) 3. 1, 3. 2, 3. 3, Natural & Soc ial Systems (NSS) 3. 2 HPE: HPIP 3. 1

S&E: Culture (C) 3. 2, Natural & Soc ial Systems (NSS) 3. 2, HPE: CHL 3

S&E: Culture (C) 3. 8, NSS (Natural & Soc ial Systems) 3. 14, HPE: Challenge, Risk & Safety, Community Prac tic es

Task 5

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SOSE: Time, Continuity & Change (TCC) 3. 1, English: Reading (R) 3. 5, 3. 8, 3. 1, TE: Information (IN) 3. 2

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S&E: Information, Community & Partic ipation (ICP) 3. 2, 3. 3, Time, Continuity & Change (TCC) 3. 1, 3. 3, English: Reading (R) 3. 4, T&E: Information (I) 3. 1, 3. 2

S&E: Information, Community & Partic ipation (ICP), 3. 17, TCC 3. 1b, 3. 2, English: RV (Reading & Viewing) 3. 8b, Technology: Information, Band B

Technology: Materials, Band B Designing, Making, Appraising, Band B

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Task 4

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Task 1

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Task 6

TE: MM 3. 1, 3. 2

T &E: Materials (M) 3. 1, 3. 2 TP 3. 1, 3. 2, 3. 3, 3. 4

Task 7

SOSE: TCC 3. 1, English: R 3. 8, 3. 10, (Writing) W 3. 3

S&E: TCC 3. 1, 3. 2, S&E: TCC 3. 1b, English: English: R 3. 4, Writing (W) RV 3. 8b, W 3. 9, 3. 10 3. 1, 3. 2, Viewing (V) 3. 3

Task 8

SOSE: TCC 3. 1, English: R 3. 8, 3. 10, W 3. 3

S&E: TCC 3. 1, 3. 2, English: R 3. 4 W 3. 1, 3. 2

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S&E: TCC 3. 1b, English: RV 3. 8b, W 3. 9, 3. 10

Teachers’ Notes: World Explorers

Curriculum Links to Outcome Statements Activities

V IC SOSE: TCC 3. 1, English: RE 3. 8, 3. 10 WR 3. 3

Task 10

Mathematics: Measurement, Time 3. 1, TE: MM 3. 2

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Task 9

WA S&E: TCC 3. 1, 3. 2, English: R 3. 4 W 3. 1, 3. 2

Na t i o n a l Cu r r i c u l u m S&E: TCC 3. 1b, English: RV 3. 8b, W 3. 9, 3. 10

r o e t s Bo r e p ok u S Mathematics: Measurement 3. 1, T&E: TP 3. 1, 3. 2, 3. 3, 3. 4

Mathematics: Measurement 3. 18, 3. 21, Technology: Designing, Making and Appraising, Band B

SOSE: NSS 3. 2, TCC 3. 3, S&E: TCC 3. 1, 3. 3, NSS Maths: Spac e 3. 5 3. 2Maths: Spac e 3. 2

S&E: TCC 3. 1b, 3. 2 NSS 3. 14, Mathematics: Spac e 3. 7a

Task 12

SOSE: NSS 3. 2

S&E: NSS 3. 2

S&E: NSS 3. 14

Task 13

SOSE: C 3. 1, 3. 3, The Ar ts: Visual Arts 3. 1

S&E: C3. 1, 3. 3, The Ar ts: Communic ating Arts Ideas (C AI ) 3, Arts Skills (STP ) 3

S&E: C 3. 9, The Ar ts: Visual Arts, Band B

Science: Earth & Spac e Sc ienc es 3. 2

Earth & Beyond 3

Earth & Beyond 3. 2, 3. 3

S&E: TCC 3. 2, R 3. 2

S&E: TCC 3. 1b, 3. 2, 3. 3

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Task 11

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SOSE: TCC 3. 2

Task 16

English: W 3. 9, 3. 10

English: W 3. 1, 3. 2

English: W 3. 9, 3. 10

Task 17

TE: MM 3. 1, 3. 2

T&E: M 3. 1

Technology: Materials, Band B

Task 18

HPE: HPIP 3. 1, Self & Relationships 3. 2

HPE: SMS 3 (Goal Setting)

HPE: Challenge, Risk & Safety, Band B

Task 19

SOSE: TCC 3. 1, 3. 2, 3. 3

S&E: TCC 3. 1, 3. 2, 3. 3

S&E: TCC 3. 1b, 3. 3

Task 20

English: W 3. 9

English: W 3. 1, 3. 2, 3. 3

English: W 3. 9, 3. 10

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Teachers’ Notes: World Explorers

Curriculum Links to Outcome Statements NS W

A c ti vi ti es

QLD

Human Society & Its Envir onment (HSIE): ENS3. 5, Science & Tech: PS S3. 5, DM S3. 8

