Introduction
Hello year 6! I hope you all enjoyed the virtual reality tour of the Great barrier Reef. Now it is time to take what we have learned from our incursion and share it with everyone else.
For this task you will create a PowerPoint presentation about the Great Barrier Reef. The purpose of this presentation is to introduce people to the Reef and give them an idea of the types of animals and plants that live there. You will also need to talk about the problems the Reef is facing and why it is disappearing. Include information on what is causing these problems and the different ways we as individuals and communities can help save the Reef.
On completion of this task, you should be able to answer the following:
How do people influence the way spaces in certain places are managed?
How can we reduce the impact people and the environment have on these places?
Task
Using the information you learned from the VR tour, research more information and collect images and data about the current state of the Great Barrier Reef.
Your PowerPoint presentation must be visually exciting, with pictures to help the viewer see the beauty of the Great Barrier Reef and show the problems it is facing.
You can include maps that show the location of the Reef, highlight how much of it has been lost over time, the effects of climate change, human settlement etc.
You must include at least 3 different types of graphs and other visual representations of data (that you made) showing just how much these problems have affected the Reef. E.g. a pie graph showing how much of the Reef has been lost so far.
At the end of the task, you are to create either a t-shirt, hat, jumper, poster or bumper sticker with a slogan and image and/or pictograph that is aimed at raising awareness of what people can do to protect the Great Barrier Reef. Include an image of your finished product at the end of your presentation.
Your PowerPoint must be at least 7 slides, and no more than 12.
The topics you will cover are based on the 5 chapters of the VR tour:
1. Introduction: include your name, class, title of your presentation and a brief outline of your presentation. MAXIMUM 1 SLIDE
2. The Perfect Reef: give details about the Great Barrier Reef, how it was before it began being destroyed. MAXIMUM 2 SLIDES
3. Understanding The Reef: discuss the current state of the Reef, the decline of its ecosystem MAXIMUM 2 SLIDES
4. The Global Reef: explain the significance of the Reef to Australia and the world and how its destruction is effecting us. MAXIMUM 2 SLIDES
5. The Future Reef: outline what will happen if the Reef continues to be destroyed. MAXIMUM 2 SLIDES
6. Get Involved: Discuss how people are working towards saving the Reef. MAXIMUM 2 SLIDES
7. Conserving the Reef: Describe what your slogan is about and include the picture of the product you have created. Explain how it will help in the effort to conserving The Great Barrier Reef.
Process
1. Create a PowerPoint document and save it under you name.
2. Create your introduction slide.
3. Use the topics as headings for each section of your presentation:
Introduction
The Perfect Reef
Understanding The Reef
The Global Reef
The Future Reef
Get Involved
Conserving The Reef
4. Use these links to gather data and information that you will use in your slides. You can do your own internet searches as well to find information.
https://kids.kiddle.co/Great_Barrier_Reef
https://greatbarrierreef.com.au/
https://www.sciencekids.co.nz/sciencefacts/earth/greatbarrierreef.html
https://www.kidcyber.com.au/great-barrier-reef
https://greatbarrierreeftourscairns.com.au/blog/11-amazing-facts-about-the-great-barrier-reef/
5. Summarise the information for each topic and organise them in the appropriate slides.
You can present the information and data in different forms, examples:
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Images Before and after images Maps with legends Weather Maps |
Maps and images may be copied from the internet. You must explain what these maps and images represent in your own words using captions, labels or sentences. Include as many pictures as you like and AT LEAST 1 MAP |
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Flow charts Graphs (Pie, line, column etc) Timeline Table |
You must create your own charts, graphs, tables or timelines using the data you collect from the internet. These can all be created inside PowerPoint (as we have done before.) Do not use the same type of data presentation more than once (e.g. only 1 table, 1 timeline and 1 pie graph.) Include at least 3 different ones in your presentation. |
| Short paragraphs |
Paragraphs must be WRITTEN IN YOUR OWN WORDS, NOT COPIED AND PASTED from the internet. |
6. For your final slide come up with a slogan that will help raise awareness of how people can help save the Great Barrier Reef. Explain how this slogan will raise awareness and how this message will help save the Reef.
7. Design an item of clothing, poster or bumper sticker that conveys this slogan. You can use images or pictographs from the internet to put on your item. Use one of these websites to create your product.
