Unit overview

Purpose of this overview

This is an overview of the 'Funds for Pipeline Project' unit. Each week has been listed with what should be done, the ICT resources used, the activities the students will participate in, and the outcomes of that week. The overview is written in skeletal detail to reveal the in depth process and procedures involved in this unit.It may be helpful to read the Task page to understand what the unit is about before reading the week to week activities. Throughout the unit it can be noted where students are learning, using knowledge, reflecting, and extending. Thus this overview considers the five DoL's by Marzano and Pickering et. al. (1997).
Under the 'activities' heading in each week is a table listing the activity number, what the students will do, where it is done, how it is done and who it is done by (written as though addressing students). The 'where it is done' column refers to what part of the wiki students will use to complete the activity. You may want to view the Unit wiki page to better understand the areas. The 'web quest' section is where students engage in content. The 'learning spaces' section are a series of scaffolded pages where activities are completed. The 'Maasai pages' section is an area of several pages where resources on Maasai culture is collected as part of a portfolio. The Wiki will also have a 'profiles page', a 'class page' and group pages. The class page is where students make notes, suggestions, dump resources and interact with each other. The group pages serve the same purpose however are only uses by several students belonging to that group. Again to understand the Wiki structure and purpose go to Unit wiki. Overall the wiki is a collaborative learning area. At the end of the unit it should be full of planning, resources, histories of interaction, different creations and much more. It will be assessed as a demonstration of student's learning journey. The second column in the activities table shows who the activity will be completed by. 'Individual activity' means it is something each individual is responsible for completing. Hence, although it is a group activity is will not be complete unless 'every' student participates. 'Group activity' means it is something that each 'group' (groups formed in week 3) must contribute to. Not all individuals within the group may participate in activity (although they are advised to), as long as at least one member from each group contributes the activity will be deemed completed. Lastly 'class activity' means it is a task to be completed by all the class together. Some students may do more work than other, some students may do nothing at all. As long as most of the class has particpated at the activity is completed the class can move on. As the teacher it is important to check all students are working together and contributing and none are 'getting an easy ride'. Later on in the weekly activities some tasks are divided into what certain groups must do. For example the cooks may have a special task while the rest of the class must give feedback etc. To learn more about the different roles in this unit and what each group will be doing go to The roles page. In the final column a brief explanation of the purpose for the activity is given. Almost all activities contribute to students assignments. Resource collecting builds up their portfolio as do blog reflections and notes of discussions. As mentioned in Assessment 1 and Assessment 2 overivew students will be assessed based on their progression and iniatiative demonstrated throughout the unit, not specifically the final event. Also in the 'outcomes' column it is mentioned what skill students are exercising and what stage of knowledge intergration they are using. This goes back to Marzano and Pickering's et. al. (1997) DoL's.
Many of the activities may seem very structured or formal. Teachers are able to modify these based on class needs and interests. The roles outlined are quite basic. Students may change or choose the group functions but again later activities will need extensive modication to accomodate this. All activities that require students to complete content could involve readings, podcasts, videos, or media activities. Pages will be designed so students have a choice of how they want to learn. For example a podcast or a set of written text. Activities that ask students to collect resources also specifies any type of online media. Students will need to be instructed in effective resource identification. In other activities such as brainstorming, blog reflecting and communicating etc students also have a choice. Although the activity specifies that students use a mindmap, create a glog, or make a podcast etc teachers should allow students to choose the ICT tool that best reflect their learning style. Some activities may seem quite broad and may need more specification and refining. This again gives teachers a chance to modify them according to class interests.

Next is a simple overview describing what will be taught in class each week to support the online web quest activities. The descriptions are very loose and general and to be used as a guide. Teacher's should plan their own class lessons based on student interests and levels of understanding.


Weekly web quest, tasks, and outcomes

Week 1

What should be done?
Students gain an insight into Tanzanian and Maasai culture/lifestyle.
They reflect on this.
They set up/organise their learning for the term.

ICT resources
Blogs, wikis, google docs, vokis, google earth, google maps, and bubbl.us.