Task 2

Health & Physical Education (HPE): PSS (Problem Solving) S3. 5, SL (Safe Living) S 3. 13

Health & Physical Education (HPE): Promoting Health (PHIC) 3. 1, 3. 3

Health & Physical Education (HPE): Health of Individuals & Communities (HIC) 3. 7

Task 3

HSIE: CUS3. 3, 3. 4, SSS3. 8, HPE: PS S3. 5, SL S3. 13

SOSE: CI 3. 1, 3. 2, 3. 3, 3. 4, SRP 3. 3, HPE: PHIC 3. 1, 3. 3

S&E: Soc ieties & Cultures (SC ) 3. 7, 3. 9, HPE: HIC 3. 7

Task 4

HSIE: SSS3. 8

SOSE: TCC 3. 3, SRP 3. 4

S&E: SC 3. 7, 3. 9

Society & Envir onment (S&E): Plac e, Spac e & Environment (PSE) 3. 5, Design & Technology: Designing 3. 2, 3. 3

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Task 1

OSE: TCC 3. 2, English: S&E: Time, Continuity & © ReadyRSl i ca t Cha ni go e (Tn CC)s 3. 1, 3. 2, eE adind g CuP 3. 2u , b Technology: TP 3. 1, 3. 2, English: Texts & Contexts I NF 3.p 1, 3u .2 r Texto s) 3n . 1, l 3y . 3, 3• . 4, •f orr evi ew pose(s HSIE: CCS3. 1, English: RS 3. 6, RS (Struc tures) 3. 8, WS 3. 12, Science & Tech: IC (Information) S3. 2

Language 3. 7, Strategies 3. 11

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Task 5

Studies of Society & Envir onment (SOSE): PS 3. 1, SRP 3. 1, Technology: TP 3. 1, 3. 2

Science & Tech: DM S3. 8

Task 7

HSIE: CUS3. 4, English: RS 3. 6, WS 3. 9

SOSE: CI 3. 3, English: Reading Cu3. 2, Writing Cu3. 3, Op3. 3, Cr3. 3

S&E: SC 3. 7, English: Texts 3. 1, 3. 4, Language 3. 7, 3. 8, Strategies 3. 11

Task 8

HSIE: CUS3. 4, English:RS3. 6, WS3. 9

SOSE: TCC 3. 2, 3. 5, English: Reading Cu3. 2, Writing Cu3. 3, Op3. 3, Cr3. 3

S&E: SC 3. 7, English: Texts 3. 1, 3. 4, Language 3. 7, 3. 8, Strategies 3. 11

Task 9

HSIE: CUS3. 4, English: RS 3. 6, WS 3. 9

SOSE: TCC 3. 2, 3. 5, English: Reading Cu3. 2, Writing Cu3. 3, Op3. 3, Cr3. 3

S&E: SC (Soc ieties and Cultures) 3. 7, English: TC 3. 1, 3. 4, Language 3. 7, 3. 8, Strategies 3. 11

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Task 6

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Technology: TP 3. 1, 3. 2, Design & Technology: 3. 3, 3. 4, MAT 3. 1, 3. 2 Designing 3. 3, Making 3. 4

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Teachers’ Notes: World Explorers

Curriculum Links to Outcome Statements NS W

A c ti vi ti es

Mathematics: Measurement 1. 7a, Science & Tech: DM S3. 8

Task 11

HSIE: CUS3. 3, SS3. 8, Mathematics: Spac e S3. 1

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Task 10

QLD SOSE: TCC 3. 2, 3. 5, English: Reading Cu3. 2, Writing Cu3. 3, Op3. 3, Cr3. 3

SA Mathematics: Measurement 3. 4, 3. 5, Design & Technology: Designing 3. 3, Making 3. 4

r o e t s Bo r e p ok u S SOSE: TCC 3. 5, CI 3. 1, 3. 3, 3. 5, Mathematics: Spac e 3. 1

S&E: TCC 3. 1, SC 3. 8, Mathematics: Spatial Sense 3. 12

HSIE: SSS3. 8

HPE: Personal Development (PD) 3. 2, 3. 4

S&E: Soc ial Systems 3

Task 13

HSIE: CU3. 3, 3. 4, The Ar ts: Visual Arts 3

SOSE: CI 3. 1, 3. 3, The Ar ts: Visual Arts 3. 1, 3. 3

S&E: SC 3. 7, The Ar ts: Arts Prac tic e 3. 1

Task 14

HSIE: ENS 3. 6, Science & Tech: ES (Earth & its Surroundings) S 3. 6

SOSE: PS 3. 1, Science: Sc ienc e & Soc iety (SS) 3. 1, Earth & Beyond (EB) 3. 2

S&E: PSE 3. 5, 3. 6, Science: Earth & Spac e 3. 2

English: W S3. 9

English: Writing Cu3. 3, Op3. 3

English: Texts 3. 4

Techno logy: MAT 3. 1, Science: Natural & Proc essed Materials (NPM) 3. 3

Design & Technology: Making 3. 4, 3. 5

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Task 12

Task 16

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Task 17

Science & Tech: PP S3. 5, INV S3. 7

Task 18

HPE: DM S3. 2

HPE: Enhanc ing Personal HPE: Personal & Soc ial Development 3. 3, 3. 4 Development 3. 5