Design a poster:
https://www.designcap.com/poster/kids.html
Design an item of clothing:
Design a bumper sticker:
https://www.makestickers.com/products/car-stickers/bumper-stickers
8. Paste an image of your finished product on your final slide.
Evaluation
MARKING CRITERIA
| /30 | Excellent 5 | Good 3-4 | Satisfactory 2-3 | Unsatisfactory 0-1 |
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Research /5 |
Work is well researched using various resources. Entire presentation is written in own words. |
Work is adequately researched using various resources. Most of the presentation is written in own words. |
Basic research was done using limited number of resources. Some of the work is not in own words. | Little to no research was done. Work was copied directly from websites. |
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Information /5 |
Communicates a deep understanding of the topics. Describes images/maps exceptionally well. |
Communicates a good understanding of the topics. Describes images/maps well.
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Communicates a basic understanding of the topics. Describes images/maps sufficiently. | Communicates a poor understanding of the topics. Minimal to no description of images/maps. |
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Organisation of work /5 |
Organises work to show deep understanding of how information is grouped together under relevant headings. |
Organises work to show good understanding of how information is placed under appropriate headings. Most of the information is grouped together appropriately.
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Organises work to show basic understanding of how information is placed under appropriate headings. Some information is grouped together appropriately. | Poor organisation of work. Information is not grouped together appropriately under correct headings. |
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Visual Presentation /5 |
Uses various images in a creative and capturing way to present information and convey messages about the topics. |
Uses sufficient amount of images to adequately present information and convey messages about the topics.
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Uses some images to adequately present information and convey messages about the topics | Little to no images used. Images used do not all help present information and convey messages about the topics |
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Presentation of Data /5 |
Creates at least 3 exceptional graphs/charts/timelines to represent data and statistics relevant to the topics |
Creates 3 well thought out graphs/charts/timelines to represent data and statistics relevant to the topics
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Creates 3 basic graphs/charts/timelines to represent data and statistics relevant to the topics | Creates less than 3 to no graphs/charts/timelines. They are poorly designed and/or show little to no data and statistics relevant to the topics |
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Grammar, Spelling and Punctuation /5 |
Demonstrates excellent communication skills through the use of appropriate grammar and proper paragraph structure. No punctuation or spelling errors. |
Demonstrates good communication skills through the use of grammar and paragraph structure. Minimal punctuation and/or spelling errors.
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Demonstrates basic communication skills with minimal errors in grammar and paragraph structure. some spelling and/or punctuation errors. |
Demonstrates poor communication skills through the use of inappropriate grammar and improper paragraph structure. Many punctuation and/or spelling errors. |
Conclusion
Your task is due on Monday 15 June. You will have 4 weeks to complete this task.
Some class time will be given for you to work on your task. I will be available during class and via email to answer any questions and provide feedback and support.
Submit your task via google classroom.
Good luck!
Teacher Page
Stage 3: Year 6
Great Barrier Reef Virtual Reality Incursion and Task
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Outcomes: GE3-1 describes the diverse features and characteristics of places and environments GE3-3 compares and contrasts influences on the management of places and environment GE3-4 acquires, processes and communicates geographical information using geographical tools for inquiry |
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Content: - Students investigate the ways people change the natural environment in Australia and another country - Students investigate how people influence places |
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Key Inquiry Questions: · How do people influence places and the management of spaces within them? · How can the impact of humans and climate change on places be reduced? |
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Cross-curricula priorities: Sustainability Aboriginal and Torres-Strait Islander histories and cultures |
General Capabilities: Critical and creative thinking Literacy Ethical understanding |
Other learning areas (NESA) Civics and Citizenship Work and enterprise |
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Geographical concepts
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Place: Characteristics of places on a global level
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Environment: How people influence the environment The effect of natural disasters on the environment
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Sustainability: Extent of environmental change Environmental management practices Sustainability initiatives |
Change:
Changes of environmental and human characteristics of places
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Geographical Inquiry Skills |
Acquiring Collect and record relevant geographical data and information, using ethical protocols, from primary data and secondary information sources, for example, by observing, by interviewing, conducting surveys, or using maps, visual representations, statistical reports, the media or the internet (ACHGS034, ACHGS041 |
Processing Represent data in different forms, for example, plans, graphs, tables, sketches and diagrams (ACHGS035, ACHGS042)
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Communicating Present findings and ideas in a range of communication forms as appropriate (ACHGS038, ACHGS045) Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039, ACHGS046) |
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