Possibly videos, images, podcasts in research collection + blog reflection


Activities
No.
Activity
Where it is done
How will it be done
Purpose/outcome
1
Complete 'week 1' web quest content (content always includes reading, videos and other material)
Web quest
Individually
Learn, engage in Maasai content knowledge
2
Collect and read additional resources. Contribute these
to the appropriate page in the wiki under the 'Maasai' pages (additional resources means any form of online media as long as it does not contravene copyright)
Wiki: Maasai page
Individually
To exercise research and information analysis skills.
Teacher must scaffold here.
3
Locate the Ngorongoro National Park in Tanzania on Google Earth or Google Maps. Save and paste images in the most appropriate ‘Maasai’ wiki page
Wiki: Maasai pages
As part of the class
Integration of ICT. Students
learn to use identify sites on electronic maps
4
Form a group of three of four students and create a bubbl.us concept map on your chosen topic in the first scaffolded wiki spaces under the ‘learning spaces’ heading
Wiki: Learning spaces
In a group
Collaboration, idea sharing and
reflection on the learning involved. Intergration of ICT
5
Complete a ‘see think wonder’ routine on the images provided in one of the scaffolded wiki spaces
Wiki: Learning spaces
Individually
Encourage higher order thinking. Students connect emotionally with
the Maasai people and develop their
cultural understanding
6
Complete a ‘think, puzzle, explore’ routine
Wiki: Learning spaces
Individually
To use higher order thinking, extend upon ideas and teach students to think divergently
7
Create a voki. Place it in the ‘profiles’ page in the wiki with a description of yourself. You may choose to use this voki when communicating throughout the rest of the unit
Wiki: Profiles page
Individually
Acheive curriculum outcome where students establish an identity in
communication. To encourage creativity
and interaction
8
Create a blog on Google Blogger and put the URL under your profile. Create your first blog reflection using text, audio on any other media. Reflect on 'Why we as westerners have a responsibility towards those who don't have access to daily necessities?'
Blog
Individually
To teach ICT skills in setting up personal accounts and creating things online. To encourage reflection on learning.

Outcomes
Students have an understanding of Tanzanian and Maasai culture. They know how to evaluate and use their knowledge by comparing etc.

Week 2

What should be done?
Students connect with the Rachael and the Maasai school.
They learn more in depth about the Maasai.
They engage in some critical comparing of cultures and reflect on this.

ICT resources
Blogs, wikis, google docs, online conferencing tools, and email.

Possibly images, podcasts, and videos in resource collection

Activities
No.
Activity
Where it is done
How it is done
Purpose/outcomes
1
Complete readings about net safety and protocols in communication
Web quest
Individually
Learn about appropriate behaviour
and protocol online as well relearn legal, safe, and ethical
2
Complete a ‘KWL’ activity
- What questions will we ask Rachael and the school?
- What do we want to know?
- What is important for our project?
Wiki: Learning spaces
Individually
Students learn to plan, think about
what they want to know, and analyse their situation.
3
Nominate a class member to send an email to Rachael on behalf of the class. Have this student send the email
Wiki: Class page, or forums
As part of the class
Collaboration, discussion and group planning. Global ICT communication
and interaction
4
Research and discuss the best ICT communicate method/program to be used for connecting with the school in Irkeepusi (teacher will help with this).
Do this using a 'think, pair, share' activity in the Wiki: Learning spaces. Afterwards put all ideas in the Wiki: Class page
Wiki: Learning spaces + Class page
As part of the class
To encourage research, higher order thinking
and collaborative idea building. Students must
think about many factors and decide what needs to be researched. Extensive scaffolding will be needed by teacher
5
Contact the school using the communication program selected
Done in class with teacher’s assistance
As part of the class
Students connect and experience live international communication. They learn firsthand about another culture and the different communication strategies
used
6
Brainstorm your thoughts about the international web conference and the pipeline project. Use a bubbl.us mindmap if desired
Wiki: Learning spaces
Individually
Encourage reflection or learning by writing out ideas and thoughts. This is an opportunity to identify personal knowledge and questions that need to be asked.
7
Choose an area or aspect of Maasai culture you want to research (aspects are broken up into pages in the 'Maasai' section in wiki however
you may add topics/pages). Contribute several resources to the Wiki: Maasai pages such as articles, youtube videos, podcasts or whatever is credible and interesting (ensure you reference properly and only use 'cc' media). Perhaps discuss your intentions with the class in the forums or ‘class page’ so you aren’t all researching the same topic
Wiki: Maasai section
Individually
Encourage planning, communication and more importantly research skills. Again students will need some scaffolding. By now they should be trained in identifying credible sources.
8
Blog reflection:
- Safe use of ICT information and communication and the safety strategies you used.
- General reflection on learning from week 2
Blog
Individually
Students reflect on their learning
Outcomes
Students learn how to plan, identify the information they need, talk to people overseas, and evaluate this information. They know how to find and collect resources.

Week 3

What should be done?
Students decide upon a project they will do to raise money.
They discuss this with Rachael and decide upon a project.
They create a criteria for this event (what it must exhibit/cover) and allot roles and teams.

ICT resources
Blogs, wikis, google docs, online conferencing tools, forums, bubbl.us, and text2mindmap.

Possibly images, videos and podcasts used in blog reflections.