Task 19

HSIE: CCS3. 1, CUS3. 3

SOSE: TCC 3. 1, 3. 3, 3. 4, 3. 5, PS 3. 1, CI 3. 1, 3. 3, 3. 4, 3. 5

S&E: TCC 3. 1, 3. 3

Task 20

English: WS3. 9

English: Writing Cu3. 3, Op3. 3

English: Texts 3. 4, Language 3. 8

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Creative Thinking: Task Cards

Task 1: The Ultimate Backpack Materials: World Explorers resource book, paper, pen, Internet access, coloured pencils / markers. Task: You have been asked to go on a wilderness expedition in one of the areas visited by a great explorer. You need to carry supplies in a backpack for five days. Skim through the resource book and decide on an area you want to explore.

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 Use books and the Internet (www.blueplanetbiomes.org/climate.htm) to research the climate and conditions of that area.  Make up a list of items that you will need for your journey. Consider: Clothing / Footwear

Food / Drink

Temperature / Weather

Shelter / Bedding

Communication / Navigation

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Safety / Health

 Check through the list carefully and remove anything you don’t really need.  Draw and label your design for a super backpack that is especially suited to your trip. Include compartments that cleverly contain all of your listed items.

Related Outcome: Students will identify the adaptations required to survive in a given environment, and apply design strategies based on their findings. Creative Thinking Skill: Brainstorming, Logical Thinking, Applied Imagination. Subject Areas: Society & Environment/HSIE – Place & Space, Design & Technology – Design Process.

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Materials: World Explorers resource book, A3 sheet of paper, coloured markers.

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Task: Imagine that you are the captain of a ship exploring the seas 230 years ago (think Captain Cook’s era). You need to be prepared for all kinds of watery disasters!

 By yourself or with a partner, create a Mind Map® called “Sea

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Exploration: Worst Case Scenarios”.  From the centre, list all the possible things that could go wrong on your journey. Use the stories in the resource book to give you some ideas, then think of some of your own potential disasters.  Work out from each one, listing as many solutions as you can.  Further branches can then be created, focusing on the likely outcomes of each solution.

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Choose a few creative and brilliant solutions for each case and make into a booklet for daredevil sea captains who always seem to be getting themselves into strife! Related Outcome: Students will consider potential problems in sea exploration and evaluate a range of solutions in each case. Creative Thinking Skill: Mind Mapping, Problem Solving, Evaluating. Subject Areas: Health & Physical Education - Health, Safety.

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Creative Thinking: Task Cards

Task 3: Living in Harmony Materials: Paper and pen, poster paper and markers. Task: Many explorers faced difficulties when they encountered indigenous people living on the land that they had “discovered”. Friendly relations often disintegrated, as problems were not properly addressed.

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YOU can make a difference. Armed with the knowledge that you have now, draw up a proposal to take back in time to help the explorers in history.

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For each area listed below, develop three rules or guidelines to be followed: ♦ A Health plan, so indigenous people do not catch new diseases that arrive from overseas. ♦ A Language plan, to develop better communications and avoid misunderstandings. ♦ A Land Ownership plan, so that land is managed in a way that YOU think is fair. ♦ A Human Rights plan to stop cruel treatment like forcing the indigenous people into slavery. ♦ A Cultural plan, so that the traditions of each group can be shared, respected and enjoyed by all.

Related Outcome: Students will observe cultural and lifestyle differences between two different groups and identify means by which common solutions can be reached. Creative Thinking Skill: Lateral Thinking, Flexibility, Risk Taking. Subject Areas: Society & Environment – Culture, Social Systems; Health & Physical Ed. – Healthy Lifestyles.

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Scenario: You are an historical explorer who hears about a unique island. This place is a tropical paradise, with all the water, animals and plants needed for human survival for at least 100 years – as long as only a small population lives there and the island remains unpolluted. The only downfall of the island is that it is surrounded by a ring of massive freak waves that only subside for three days every twenty years. Since planes have not been invented yet, once a new group of settlers reaches the island, they are stuck there – nobody can leave or arrive on the island for another two decades.

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You can only take TWENTY people (plus supplies) with you. They will need to cooperate and be able to set up a successful community! Who will you take? Task: Write a list of as many people that you can think of who might be needed on the island. Once you have your list, you will need to narrow it down to only 20 pioneers – who are the people who will be the MOST useful? Related Outcome: Students will recognise that people with a range of ages, skills and attributes are necessary to form a functioning community. Creative Thinking Skill: Fluency, Problem Solving, Risk Taking. Subject Areas: Society & Environment/HSIE - Culture.

