Lucy,+Kevin,+Kylie+and+James

 Thanks for the ideas Lucy. I just want you to consider the age of the students (10 years) and the curriculum objectives. What age students and time frame are we thinking of? What Curriculum Area and objectives are we focusing on?

As I see it, if we take this approach i.e. giving the students 'roles', then we must change the Curriculum focus from 'Science' to 'Social studies'. We must also rewrite the objectives, learning outcomes, tasks, process, and resources. I don't mean to be a stick in the mud, but I'm not willing to do that because the learners (5th Grade ESL) and the objectives have already been established:

__Life processes__

 * Recognise that all living things have certain requirements so they can stay alive.

__Ecology__

 * Recognise that living things are most suited to their particular habitat.

__Evolution__

 * Recognise that there are lots of different living things in the world and that they can be grouped in different ways.

My suggestion for being more 'in depth' is that we give the students a 'type' of animal from their habitat to become an expert. Each of the three students in a group must become experts in either: Five endangered animals found in their habitat Five migratory animals found in their habitat Five nocturnal animals found in their habitat

What do you think of this idea?

James

LR: Hi there

Kevin the design looks great! Perhaps adding some other media might help to engage the audience ie sound, rollover images/text, slideshow, video?

What do you think about adding the layer of **roles** to make the enquiry more in-depth. The aim of this is to develop different points of view. For example, you could have Zoo owners/shareholders (conservation vs commercial interests), customers (practical considerations, access to animals), RSPCA (to ensure animals are healthy, rights are protected), Vets (interested in caring for animals, rehabilitating wildlife), researchers and conservationists (participate in breeding programs), Born Free (opposed to keeping animals in captivity). Any others???? Each student in the group would become an 'expert' in a particular point of view and share back to the group. This should generate plenty of discussion and force the students to come to a consensus to determine how their enclosure should be designed and the contents of the brochure. Each role could have a page on the wiki. To extend the use of the wikis, each person could provide feedback to another group's wiki to someone in the same role. If you like this idea, I can write up the roles. Cheers, Lucy

Hi Lucy, I this certainly does provide depth and also an arae of focus for the student - I have a suggestion (not sure if is too far across the curriculum) but what about the Marketing Manager for the Zoo and maybe with the roles they have a profile and Job Description, with the Marketing Manager they could be given a choice ideas (a new baby gorilla,new elephant exhibt etc) that they then within an allocated budget must define a marketing campaign similar to this []

All your thoughts? Cheers Kylie

Lucy and Team with the Roles - if this goes ahead we could provide the Profile/main purpose of each role and some relevant links to assist in the students understanding of each role.

Hi Everyone,

First, I like Keven's arrangement. I noticed Kylie wanted to have some input into that too. Just one question, do we need to put our names at the top?

Next,

I agree with Lucy, that we need a more in depth approach to the inquiry. As it stands, the students just: Formulate groups collate info on their wikis from the sites provided use this info for their final task

However, I have no fantastic...Mind shattering ideas!

It's ok to throw your ideas onto the process page...four heads is better than one!

Cheers James

Hi team ,I have just realised that I have not been logging in and that is why it keeps saying that a guest has edited the wiki.... I will log in from now on.
 * ) Kylie

Roles Write your name next to a role Move content from individual wiki pages to WebQuest Draft page, so team can agree on final content on Tuesday - James Design WebQuest XHTML Template + CSS- Kylie (i am very new to web design but can certainly give it a ago), please check out the site i did for my last subject,If you all feel comfortable for me to do it cool if not plesae dont hesitate in telling me. []\

KS: Hey guy and gals,

I did up the following quickly in photoshop - is it too boring for the intended 5th grade audience? Sorry, I'm not sure what that age group is into nowadays.

Hi Kev Thats look great!



Insert content into the template - Kylie I am NEW to wikis so a littl ehelp may be need to include these Proofread and debug WebQuest - Lucy Design Wikis for students to work in their groups Host the WebQuest on a server- Kylie (if this means uploading it - would that be easier for me to do)? Evaluate the final design make suggestions for improvement - Whole team Make final design changes to XHTML + CSS

We can add any ideas here...

LR: would you like me to fully edit the content before it goes into the template?

Kylie, I moved your animal resources to the resources page. I liked you graphic organiser idea.

I moved your additions on the introduction page to task and process page...I think they fit there better.

Thanks for your input!

James

Hi James and Kev, Do you think not sure if is is an overkill?? Do you think it is necessary that we insert links to definitions for such words like:

Zoo, Habitat, etc or include a glossary ? or ???? Your thoughts please :) Kylie

Hi Guys can I ask - on the task page, are the students required to do the organiser, brochure etc or do they they choose one of them. I thought at grade 5 and inorder to incorporate more ICT's they would do all 3 but not sure what yo were thinking..:) Kylie

Good question Kylie. It is phrased in such a way that suggests that all three must be completed. This would be fine, as long as we take this into consideration when suggesting time frames. As far as the definitions are concerned, I don't have enough experience with grade 5 students to know which words they will be familiar with. Personally, I like the idea of providing a glossary with the important vocabulary, as long as the included tasks encourage students to use the vocabulary in such a way that they understand it.

Kevin

Hi James and Kev

Great Kev to know that you are in favour of the glossary - I shall begin pulling out the key words to build one - any ideas are welcome. James just let me know if this is ok with you. At least that way with a glossary/ key terms area these can be hyper linked through the text for the reader.

I am ok with Kev beginning to design etc.

So can I ask a very novice question - as we have our draft wthen need to turn this into a web page ...yes ? so are we hand coding, dreamweaver ??? Thats what I used for the introto web course??

Cheers Kylie

I prefer working in Dreamweaver, as I have the most experience with that program. Hand coding is fun and all, but I find that I am more creative with a graphical interface such as Dreamweaver.

I came across the following article that I thought you would both find interesting and relevant to our project: [|Technology-enhanced language learning: Construction of knowledge and template-based learning in the foreign language classroom.] Should we start a page for these types of resources?

Kev

Thanks for the link Kev it is down at the moment but does sound interesting. :) Kylie