Activities
No.
Activity
Where it is done
How it is done
Purpose/outcomes
1
Brainstorm your ideas on how you could use a cultural event/function to raise money for the Maasai pipeline project
Wiki: Learning spaces
Individually
To use higher order thinking and engage in collaborative learning
2
Discuss your ideas with Rachael. Ask more questions about the culture and look for her opinion on what would be best
In email, or on a live conference tool
Individually or in a
group. Decide how
you will do this. Best done as class activity
To teach planning, strategising and collaborative skills. This is a very broad task and will need teacher scaffolding
3
How do you want to promote the culture you discussed? Do some more brainstorming using a mindmap
Wiki: Learning spaces section
Individually
To help students use their learning meaningfully. To encourage higher order and divergent thinking, through consideration of real world factors
4
Research and collect more resources to put in the Wiki: Maasai pages. Use these to give you more ideas
Wiki: Maasai section
As part of the class
To encourage research skills. Also to help student prepare for their final assignment in which a class research portfolio is required.
5
In a conference, forum or via the wiki on the ‘class page’ put forward what you propose to do. Discuss and settle on an idea
Wiki: Class page section, forum, or live
conference (Google docs may be used
and attached to a wiki page)
As part of the class
Extensive critical and creative thinking must be used taking into consideration all practical and
communal issues. Students must analyse, make decisions, develop criterias and problem solve to develop solutions to issues all while using communication strategies. Again this activity is very broad and will need extensive scaffolding.
6
In another conference, forum or wiki page discuss the roles and responsibilities that will be involved using text2mindmap. Divide yourselves into groups. Groups are cooks, artists, presenters, actors and organisers
Wiki: Class page section, forum, or live
conference
As part of the class
Like is the previous activity extensive higher order thinking is applied. Student must think about what needs doing and how this can be covered. Teachers can allow students to change the roles however they will then need to tweak the rest of the unit.
7
Decide upon a criteria for the event describing what must be covered.
Wiki: Class page section, forum, or live
conference
As part of the class
Students use communication media to collaborate. This is another extensive task that will need scaffold. Note that all these collaborative brainstorming decision making activities will be assessed in assignment 1 (due week 6)
8
Blog reflection 'What message should we be sending our community if we wish to raise money? How is this message best presented?'
Blog
Individually
Reflect upon learning
Outcomes
Students learn to connect, sort out information and organise, learn to discuss and allot roles, make decisions, analyse and develop criteria for decisions.

Week 4

What should be done?
Students decide what they are going to do within their individual group.
They start working in their group page writing sophisticated reflections on the time, resources, and money needed.
They negotiate/share this with the class.

ICT resources
Google docs, wikis, blogs, online conferencing tools and forums.

Possibly videos, images, podcasts in research collection + blog reflection

Activities (note students must be responsible for making sure that what they choose works in with the other groups)
No.
Activity
Where it is done
How it is done
Purpose/outcomes
1
Complete web quest content on effective group work
Web quest
Individually
To educate students in effective group work strategies.
2
Complete the strategies and thinking routines to come up with tips/ideas on cooperative learning
Wiki: Learning spaces
Individually
Students apply critical/higher order thinking to how they can work cooperatively.
3
Complete the first half of a ‘bridge’ thinking routine activity
Wiki: Learning spaces section
Individually
Students can reflect on their learning, use divergent thinking and connect it to other content areas.
4
Begin working together:
- View the criteria and look at what needs to be covered.
- Discuss amongst each other whether or not it all fits in and what each group will cover. Each group will be given so much money to spend but can give and take.
Wiki: Class page
As part of a class
Higher order thinking, ICT collaboration and extension and revision of knowledge. Students must think learn how to make decisions collaboratively. May need teacher assistance.
5
Cooks' group, artists' group, presenters' group and the actors' group:
- Collect a pile of Maasai research. Put all these resources on your page
- Brainstorm what you are going to do or make, design. Decide something (group page) in consultation with the organisers.
- Write down the resources you will need, how much these will cost and where you can get them from. Do this in a graph.
- Write how you are going to do it?
- Write how you have you organised your time to be able to achieve this? Describe the task you have given each member. Such tasks may be to buy resources.
- Describe how ICT will support this.
(Note: this doesn’t have to be writing, it could be charted, or in any presentation form) (it can done on the wiki or in google docs) (also it is a rough draft)
Wiki: your group page
In your group
Students learn to plan which involves critical and creative thinking thorugh the consideration of a vareity of factors. Students must research or look into what they will be up against which is practice for real world working. This task is also for assignment 1

Organisers' group:

Brainstorm all factors that will be involved. These could be:
- Invitations
- Location
- Cost
- Time of day
- Set up

Research and paste ideas on your page to share.
- Discuss with your group
- Discuss with all other groups
- Write an outline for this decision
- Write down the resources you will need, how much these will cost and where you can get them from. Do this in a graph.
- Write how you are going to do it?
- Write how you have you organised your time to be able to achieve this? Describe the task you have given each member. Such tasks may be to buy resources.
(group page) (group activity)
- Describe how you will use ICT to support this.
(Note: this doesn’t have to be writing, it could be charted, or in any presentation form) (it can done on the wiki or in google docs)
Wiki: your group page
In your group.
One activity however will
involve class
consultation
Students learn to plan which involves critical and creative thinking through the consideration of various factors. Students must research or look into what they will be up against which is practice for real world working. This task is also for assignment 1. This group will also learn to lead/direct an event by supervising other groups.
6
Blog reflection on how you worked together when deciding what to do for your group.
Blog
Individually
Reflection on collaborative learning
Outcomes
Students learn the key components of working together. They realise the organisational structures required to work together successfully.