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Creative Thinking: Task Cards

Task 5: Web Whammy Materials: World Explorers resource book, Internet access, pen, paper, markers. Task: Do you believe everything you read on the Internet? Sometimes, people who have not done a lot of research can produce websites with false information. Can you fool your friends by making up information on your own “website”?

 Choose one aspect of Viking life that you would like to research, for example: Daily Pastimes,

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Viking Ships, Erik the Red, Leif Ericsson. Look up some books from the library and find some websites that you think contain accurate information.

 Check out the internet http://www.bbc.co.uk/schools/vikings/life/index.shtml (Vikings), as a starting point.

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Design ONE PAGE of an educational website, containing information that you have found out in your research. After you have included as many CORRECT facts as you can, make up THREE facts of your own. These facts need to be totally invented by you, but try and make them as believable as possible. Include them in your page of true facts, but don’t make it easy to spot them. Decorate the page. Now for the test. Get your classmates, teacher and family to read your “website page” and try and spot the made-up facts.

Related Outcome: Students recognise that research needs to be conducted carefully to avoid incorrect information. Creative Thinking Skill: Applied Research, Lateral Thinking, Applied Imagination. Subject Areas: English – Reading & Writing, Society & Environment/HSIE – Time, Continuity & Change, Technology – Information.

Materials: Recycled / scrap materials, paper and pencils, foam or ping-pong balls.

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Task: The Mongol army developed an ingenious suit of armour by using silk, a material that was easy to move around in but difficult to penetrate with weapons.

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Imagine that you are a soldier, and you need to use your imagination to design an effective suit of armour using only the resources that you have close at hand.

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What to do: Look through all the items in your school’s technology/ craft store. What can be used to make a suit of armour that will protect you in battle?

Draw and label your design on paper, then get to work and make your armour. If there are not enough materials, perhaps you can make one part, such as the helmet or chest protector. When you are satisfied with your design, ask a (gentle) classmate to throw foam or ping-pong balls at you to “road test” your armour. How well does it work? Related Outcome: Students understand that people make the best use of their resources when faced with a need. Students then apply the “design, make, appraise” process to their creation. Creative Thinking Skill: Originality, Imagination, Risk Taking. Subject Areas: Technology & Design – Design Process, Materials.

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Creative Thinking: Task Cards

Task 7: “We Want You!” Materials: World Explorers resource book, Internet access, coloured pencils, markers, paper. Task: Life in Mongol times must have been pretty tough – limited food, basic living facilities, always on the move. Read about the Mongol lifestyle in the resource book to get an idea of what day-today living was like for these people. Check out this website as well: members.tripod.com/~whitebard/ca54.htm

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In today’s television advertisements, the army is promoted as being an exciting, flexible lifestyle that provides unique and rewarding experiences. Go back in time now and imagine that you are Genghis Khan, trying to round up some more recruits for YOUR army.

List all of the things that feature in the daily lives of the Mongol people. Now, how can you turn each fact around to make it sound as appealing as possible? Living in tents may be described as “Unlimited camping experience … be at one with nature!” From your list of ideas, make a “We Want YOU!” poster to recruit new members for Genghis Khan’s army. Make it as appealing and informative as possible.

Related Outcome: Students will recognise that people of different cultures and in different times view situations differently to what we do today. Creative Thinking Skill: Problem Reversal, Applied Imagination. Subject Areas: Society & Environment/HSIE – Time, Continuity & Change, English – Reading, Viewing, Writing.

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Task: Picture yourself as an 18th Century sailor (or even a pirate) sailing the seas on the way to a new adventure. Life was not always a barrel of fun on the ship. Sickness and punishment are an inescapable part of daily life when you are miles away from any land.

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Materials: World Explorers resource book, paper, pen.

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Read the sections on Sickness and Law and Order in the resource book. Also, check out the Glossary to get an extra insight into some new seafaring words. Use your knowledge to write a sailor’s diary entry for “My Worst Day Ever”. Include many details about the “little things” that just add to the drama of an awful day. Perhaps rats infest your hammock or you have your last ration of sea biscuits stolen. Maybe you could have a competition with your classmates to see who can come up with the most disastrous (but still realistic) day. Make a tally of points for every word or fact that you used from your research. Related Outcome: Students view daily life in history through a personalised perspective, applying research in an imaginative context. Creative Thinking Skill: Elaboration, Applied Imagination. Subject Areas: Society & Environment – Time, Continuity & Change, English – Reading, Writing.

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Creative Thinking: Task Cards

Task 9: A Good Report Materials: World Explorers resource book, Internet access, library books, paper, pen. Task: The famous world explorers were just ordinary people, with an extraordinary desire to achieve the impossible dream. Their special qualities were probably building inside them from quite a young age. What would they have been like at school?

