Introduction
Climate change is quickly becoming irreversible and the amount of greenhouse gases being produced in Australia is not being limited fast enough. If the Australian government does not change their primary source of energy to a sustainable option soon, the environment will soon be devastated. In order to avoid this you need to find out:
Which renewable resource should the Australian government invest in to combat global warming whilst remaining economically viable?
Task
You and your team have been hired by the Australian government to investigate different sustainable resources that are available to the country. You are to then decide which of these resources should be used as Australia's primary energy source. Your answer should be presented to the class as an compelling argument.
Members of your team should investigate: What renewable resources are available. What is the cost of farming and storing the energy both long and short term. Compare and contrast your chosen sustainable resource to other resources in Australia.
You and your group may also consider presenting arguments for your resource from environmental, economic and political perspectives.
Examples of presentations on renewable energy and ideas/inspiration for students:
Renewable Energy Explained in 2 1/2 Minutes
Different sources of energy.
Something a little more modern and relevant.
Process
These are the steps needed for success in this challenge.
1. You will be broken up into groups of 3.
2. Teams are to investigate different renewable resources in Australia. Each group must have a different resource. So once your team has decided on a particular resource, they are to write it on the board to make sure there are no overlaps.
3. Once your team has chosen a resource. You should separate into specific research areas. One person should research the availability of the resource and compare it to others, another should research the cost, the final team member should investigate if there are any negative impacts associated with the resource.
4. Once all of the information has been researched and collated, students should design a presentation to the class on their findings. The presentation may be expressed through:
- PowerPoint
- PowToons
- iMovie
- Windows Movie Maker
- Prezi
5. After your group has completed their presentation. An independent critical reflection sheet will be handed out to complete. You are to complete the critical reflection sheet and discern what went right, what went wrong and what could have been completed better in your research and presentation.
Resources that are available to students for research information are:
What even is renewable energy?
Australian renewable energy.
Other renewable resources
Comparing renewable resources
Comparing cost
Clean energy report
Evaluation
|
|
Beginning |
Developing |
Qualified |
Exemplary |
Score |
|
Quality of groupwork. |
Members only worked independently. No collaboration |
Members mostly worked independently. Helping when prompted. |
Members worked collaboratively. |
Members actively sought out and helped each other. |
|
|
Quality of argument. |
Points were developing |
Some complete points |
4+ points of argument. |
Well research and thought out points of argument. |
|
|
Quality of presentation. |
Oral report with no visual aids. |
Developing presentation skills. |
Satisfactory presentation skills with visual aids. |
Group presented with a clear, concise presentation with visual aids. |
|
|
Sources and reference material |
0-1 source cited. |
2-3 sources cited. |
4-5 sources cited. |
5+ sources cited. |
|
Conclusion
Groups have 1 week of IN CLASS time to complete their inquiry project.
Once the groups have all presented we will all do a group think and discuss what went wrong, what went right, what they liked and disliked, and offer any suggestions they have for changing the quest to make it better or more appealing. As well as complete individual critical reflection forms.
Credits
Credits and references:
https://arena.gov.au/about/what-is-renewable-energy/
http://www.ga.gov.au/scientific-topics/energy/resources/other-renewable-energy-resources
http://energy4me.org/all-about-energy/what-is-energy/energy-sources/
http://www.renewable-energysources.com/
https://www.cleanenergycouncil.org.au/policy-advocacy/reports/clean-energy-australia-report.html
References:
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018) Senior Secondary Curriculum, Geography. Retrieved from https://www.australiancurriculum.edu.au/senior-secondary-curriculum/humanities-and-social-sciences/geography/?unit=Unit+2%3A+Sustainable+places.
Australian Curriculum, Assessment and Reporting Authority. (2018). Information and Communication Technology (ICT) Capability. Australian Curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/.
Gardner, H. (2006). Multiple intelligences: New horizons. Basic books.
Hogan, K. E., & Pressley, M. E. (1997). Scaffolding student learning: Instructional approaches and issues. Brookline Books.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
Ninio, A. and Bruner, J. (1978). The achievement and antecedents of labelling. Journal of Child Language, 5, 1–15.
Pinantoan, A. (2013). Webquests – An Introductory Guide and Resources. Open Colleges. Retrieved from http://www.opencolleges.edu.au/informed/teacher-resources/webquests/.
Splitter, L. J. (2009). Authenticity and constructivism in education. Studies in philosophy and education, 28(2), 135-151.
Teacher Page
Rationale:
This WebQuest was made for a year 12 Geography class embarking on the second unit of the Australian Curriculum and Reporting Authority (ACARA) senior secondary curriculum. A WebQuest is a lesson format that focuses specifically on inquiry-based learning, in which most of the information is researched online (Pinantoan, 2013). It supports the development of student’s ICT capabilities (ACARA, 2018) and allows students to work collaboratively. Providing students with an avenue to take control of their learning and find their own answers.