Note
Students should refer to the final week assignment so they know what elements in the assignment they need to plan for.

Week 5

What must be done?
Students discuss how they are going to join all their group plans to present the event as a class.
Each group uses the materials written in their group from the previous week to create a presentation of what their group will do.

ICT resources
Google docs, wikis, blogs, online conferencing tools, forums, prezis, powerpoint and videos.

Possibly images, videos and podcasts used in blog reflections.

Activities
No.
Activity
Where it is done
How it is done
Purpose/outcomes
1
Organisers' group: host a class conference or forum discussion involving all groups. Invite all groups to contribute ideas, plans and resources used on the ‘class page’

Cooks' group, artists' group, presenters' group and the actors' group: be involved in this conference and contribute your ideas and plans on the ‘class page’. You may want to nominate a member of your group to speak on behalf of your plans at the conference, another to scribe and so on
In a forum or conferencing
page. However it should also be recorded in dot
points etc on the
group page to demonstrate your
collaboration
As part of the class
Students learn the art of working as an organisation which involves allotting roles and making decisions, an important 'real' life skill.
2
Within your group put together all the plans and ideas created/collected in 'week 4' into an ICT presentation. This should be rough draft but a cohesive outline of what you will do and use etc. You may need to modify your original plans based on class discussion (refer to criteria sheet for this section)
Use resources from your group page and choose an ICT presentation tool
to put them in.
In your group
Use of ICT resources such as powerpoint or Prezi. Students learn to design collaboratively.
3
Blog reflection:
- What strategies you used to collaborate with the main group
- What you contributed to the overall project
Blog
Individually
To reflect on learning by considering what actions (within collaboration) were effective on ineffective. This is for assignment 1
Outcomes
Students work together professionally and interdependently to design and create.

Week 6

What must be done?
Each group will present their task/plan outline for the event in class.
Students will reflect on, and clinch their knowledge so far or Maasain and Tanzanian culture.

Resources
Google docs, wikis, blogs, online conferencing tools, forums, prezis, powerpoint, videos, glogster.

Possibly images and podcasts used in presentations.

Activities
No.
Activity
Where it is done
How it is done
Purpose/outcomes
1
Present your presentation in class. Make sure you explain how ICT will be used in this plan
This task is
presented in class
Collaboratively
as part of your
group
Students learn to present before an audience.
They learn how to present collaboratively and allot roles.
2
Finish the bridge thinking routine started in 'week 4'
Wiki: Learning spaces
Individually
Students reflect on how much they have learnt by thinking divergently and using higher order thinking.
3
Create a glog summarising promoting your knowledge of Maasai culture. Upload it in your blog
Glogster and uploaded into Blog
Individually
A chance for students to be creative, become aware of their knowledge and realise what they do and don't know at this point in their journey.
Outcomes
Students cooperate to present their task

Week 7

What should be done?
Students implement their first actions towards completing their group plan.
Students investigate, understand and reflect on how they could use Tanzanian history in their event.

ICT resources
Wikis, blogs, google docs, local conferencing and communication, and Dipity.

Possibly images, videos, podcasts in blog reflections.

Activities
No.
Activity
Where it is done
How it is done
Purpose/outcomes
1
Complete content about the history of the Maasai and view the movies
Web quest
Individually
Students delve into maasai history and learn more content knowledge.
2
Complete a ‘layers’ thinking routine
Wiki: Learning
spaces
Individually
Student reflect on their learning through the use of higher order thinking.
3
In your group brainstorms what new elements you may want to include in your project to represent Tanzanian or Maasai history
Wiki: your group page
In your group
Student engage in analysis, decision making, and divergent thinking collaboratively. Also creativity is encouraged as students must think about how works of art demonstrate messages and meaning.
4
Actors' group: reflect on how you could portray the history/messages in your drama.

Organisers' group, cooks' group, presenters' group and artists' group: contribute ideas on how the actors' group could use/present these histories. Brainstorm how the event overall could enhance the history
Actors: complete in Wiki: your group page, however also duplicate into Wiki: Class page

The rest of class: put ideas in the Wiki: Class page
Actors: complete this
activity within your group then work with rest of class when receiving ideas

The rest of class: work together to give ideas
This acheives similar outcomes to the previous activity. However this task includes the added layer of giving feedback and ideas. To give feedback requires a criteria and to having a mental criteria requires higher order thinking.
5
Complete your group’s planned 'week 7' tasks outlined in your plan. Document any resources, discussion or ideas in your group page.
- Organisers: Should have contacted the council and organised a venue.
- Cooks and artists: Should be seeking to contact cultural artists and chefs for ideas.
Wiki: your group page
In your group
To acheive the first step in preparing for the event. In this phase students are using knowledge meaningfully by deciding how it can be exhibited.
6
Create a simple timeline on Dipity to put in your blog or Diptity account. May need to create an account if you do not already have one.
Blog Dipity account
Individually
Integration of ICT tools to familiarise students with online creation. Students must revise and think about what they've learnt when completing this activity thus extending their knowledge. All blog creations contribute to final assessment.
Outcomes
Students gain an indepth understanding of social and historical issues, how they impact on today’s culture and how Tanzania’s culture continues to develop. They are aware of art features and performances that can communicate this to other audiences.