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 Choose your favourite explorer and do some more research about him. You may even be able to find out a bit about his early years. This website is a good starting point: www.kidinfo.com/American_History/Explorers.html It contains links to some great websites on the Vikings, Marco Polo, Columbus, Magellan, Drake and Cook. (See Student Index.)  List all of the “subjects” that the explorer may have learned at school. They might be real subjects such as maths and geography, or more practical tasks that were taught during that period in history, such as “wood crafting” or “navigating”.  For each subject, give the young explorer a grade: A, B, C, D or F. Don’t forget to write some comments about his skills, attitude and behaviour. Use a format similar to your own school report (perhaps ask your teacher for a blank copy) and present a final copy of the report.

Related Outcome: Students will analyse the skills and attributes of a historical figure using a modern context. Creative Thinking Skill: Elaboration, Imagination. Subject Areas: Society & Environment/HSIE – Time, Continuity & Change, English – Reading, Writing.

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Materials: Books, Internet access, recycled and natural materials. Task: One method used to measure the sailing

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Sailing

speed of ships was to release a reel of knotted rope over a given period of time. The number of knots unravelled into the water gave the speed of the ship. The units, still used today, are given in “knots”. Your task is to create a new instrument to measure the speed of a ship. Your device must be hand-made from recycled or natural materials.

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After looking at your available resources, create a brainstorm of all the possible solutions you can think of. Write down ALL your ideas, even ones that you are not sure of … they might inspire a better idea. This site is a good starting point: www.physlink.com (Search: Ship

Speed).

Once you have all of your ideas, choose the BEST one and draw it. If you can, make the measuring instrument. Include a set of clear instructions on how it works. Think of a name for a unit/scale that you can use to tell how fast you are travelling. You may even be able to try out your instrument by walking it across the school playing field and measuring your walking speed. Related Outcome: Students will consider alternative means of measurement (for speed), using available resources. Creative Thinking Skill: Brainstorming, Fluency, Risk Taking, Original Thinking. Subject Areas: Mathematics - Measurement, Technology & Design – Design Process.

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Creative Thinking: Task Cards

Task 11: Two Sides of the Story Materials: Internet access, books, pencils, markers, paper. Background: The famous explorer Magellan was killed in the

Philippines by local people. At the site of his death sits a monument with inscriptions on two opposite sides; giving the perspective of the explorers on one side, and the locals on the other. Many stories of exploration have these two points of view. One that might be most familiar is the plight of the Australian Aboriginals during European settlement.

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Task: Investigate some facts behind early colonisation in Australia. Check out this site: www.dreamtime.net.au/indigenous/index.cfm

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♦ Think of two short statements or quotes (1- 2 sentences each) that summarises the events

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and attitudes, both from the perspective of the European pioneers and through the eyes of the Aborigines at the time.

♦ Design a “net” of a three-dimensional model for a monument (perhaps a cube, rectangular prism, or pyramid). Decorate and write the two quotes on opposite sides of your shape. Construct it to form a free-standing model.

Related Outcome: Students will recognise that the same event in history is often perceived very differently, depending on the individual and the impact of the event on their life. Students will incorporate spatial understandings into the design process to construct a 3D model. Creative Thinking Skill: Flexibility, Design. Subject Areas: Society & Environment/HSIE – Social Systems, Time, Continuity & Change, Mathematics - Space.

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Task: What do you think of the types of shipboard punishment described in the resource book? Would you allow them on board YOUR ship?

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Imagine that you have been given the privilege of captaining the Endeavour replica for a week. Your crew is important and you can’t afford to have cruel, lengthy or painful punishments. What’s more, you believe that the punishment should “fit the crime”.

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Materials: World Explorers resource book, paper, pen.

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Draw up a plan clearly outlining some fitting consequences for these on-board offences that have occurred during the past week:

Sleeping “on the job” Leaving clothes in a passageway Using unsafe knots in the sail rigging Smoking cigarettes on deck Putting salt in the crew’s bed-sheets Smuggling chocolate biscuits from the galley Related Outcome: Students will devise creative, practical and fair consequences for another’s actions. Creative Thinking Skill: Originality, Problem Solving. Subject Areas: Society & Environment/HSIE – Social Systems.

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Creative Thinking: Task Cards

Task 13: Pirate Passport Materials: Paper, card, stapler, scissors, foam, stamping ink, passport (example), Internet access. Task: Pirate crews were often a mixed bunch of people from a variety of

cultures, religions and ways of life. It has been said that a totally new culture emerged on board pirate ships, so they became a mini multicultural nation with their own set of rules and traditions.

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Use the layout of a real passport as a basis for a new “pirate passport” that can be given to pirate recruits to help them identify with their new citizenship. Include any facts that you can from your readings on pirates. Check out the websites below:

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http://travel.howstuffworks.com/passport.htm and www.passports.gov.au

  

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Make a pocket-sized booklet with a cover, and include these parts in the passport:

Cover with a pirate “coat of arms”; Personal details (age, country of origin, date of birth, gender) on inside cover; Pages of stamps and information of countries visited and ships that they have conquered. Design stamps by cutting out foam shapes, stamping with ink and filling in detail with coloured markers.