WebQuests use a 6-element formatting strategy that provides students with straightforward direction and consistency. This familiar and clear consistency is an advantage to the WebQuest design because it leaves little room for error. The six formatting elements are: introduction, task, process, evaluation, conclusion and credits. This WebQuest asks students to first select a renewable resource to research. Then to compile the information in a presentation to the class that compares the chosen resource to others in Australia. The presentation can be exhibited using either: Powerpoint, PowToons, iMovie, Prezi, and Windows Movie Maker. Finally, students are to self-evaluate both their individual efforts and their team’s production. Critically reflecting on what went right, what went wrong and what could have been done better.
Many learning theories were consulted and incorporated into the design of this WebQuest including: Benjamin Bloom’s Revised Taxonomy (Krathwohl, 2002), Lev Vygotsky’s Zone of Proximal Development (Hogan & Pressley, 1997), Scaffolding (Ninio & Bruner, 1978) and Howard Gardner’s (2006) multiple intelligences were also taken into consideration. The use of these learning theories in the design of the WebQuest task helps to direct the student’s learning and keep them on engaged without the task becoming too difficult. The task design also incorporates relatable and authentic topics to keep students engaged.
The WebQuest allows students to express ICT capability. The pre-chosen resources allow students more time to analyse and evaluate the information they collect. Students are then asked to create a presentation on their findings. This is aligned with the ACARA ICT capabilities of: investigating with ICT, communicating with ICT and creating with ICT (ACARA, 2018). For example, to align with the investigating ICT element. Students are required to research their chosen resource and generate an improved understanding of their topic. Learners are then asked to collaborate and create a presentation for the class from the information they have gleaned from the prescribed resources. Which aligns with the creating with ICT element. Finally, learners must communicate their findings in a clear format, using either: Powerpoint, PowToons, iMovie or windows movie maker. This aligns with the final ICT capability of communicating with ICT.
Moreover, the WebQuest lesson design advantages learners because it allows them to express high levels of expression, thought and creativity. Which is in line with Bloom’s Taxonomy (Krathwohl, 2002). It also allows the teacher to make the lesson personalized to the specific class. This is important because the content can be modified to become relatable and authentic to the students. If this is done correctly students are then able to relate the work they are doing in class to what is current in their lives. This gives meaning to the lesson, and applies a “real world’ feel (Splitter, 2009).
This WebQuest design provided an advantage to the teacher in how effective it was at referring to ACARA elements. The task managed to reach many curriculum sub-elements of Geographical Inquiry and Skills, and Geographical Knowledge and Understanding including:
Collecting, recording, evaluating and representing
- collects geographical information incorporating ethical protocols from a range of primary and secondary sources (ACHGE030)
- evaluates the reliability, validity and usefulness of geographical sources and information (ACHGE032)
Interpreting, analysing and concluding
- analyses geographical information and data from a range of primary and secondary sources and a variety of perspectives to draw reasoned conclusions and make generalisations (ACHGE033)
Communicating
- communicates geographical information, ideas, issues and arguments using appropriate written and/or oral, cartographic and graphic forms (ACHGE035)
- uses geographical language in appropriate contexts to demonstrate geographical knowledge and understanding (ACHGE036)
Reflecting and responding
- proposes individual and collective action, taking into account environmental, social and economic factors; and predicts the outcomes of the proposed action (ACHGE038)
WebQuests provide pedagogical advantages for both the learners and the teacher. As well as aligning to key curriculum elements and ICT capabilities. WebQuest, when operated effectively using the six-element formatting strategy, can be effective in motivating students to take control of their own learning. This student-centric learning allows for higher order thinking skills to be put in effect and helps produce a high quality of work.
References:
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018) Senior Secondary Curriculum, Geography. Retrieved from https://www.australiancurriculum.edu.au/senior-secondary-curriculum/humanities-and-social-sciences/geography/?unit=Unit+2%3A+Sustainable+places.
Australian Curriculum, Assessment and Reporting Authority. (2018). Information and Communication Technology (ICT) Capability. Australian Curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/.
Gardner, H. (2006). Multiple intelligences: New horizons. Basic books.
Hogan, K. E., & Pressley, M. E. (1997). Scaffolding student learning: Instructional approaches and issues. Brookline Books.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
Ninio, A. and Bruner, J. (1978). The achievement and antecedents of labelling. Journal of Child Language, 5, 1–15.
Pinantoan, A. (2013). Webquests – An Introductory Guide and Resources. Open Colleges. Retrieved from http://www.opencolleges.edu.au/informed/teacher-resources/webquests/.
Splitter, L. J. (2009). Authenticity and constructivism in education. Studies in philosophy and education, 28(2), 135-151.
Created for the University of the Sunshine Coast - Class EDU302 - By Jaksen Brose.