Week 8

What should be done?
Students continue developing their plans for the event. Resources should be collected and organised by now and events being rehearsed.
Students understand, reflect and discuss Maasain environmental conservation vs the Ngorongoro Conservation Area Authority’s conservation strategies. Is it right that the NCAA wants to push the Maasai from their land? What validates the Maasai’s argument?

ICT resources
Wikis, blogs, and google docs.

Possibly images, videos, and podcasts used in research and blog reflections

Activities
No.
Activity
Where it is done
How it is done
Purpose/outcomes
1
Research and collect resources on how the Maasai protect the land and their right to the land vs the tourism of the Ngorongoro National Park and the way the NCAA thinks the land should be preserved
Wiki: Maasai pages
Individually
Students extend their resource identification skills
by deciding upon a criteria for what they must research and how they will find this. No teacher scaffolding should be needed anymore. All resource collection contributes to final assessment.
2
In the learning spaces:
- Brainstorm the rights of both parties, which groups really do protect the environment.
- Back up your opinion by providing examples of similar situations or scientific issues (articles, videos or podcasts etc). Write a brief comment on how this article supports your argument.
- Provide several media articles of other cultural groups. In what light do they represent them? How does the media affect how we view diverse groups?
Wiki: Learning
spaces
Individually
Students are introduced to the art of taking an opinion, arguing for it and backing it up with credible resources. This requires higher order thinking and the extension of knowledge use. Students learn how they can use the event to persuade the audience.
3
Complete a 'Tug of war' thinking routine on the rights of the Maasai vs the rights of the NCAA
Wiki: Learning
spaces
Individually
To encourage higher order thinking in the use of knowledge. What are the underlying factors? WHy do we think this way? Why would someone else have the opposite opinion?
4
Presenters: reflect on how you will make the audience aware of these issues

Organisers' group, cooks' group, actors' group and artists' group: give feedback to the presenters on the ideas they have in making the audience aware of the territorial Maasai issues
Presenters: complete in Wiki: your group page, however also duplicate notes into the Wiki: Class page

The rest of class: give feedback in Wiki: Class page
Presenters: complete this
activity within your group then work with rest of class when receiving feedback

The rest of class: work together to give feedback
Some outcomes are acheived in this activity as in the previous. As in last week's activities students must use critical thinking when giving feedback.
5
Within your group complete your scheduled 'week 8' activities
Wiki: your group page
In your group
This acheives the second step in preparing for the event. Students are engaging in group creation and project development all of which links to 'relate, create, and donate' (Kearsley & Shneiderman, n.d.) and Bloom's taxonomy of higher order thinking.
6
Blog reflection on 'what factors contribute to western oppression of indigenous peoples?'
Blog
Individually
To assist students in reflecting on their learning.
Exclusive activities
Organisers: Prepare/be ready to present your plans and progress so far next week.

Outcomes
Students understand the science behind environmental conservation and which techniques are most effective. Students also explore social justice, learn how to debate these issues and take into account multiple societal and governmental factors.

Week 9

What should be done?
Students learn more about money raising, advocating a cause, and presenting an argument for a need or charity.
They update their ideas to create a more streamlined plan.
Everything should be relatively well organised and in rehearsal.

ICT resources
Wikis, blogs, google docs, videos, online articles, conferencing tools, forums, images, and podcasts.

Activities
No.
Activity
Where it is done
How it is done
Purpose/outcomes
1
Research different ways people raise money. Collect ideas and resources to contribute to the Wiki: Class page
Wiki: Class page
As part of the class
Students practise their research skills. All reseach contributes to their final assessment portfolio. Students should be well skilled in research at this stage.
2
What hinders good money raising? What factors may hinder us? Based on what we have learnt what arguments will convince people that they should give to this cause? Contribute your ideas by answering the questions in the scaffolded learning spaces. Add more questions, answer these or get other class/group members to contribute
Wiki: Learning
spaces
Individually
Students must use channel their knowledge and draw on what they have learnt about arguments, persuasion and money raising in previous weeks. Reflections on knowledge.
3
Organiser's: must share your progress and ideas so far in Wiki: your group page and Wiki: class page. What will everyone be doing? What will the event look like at this stage?

