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** Authors: ** //Jacqui Miller & Lisa Kingston// ** Recommended Level: ** //Grade 6, VELS level 4// ** Length of Unit: ** //The recommended length of this webquest is approximately 8 weeks. Ideally, students will have 3 one hour sessions per week to work with their teams to complete the activities. Students will need to submit their work throughout the term according to the due dates listed on the checklist.//  **Materials required -** //binders, internet, printer, camera, texters, shoelaces, camera, world maps/globes, paper, pens and pencils// **Learning Areas/Domains:** **Civics and Citizenship –** //At Level 4, students present a point of view on a significant current issue or issues and include recommendations about the actions that individuals and governments can take to resolve issues. They demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making.// //Students participate in a range of classroom activities where they explore the similarities and differences in the values and beliefs of a range of individuals and groups. Students compare their beliefs and values with others, and consider how these influence feelings and behaviour.// //**﻿**// **Interpersonal Development –** //Students work effectively in teams and take on a variety of roles to complete tasks of varying length and complexity. The team will responsibly manage their tasks. Students accept responsibility for their role and tasks. They provide feedback to others and evaluate their own and the team’s performance. During this webquest, students will support each other and provide assistance to other members of their team. They will cooperatively deliver a presentation which displays group effort.// **English –** //Students comprehend and reflect on a wide range of texts. They gather evidence from texts to support their point of view and recognise that others have valid points of view. They engage in talks with other students to clarify their ideas and formulate simple arguments. When reading, speaking and listening, students differentiate between fact and opinion. They also identify ideas and supporting details which allow them to summarise for others.// **Mathematics -** //Students describe relative locations and routes shown on a map. They use estimation procedures to check the results of technological computations. They plan and conduct questionnaires to collect data for specific purposes and arrange this data in a structured fashion. They consistently make estimations and approximations in their calculations.// **Communication -** //Students present their findings to an audience in a clear and logical way. During formal presentations, they choose appropriate visual or audio aids for sharing knowledge and influencing others. While speaking, students use a suitable volume, pace and tone. In response to audience feedback or criticism, students reflect on the effectiveness of their communication abilities.//
 * Title: ** //Licence to Sail//
 * Thinking Processes -** //Students formulate questions about people and events which are beyond their personal experience. They become aware of the complexity of the world around them and develop and understanding of how points of view are not always based on facts. Students develop strategies to find sources of information and they learn to differentiate between fact and opinion. They reflect on their beliefs and understand that their beliefs can change. They make informed decisions using the information that they have collected.// [[image:http://www.tinytotties.com/IMAGES/PRODUCT/1/Ocean-Waves-Mural.jpg width="839" height="347"]]