Related Outcome: Students summarise main aspects of a culture in a creative context. Creative Thinking Skill: Applied Imagination, Elaboration. Subject Areas: The Arts – Visual Arts, Society & Environment/HSIE - Culture.

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Task: Before the earth was totally circumnavigated, proving its spherical shape, many still believed that the world was flat.

Imagine that the world IS flat! By yourself or with a partner, create a list, brainstorm or Mind Map® for how the world would be different if we lived on a flat planet.

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Here are some ideas to get you started. Make sure you write QUESTIONS and a range of POSSIBLE ANSWERS.  How does this change world exploration?  What happens if you reach the edge?  What is on the other side?

 How are the seasons/day and night affected? How many more ideas can YOU come up with?

Related Outcome: Students will consider questions related to, and potential outcomes of an impossible situation. Creative Thinking Skill: Problem Reversal, Lateral Thinking. Subject Areas: Science – Earth & Beyond, Society & Environment/HSIE – Place & Space.

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Creative Thinking: Task Cards

Task 15: A Gift From the Future Materials: A3 paper, pencils, markers. Task: If you could take ONE gift from the 21st Century back in time with you to give to a historical explorer, what would it be? Would it be something useful, something fun or something that would seem “out of this world”.

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Choose an explorer and write “A gift for …” in the centre of a sheet of paper. In brainstorm style, write some categories of the TYPES of presents that you might like to give then branch out from each category, listing as many ideas as you can.

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When you have finished, carefully choose the gift that YOU think would be the best one to give. In a letter to the explorer, write the reasons why you have decided to give them this gift, and tell them all about the gift, explaining how to use it. Remember to think about the consequences of giving such a gift when making your decision. Now get into your time machine, fasten your seatbelt and deliver your gift in person!

Related Outcome: Students will develop a range of categories and ideas for an appropriate item to take back to an earlier century in time. Creative Thinking Skill: Curiosity, Imagination, Logical Thinking. Subject Areas: Society & Environment/HSIE – Time, Continuity & Change.

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Task: Jesse Martin, the young Australian who broke the record for being the youngest person to circumnavigate the globe in a yacht, sailed out to spend almost a year alone at sea. Jesse had lots of navigation and maintenance to keep him occupied, as well as e-mails and music, but there must have been times when he felt like something different to do. Imagine that Jesse is still out at sea, wondering how to fill the spare moments of his days. Your job is to send him an email with a list of activities that he can do.

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Here are the things Jesse has with him: ♦ E-mail and Internet access; ♦ Guitar and CDs; ♦ Paper and pen; ♦ Food (mainly tinned) and water; ♦ The ocean below and the sky above.

REMEMBER: Be as creative as you can possibly be. How many different ideas can you come up with?

Present your answers in e-mail.

Extra: Find out more about Jesse Martin: www.imajicamedia.com/JESSE_MARTIN/HOME.html

Related Outcome: Students will identify with a young, modern explorer by suggesting leisure activities for their spare time. Creative Thinking Skill: Fluency, Flexibility, Originality. Subject Areas: English - Writing.

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Creative Thinking: Task Cards

Task 17: Full of Hot Air Materials: Internet access, paper, pen. Task: The hot air balloon was one of the very first means of air transport … and it is still used today. Imagine that the Montgolfier Brothers, who made history with the first developments of ballooning, also came up with many alternatives to their final hot air balloon design. Research the structure and features of the modern hot air balloon. Start here:

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www.howstuffworks.com/hot-air-balloon.htm

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Lands in op en field

F illed wit h P r op ane

Bask et Made of W ick er

Ballon Made of Nylon

C r owded str eet

Water

C ar db oar d

Si l k

M ar k ed ai r str i p

Hel i um

Wool

A l foi l

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Write each feature in a chart, as shown in the examples in the table. For each feature, list a range of alternatives that could have been used. When finished, go through the list and select random alternatives for each feature. You will be amazed at the variety of outcomes you get.

Choose one that you particularly like – it could be the one that you think will work the best, or it could just be the wackiest – and draw it! Related Outcome: Students will consider design alternatives by examining individual features of an object. Creative Thinking Skill: Morphological Analysis. Subject Areas: Technology & Design - Materials, Science.

Materials: World Explorers resource book, Guinness Book of World Records, Internet access, pen, paper.

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Task: From your readings, you will learn that many of the world’s great explorations stemmed from the desire to be the first, the furthest, the fastest, the highest – to set a new benchmark in history or to break an old record.