Presenters' group, cooks' group, actors' group and artists' group: give feedback to the organisers on the Wiki: Class page. Say whether or not you agree or like the structure so far. Make suggestions.
Presenters: complete in Wiki: your group page, however also duplicate notes into the Wiki: Class page

The rest of class: give feedback in Wiki: Class page
Organisers: complete this
activity within your group then work with rest of class when receiving feedback

The rest of class: work together to give feedback
To encourage ICT collaboration, help students develop critiquing skills and develop group creation and ideas.
4
In the Wiki: Learning spaces complete an Edward de Bono six thinking hats activities on the ups and downs of the planned event.
Wiki: Learning spaces
Individually
To encourage higher order thinking, compare ideas and look at different reasons. Students must extend what they know about Maasai culture and effective persuasion/promotion strategies.
5
Organise and have a group discussion via conference or forum and make notes in the Wiki: Class Page
Via a conferencing tool however notes should made in the Wiki: Class page
As part of the class
A chance for students to catch up on their assignment work, reflect on their learning and engage in open collaborative communication with the whole class. Students refine their skills in using online communication tools.
6
Within your group complete your scheduled 'week 8' activities
Wiki: your group page
In your group
Students use their knowledge meaningfully in using what they know to carry out their plans.
7
What most interested you this week? What did you learn that surprised you? Reflection in blog by creating an entertaining podcast talking about this topic. Upload your podcast into your blog.
Blog
Individually
Students learn how to use oral language in an entertaining and concise fashion whilst reflecting on and using the knowledge they have learnt. Also an integration of ICT media.
Exclusive activities
Cooks: Prepare and organise some Tanzanian or Maasain recipes to bring to an in class lunch. Create a google doc showing your organisation of this. (group page) (group activity)
Artists: Prepare some materials and artefacts to bring to class next week. These could be printed sheets or anything. (group page)
(group activity)

Outcomes
Students consolidate upon their group work skills and collaboration skills. They learn more about budgeting, working in the real world and the processes involved in organising something. They should be able to understand in more depth the art of persuasion, advocating and presenting a cause.

Week 10

What should be done?
Students reflect upon and explore their cultural knowledge and experience so far.
They have an in class cultural celebration.

ICT resources
Wikis, google docs, online conferencing, blogs, images, videos, podcasts, powerpoint and Prezi.

Activities
No.
Activity
Where it is done
How it is done
Purpose/outcomes
1
Organisers' group: host an online conference discussing all progress and activities created so far. Document your main discussion points in the Wiki: Class page

Presenters' group, cooks' group, actors' group and artists' group: participate in this conference and note ideas in the Wiki: Class page. Like in previous conferences you may want to elect a member of your group to speak during the discussion and another to scribe (may need several to scribe)
Via a conferencing tool however notes should made in the Wiki: Class page
Within your group however all groups will be cooperating in the one activity/conference
Like in the previous activity this is another chance for students to engage in open ICT communication. Students will reflect on their learning and synthesise their planning. Students again refine their skill in using ICT conferencing tools.
2
Artists' group and cooks' group: host you in-class Maasai day. You may want to create a simple presentation of your cultural discoveries so far.

Organisers' group, actors' group and presenters' group: this is a compulsory in class session
Artists and cooks:
Artists and cooks: organise what you will do within your groups

The rest of class: each student is individually responsible to attend
Reflection and synthesis on student's knowledge of Maasai culture. Students create and experience firsthand the music, food and art. Students must use knowledge meaningfully in deciding how they will design this in class event. Some teacher scaffolding may be needed. It is also a chance for the cooks and artists to add resources and blog entries thus contributing to their final assignment.
3
Within your group complete your scheduled 'week 10' activities. You should be at the refining stage of your activities and plans. Presentations and performances should be put together and all resources of art and cooking ready to go
Wiki: your group page
In your group
Students continue to use knowledge from previous weeks. At this stage their should be much decision making and refining of performances. Teacher scaffolding is needed.
4
Blog reflection on the identity of the Maasai people, who they are and what is it they represent
Blog
Individually
To draw together the last strands of learning material. Students identify what they've learnt meaningfully by connecting to their emotions or personal understanding.
Outcomes
Students experience and gain knowledge from a hands-on cultural activity. Their cultural knowledge should be consolidated as well as their organisation and collaboration skills. They should have an in depth comprehension of what culture stands for, why it is important and why we should preserve it.

Week 11

What should be done?
Students finalise/finish their preparation for the event.
They reflect on their learning and understanding.
They engage in some revision of what they learnt.

ICT resources
Wikis, google docs, blogs, images, videos, forums, and podcasts.

Activities
No.
Activity
Where it is done
How it is done
Purpose/outcomes
1
Within your group finish your scheduled 'week 11' activities
Wiki: your group page
In your group
Students can complete the final preparations for the event. Much teacher scaffolding will be needed. Additional time may need setting aside.
2
Complete content and watch videos about Tanzanian culture and its country/political life
Web quest
Individually
To teach students content knowledge about Tanzania. This is to give students an opportunity to see how Maasai culture relates to Tanzanian culture, thus bringing their understanding to a higher level.
3
Reflect on how Maasain culture links to Tanzanian society/life
Wiki: Learning
spaces
Individually
Students use knowledge meaningfully by connecting it to the recently learnt knowledge about Tanzania. This involves some higher order thinking plus reflection on Maasai culture.
4
Blog reflection on how Maasain culture links or reflects Tanzanian culture
Blog
Individually
To reflect upon and synthesise knowledge. This should be a final and heavy reflection.
Outcomes
Students have a more in depth and whole-world understanding of Maasain, Tanzanian and African lifestyles, how they all link and the influences upon these cultures.

Week 12

What should be done?
Event is hosted.

ICT resources
Wiki, blogs, video, images, power points, music, prezi and google docs.

Activities
No.
Activity
Where it is done
How it is done
Purpose/outcomes
1
Implement the event
At selected venue
This is done as a whole class however each group has their roles
Students use a range of skills: acting, presenting, entertaining, persuading, organising and much more as they host the event. Knowledge is used meaningfully as students draw on what they have learnt to present their cause. Much teacher scaffolding is needed.
2
Blog reflection:
- How the event went, what you did well, didn’t do well, how it could have been improved and what appeared to be the highlight.
- Based on your experience the influence ICT has its future possibilities in learning more about the world.
Blog
Individually
Students reflect upon the cooperation and collaboration strategies they used in the event, what they could do better or what went well. This refines their knowledge of collaborative organising, a skill of much value in this century. Students also synthesise and draw together their ICT knowledge.

Outcomes
Students put into practise their artistic, organisational and language skills to host the event. They should develop a clear understanding of the impact cultural events have on people’s attitude and the importance of exhibiting and celebrating other cultures in our society.


Weekly class session overview

Week 1

Class topic ‘The Maasai’

Ask students what they know about Tanzanian culture and the Maasai. Ask what cultures it may be similar to or any overseas cultures they have visited. Brainstorm students’ stories, ideas and knowledge. Next introduce the topic of the Maasai, who they are, the way they live, history, religion, environment and society. Allow for students to ask questions. Explain about the pipeline project and how the Maasai need it to supply enough water for their cattle and fields. Give a brief overview of what will be happening for the rest of the unit, the assignments and your expectations. Mention that the students will be assessed primarily on their weekly participation and accumulative projects rather than the final event.

What should be covered?

Discussion of students’ initial perceptions.
Maasain culture.
Introduction to unit outline assignments and the final event, what the students will need to do, be doing, and the ICT tools involved.

Week 2

Class topic ‘International Communication’

Before class is hosted that week have a live conference with your students via the internet discussing which communication program will best assist the class in conferencing internationally. And what will need to be considered before connecting to and contacting the Irkeepusi village. All this will be organised beforehand but students will be given a chance to organise anyway.
During class set up an international conferencing program linking your classroom to one of the classrooms in the Irkeepusi school. Before doing this explain to students the type of protocol expected, and the purpose for this experimental conferencing. Before conducting this lesson ensure you are well prepared and have spoken to the people or Irkeepusi well in advance. After the 15 to 20 minute conference explain to students how they can set up this conference on their computers. For the rest of the lesson explain international communication and how this will assist us for the rest of the unit.

What should be covered?

Safety and protocol in communication, and cultural issues.
Conference with Irkeepusi school.
Communication tools, the impact they have, how they can be used and their prime purpose.

Week 3

Class topic ‘Projects for Raising Money’
Introduce the class to possible money raising events and functions. Ask them about any specific ideas they have come up with, factors that need to be considered. Brainstorm all opinions on the whiteboard. Ask what purpose the event will serve, what will it advocate, how will you use it to raise money? Ask too for ideas on what criteria should be developed for this event. Towards the end of the lesson talk about your conferencing with Rachael, and the plans you have, however let the students decide. Through this lesson interweave and discuss Maasain culture.

What should be covered?
A project/event to raise money. What will we do?
What criteria should be developed? What roles will cover this criteria?
How will the money be raised?
What Maasain culture is to be promoted?

Class topic ‘Group work’
Ask the students what roles they have allotted to each other, how each of the groups will pitch in to cover the criteria. What groups have the students formed and what they will be doing to fulfil their role. State how much money the students will have to work with and how to manage this money effectively. Discuss and give ideas on resources and strategies to be used. During the second part of the lesson discuss effective team work, why it is needed for this project and how to collaborate effectively. Ask for students ideas on this. Also cover/explain assignment one, what is expected and how the students will be required to achieve the criteria.

What should be covered?
The roles and responsibilities of each group.
Effective collaboration strategies.
Assignment 1

Week 5

Class topic ‘Working as part of a class’
Ask if there are any questions so far on assignment 1, how each student is going, and remind them of the criteria. Ask how they are faring with organising ideas, group work, working in with other groups and discussing. Talk to the organiser group and ask how they have managed the rest of the class. Remember that this is a difficult week as the students are still learning higher order thinking and new ways of working. This class should allow for discussion, problem solving and the asking of questions.