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What exploration record would YOU like to break? Think about all possibilities on earth, including flight, deep-sea exploration and space exploration. Consider all modes of transport, including some more unusual ones. Check out this site: www.guinnessworldrecords.com

 Write down your goal at the top of a sheet of paper, in a very clear statement that explains exactly what record you will be aiming to set or break.  Underneath, write down a PLAN for how you will set about achieving your goal. Use headings, such as Raising Money, Getting Fit, Organising Equipment, Recruiting Helpers and so on. Related Outcome: Students will consider all aspects of a plan and organise information under headings. Creative Thinking Skill: Applied Imagination, Logical Thinking. Subject Areas: Health & Physical Education – Goal Setting.

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Creative Thinking: Task Cards

Task 19: The Great Debate Materials: Pen, pencil, partner. Task: What do you think about our greatest explorers? Were they heroes or madmen? Cruel or kind? Curious or meddlesome? Write down your thoughts FOR and AGAINST this debate topic:

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“World explorers contributed more to society than anyone else.”

Discuss the outcomes:

• Which arguments contradict or cancel each other out? • Which side has the most valid points? • Have you been convinced one way or the other?

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You may wish to take one viewpoint and list all the arguments that you can think of, whilst a partner takes the opposing view. When you have both thought of as many ideas as you can, swap and complete each other’s list.

Related Outcome: Students will analyse the overall impact that world exploration has had on society in history and today. Creative Thinking Skill: Logical Thinking, Fluency, Flexibility. Subject Areas: Society & Environment/HSIE – Time, Continuity & Change, Social Systems.

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Materials: Paper, pencils, marshmallows (optional).

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Task: Imagine that a new land is suddenly discovered in the middle of the Pacific Ocean. It has one major difference that sets it apart from any other land ever discovered – it is made entirely of marshmallow!

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Think about the difficulties, confusion and crazy activities that may follow. Create a cartoon (or write a story if you prefer) showing how sometimes explorers get more than they bargained for!

Use some marshmallows to present your cartoon in a crazy way (don’t eat them all!).

Related Outcome: Students apply imagination to a creative writing piece. Creative Thinking Skill: Imagination, Risk Taking. Subject Areas: English - Writing.

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Teachers’ Notes: World Explorers

Activity Checklist

Ac tivity Na me

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T1: The Ultimate Bac kpac k

T2: The Worst Case

T3: Living in Harmony T4: The Top Twenty T5: Web Whammy

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Student Names

Photocopy this sheet onto A3 paper and display in the learning centre. Students check off the sheets as they complete them.

T6: Rec yc led Armour? No Drama T7: " We Want you!" T8: Oc ean Blues

T10: Speedy Sailing

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T11: Two Sides of the Stor y

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T12: Walking the Plank? T13: Pirate Passport T14: Flat Tac k

T15: A Gift From the Future T16: Boredom Busters T17: Full of Hot Air T18: It's a Rec ord! T. 19: The Great Debate T20: Candy Cartoon Caper

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T9: A Good Report

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Teachers’ Notes: World Explorers

Assessment and Evaluation

Evaluation and assessment complete the model for any learning experience. It is often difficult to assess creativity as many students need the right outlet for their learning. Some students will perform better with oral presentations, some will shine in class discussions, others will display initiative in the design process while many will demonstrate their understanding through written assignments.

These are only a sample of the questions that need to be addressed at the evaluation stage:

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Did the student demonstrate critical and creative thinking skills?

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 Did the student communicate effectively in written form?  Did the student communicate effectively in oral presentations?  Did the student demonstrate proficiency in appropriate technologies?  Did the student reflect on his/her performance?

Critical thinking includes the ability to evaluate, compare, analyse, detect bias, distinguish fact from opinion, see causal connections, draw conclusions and form effective arguments. Creative thinking, also an important element of effective thinking skills, involves the ability to challenge assumptions and think outside rigid mental sets.

Pages 26-30 contain assessment forms to be used at the teacher’s discretion. The forms have been tailored to particular activities and have been categorised as follows:

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 Sharing Information  Written Information  Design Evaluation  Creative Thinking Evaluation  Student Self-Assessment

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•f orr evi ew pur posesonl y•

The students should be encouraged to complete a self-assessment form as they complete each activity (i.e. set them up in a box as part of the learning centre). Teachers can then use these forms to help them assess the students’ understanding of the learning process.

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Teachers’ Notes: World Explorers

Teacher Assessment 1: Sharing Information  This assessment proforma is designed to evaluate the task cards that require oral presentation or group reporting.

Student Name:........................Task Card: ....................................

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Did the student understand the task?______________________________________________ What creative thinking strategies did he/she employ to complete the task?______________ _____________________________________________________________________________

Sharing Information: Did the student demonstrate confidence in sharing his/her learning experience with the class? Oral Presentation: • Was the audience interested in the presentation? • Was note use kept to a minimum?

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_____________________________________________________________________________ YES

• Did the student understand their role as a group member?

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• Did the student dominate the group learning process? • Did the student encourage the participation of other group members?

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Group Work: • Did the student contribute to the group’s overall performance?

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• Was the group effective in achieving the task?

Extra comments:________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Teachers’ Notes: World Explorers

Teacher Assessment 2: Written Information  This assessment proforma is designed to evaluate the task cards that require written accounts and assignments.

Student Name:........................Task Card: ....................................

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Displaying Information: Did the student demonstrate confidence in sharing his/her learning experience with the class? Presentation: • Was the layout eye-catching? • Were appropriate materials used to enhance presentation?

(e.g. images/drawings)

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_____________________________________________________________________________ YES

Research Skills: • Did the student grasp the main concept of the task?

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• Has the student shown evidence of library or multimedia research?

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• Has the student demonstrated proficiency in using the Internet as a research tool?

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Teachers’ Notes: World Explorers

Teacher Assessment 3: Design Evaluation  This assessment proforma is designed to evaluate the task cards that require students to participate in the design process.

Student Name:........................Task Card: ....................................

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_____________________________________________________________________________ Design Evaluation: Did the student demonstrate confidence in sharing his/her design experience with the class?

YES

Designing, Making and Appraising • Did the student generate ideas for meeting requirements? • Did the student experiment with practical methods to achieve the task?

© ReadyEdPubl i cat i ons • Has the student shown flair and imagination in their work? •f orr evi ew pur posesonl y• • Did the student justify his/her design? • Did the student choose practical resources?

• Did the student demonstrate initiative and creativity?

• Did the student critically evaluate his/her design?

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• Did the student explore all attributes of the design?

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• Did the student discuss strengths/weaknesses of his/her design? • Did the student analyse how well the task requirements were met?

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Reflection: • Did the student examine their design in terms of meeting the task requirements?

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• Did the student suggest modifications to the design? • Did the student explain how their design works?

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Teachers’ Notes: World Explorers

Teacher Assessment 4: Creativity  This assessment proforma is designed to evaluate student creativity and thinking skills.

Student Name:........................Task Card: ....................................

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Creative Thinking Evaluation: Did the student demonstrate confidence in sharing his/her work with the class? Cognitive and Affective Skills: • Fluency - Did the student generate a number of ideas?

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_____________________________________________________________________________ YES

© ReadyEdPubl i cat i ons • Originality - Were new and innovative ideas drawn upon? •f orr evi ew pur posesonl y• • Elaboration - Did the student expand on already existing ideas? • Flexibility - Did the student look at the problem from another perspective?

• Curiosity - Did the student seek out answers and facts?

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• Imagination - Did students venture beyond the “safe” boundaries?

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• Risk Taking - Did the student explore a number of solutions to the problem? Reflection: • Did the student adequately explain his/her Mind Map® activities?

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• Did the student reflect on his/her work and suggest changes?

• Did the student show competency in using the creative thinking strategies (e.g. Forced Analogies, Problem Reversal and so on)?

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Teachers’ Notes: World Explorers

Student Self-Assessment

 Complete this sheet at the conclusion after completing each of the task cards.

Name:..................................Task Card: .................................... Explain in your own words what the task was asking:_ __________________________________ ________________________________________________________________________________

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________________________________________________________________________________ What strategies did you use to complete the task?______________________________________

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________________________________________________________________________________

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________________________________________________________________________________ How did you share your learning experience with the class?_____________________________

________________________________________________________________________________ The aspect you enjoyed most about this activity was: (Give reasons.)______________________ ________________________________________________________________________________ ________________________________________________________________________________

© ReadyEdPubl i cat i ons ________________________________________________________________________________ •f orr evi ew pur posesonl y• ________________________________________________________________________________ The part you liked least about this task was: __________________________________________

How could you have improved your learning experience?________________________________

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________________________________________________________________________________

I enjoyed this task.

I learnt new things during this task.

I enjoy sharing my work with the class. I feel my work could be improved.

This task gave me something to think about. I was unsure of what this task required. I would like to research this task further. I was satisfied with my end result.

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Strongly Disagree

Disagree

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Read the following statements and then colour the appropriate circle.

Agree

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Think About ...

Strongly agree

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________________________________________________________________________________

Further Assessment Tools Online Creativity Tests and Resources Creativity Assessment Index www.creativelearning.com/Assess/

Crayola.com - The Power of Creativity www.crayola.com/parents/powercreativity/quizes/print_teachers.cfm

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Smarter Kids.com www.smarterkids.com/

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Six Thinking Hats www.edwarddebonofoundation.com/ Creativity in Young Children - ERIC Digest www.ericfacility.net/ericdigests/ed306008.html

References:

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Fostering Academic Creativity in Gifted Students www.kidsource.com/kidsource/content/academic_creativity.html

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Torrance, E. P. (1977). CREATIVITY in the Classroom. Washington, DC: National Education Association.

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