What should be covered?
Assignment 1, the expectations and criteria, what are you looking for?
How do the group roles all fit together? What is the overall all plan to which each group will contribute?

Week 6

Class topic ‘Presentation day’
During this class each group will present their power point, prezi or video presentation outlining their group plans, use of resources, timeframe and roles. Students must also explain how they will use ICT to support their group project. If the opportunity allows interact with students throughout these presentations to give them more opportunities to voice their ideas. Students are most able to voice their true knowledge in a relaxed environment.
At the end of the presentations give students feedback and advice on how to implement their plans. Explain what each group needs to be aware of and do from now on. For example the organisers have a large role in organising the venue, being the treasurers, and answering to the rest of the class. The artists may not be able to find any Maasain art. In this is case they’ll need to find Tanzanian art. If they cannot find Tanzanian art they’ll just have to find African art. As the teacher make each group aware of these options.

What should be covered?
Presentations be performed.
How the students are going with carrying out their group plans, what they need to be aware of and any initial advice/strategies.

Week 7

Class topic ‘Maasain history’
This class session focuses on Maasain history and that of other local tribes. During content delivery allows students to voice their knowledge and share opinions. This should be an open discussion about the effects events and environments have on the present day as well as people’s attitudes. Use some appropriate thinking routines to encourage students’ thoughts on these issues. Also set aside time to talk about the event and student’s progress. Remind students of what they should be doing/where they should be up. Since the plans from the first assignment were a rough draft ask if there have been any changes. Ask also how students could exhibit and promote Maasain history in the event. How significant is it to their culture and representing their needs?

What should be covered?
Maasain and Tanzanian history
How events and societies contribute to modern day cultures
Assignment 2 (progress with the event)

Week 8

Class topic ‘Maasai vs NCAA’
Introduce the lesson by asking students for examples of where social injustices occur. Compare this circumstantial injustice of the Maasai with that of the Indigenous Australians for example. What do these situations have in common? Also how do the white man’s idea of conservation compare with that of indigenous peoples. Which method is most effectively scientifically? Uses another thinking routine perhaps and allow for interaction. The purpose of this lesson is to encourage higher order thinking and perception of different attitudes. Like with the last lesson go through the assignment, check each group’s progress, and answer any questions. Ask if there have been any changes in plans. How could the presenters make the circumstantial injustice of the Maasai more explicit?

What should be covered?
Political and cultural issues relating to debates and rights.
How do these issues compare with other societies and situations?
Assignment 2 (progress with the event)

Week 9

Class topic ‘How to advocate a cause’
This lesson is a chance to catch up more thoroughly on each group’s progress, how teamwork is going, and what questions/issues students have. Is everyone agreeing with what the organisers are doing? Is everything still fitting together? Draw the strands together. Ask how much money is everyone expecting they’ll raise. How can we advocate a cause and convince people to donate? What are ways to persuade an audience of a tribe’s need? What strategies are most effective? Although students will already be well under way with their plans it is a good opportunity to discuss how people/charities in the real world appeal to an audience.

What should be covered?
Assignment 2 (how is everything fitting in so far, have in-depth discussion)
What are the most common/effective ways to raise money?
How are we going to present the event and persuade the audience to donate? How much money do we need at this point?

Week 10

Class topic ‘Maasain cultural celebration’
By now most groups should be near finishing their projects. In this lesson there will be no content specific content taught. Instead this class will be a form of revision. Students from the artist and cooks group will bring along Maasain dishes and forms of art for an in class lunch or morning meal. It will be a chance to talk about and celebrate the African cultures. Tribal music could also be played, briefly and/or quietly.

What should be covered?
Maasain culture, art, music and food. Revision of this topic embedding all other knowledge.

Week 11

Class topic ‘Tanzanian society’
This will be a simple class session covering Tanzanian culture altogether. It should be a reflection and regurgitation of knowledge, a chance for students to interact and talk about what they’ve learnt so far. Students can tell anecdotes of their experiences conferencing with the Irkeepusi school over the weeks, how they found the experience, and the most important things they’ve learnt. Ask questions and encourage discussions that draw the threads together. Since this will be the last class ensure you discuss or organise any last minute details. Talk to the students about how they’ve found working together so far. What has been most challenging? What have they learnt?

What should be covered?
Last minute preparations needed for the event.
Synthesising of Tanzanian and cultural knowledge. Allow students to share what they’ve learnt, interact and come to a conclusion.
Synthesising of the learning experience. What was easy, difficult or enjoyable? How well did you work together and share knowledge?

Week 12

Class topic ‘Event day’
No class. Students host event instead. As the teacher you will play a major role in assisting the students to do this.


References

http://webquest.org/

http://moodle.cqu.edu.au/course/view.php?id=17115

http://www.wellsfortanzania.org/

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_english_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_sose_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr7.pdf

http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_arts_yr7.pdf

http://www.pz.harvard.edu/vt/visibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html

http://www.smartcopying.edu.au/scw/go/pid/1

http://education.qld.gov.au/