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The Kellogg's Learning Quest is an opportunity for students to investigate and learn on the Internet, to collaborate and work together in small groups, as a class and individually to investigate health and fitness in a fun and creative way. This Learning Quest is developed around the theme of Healthy Kids … Healthy Future. It has been developed to allow exploration of the 5 ways to health and fitness guidelines that have been developed by Kellogg. As we all know that healthy lifestyle is a crucial part of a long, happy and healthy life, the learning quest will help challenge students to explain why we need healthy kids for a healthy future. The Learning Quest will transform students into different roles/characters. Students will need to conduct research into healthy lifestyles to help them develop their chosen role. Students will be challenged to explain why we need Healthy Kids for a Healthy Future. This Learning Quest should take approximately four weeks. This should allow adequate time to research information, discuss information and create activities and tasks. Throughout the Learning Quest process students will work individually, in small groups and as a class to develop ideas, issues, form predictions and solve problems. Students also have the opportunity to create and present a multimedia project on the computer using software such as MS PowerPoint, Inspiration, Hyperstudio, develop a movie or publish a website to deliver their views to the rest of the class. Other alternatives include drama, music and dance. Learning Quests should involve open ended questions that lead students to think about different issues and, hopefully, develop fresh ideas. They should also perplex students while scaffolding their thinking. Before thinking deeply about the question, students need to have a good understanding of the topic. This is the main purpose of the Knowledge Hunt and Background Activities. Scaffolding tools Transformation
scaffolds Production
scaffolds Healthy Kids … Healthy Future is designed so it can be easily extended to additional grades and subjects. The focus of the Learning Quest is Years 4-7. Learning Areas include: Maths Health and PE Design and Technology ICT integration (Information Communication Technology)
Other Skills 3
Outcomes
To use a Learning Quest effectively, teacher's need to: · contextualise the problematic situation presented in the quest · engage in the process as co-investigator · model and coach effective group work · assess learning throughout the process and in a variety of ways · include student self-assessment 5 Thinking and Communication SkillsThis Learning Quest relies on students working cooperatively in groups and sharing information on the various research tasks. It is suggested that this process can be assisted by the explicit teaching of group work skills, for example the skills of: making a group decision, sharing the tasks, listening to group members and sharing ideas. Students can learn to improve their group and research work through a process of explanation, modelling, practice and feedback from the teacher and peers. This websites may assist in critical literacy
skills in research skill development. A website which assists students in citing references
is the OSLIS
Elementary site. Value student questions, their research and their ideas. Display all their work in the classroom and other places - eg website, intranet, class/school newsletter and local papers. One great idea is to create a class mural of information about Health and Fitness. This is not written into the Learning Quest but is a great way to have students contribute and reflect and discuss. Options for presentation which could be negotiated are use of drama, music and dance. This Learning Quest needs to be done in stages for students to get full advantage of this activity. The different stages of this Learning Quest are explained in detail below. This Learning Quest works best as a class investigation but can easily be expanded to include other year levels. This provides an exciting opportunity for cross age sharing, especially with the group tasks. Throughout the Learning Quest there will be opportunities for researching, collecting and analysing of information. Concept mapping is a useful skill to learn and apply. For more information on concept mapping visit the following site: Inspiration
® is an example of concept mapping software. This software provides
a tool for learners to develop ideas and organize thinking. It integrates
visual mapping and outlining environments to help students comprehend
concepts and information. You can use Inspiration ® for:
Example of a concept map at Grade 3 / 4 level Information
and article, which describes the use of concept maps in science. Stage 1 During this section, students should build a picture
of lifestyles of the class. Decide as a class or as a teacher a direction
you may want to take. Do a quick survey with the class and reflect
on this. Stage 2 There is an online quiz for kids to test their knowledge and readiness to move on to the next stage which is the Web Quest. Stage 3 Personal Goal Setting Inspiration v 7 ® has a template example of 'Goal Setting' Students may need assistance in developing a realistic timeframe in which to achieve their goals. At the conclusion of the Learning Quest, students should be encouraged to reflect on their learning, re-visit and modify their goals in line with their deeper understandings of what constitutes a fit and healthy lifestyle. Encourage students to discuss goals, share results and celebrate successes with family and friends. It is important to re-visit the personal goal setting chart on the completion of the WebQuest. Stage 4 Encourage the students to ask questions all the way through the Learning Quest and to share strategies they used. This will help other groups which may need some support in working together. Write their good questions on a board for all
to think about and consider. As students plan, research and develop their understandings, remember to collect the information and add to the class mural. As students plan and gather resources, they can use a range of strategies to help map out what they have and what they want to do. A concept map with Healthy Kids … Healthy Future as the main heading works well. This will help with gathering key topics of information for presentations and activities. However, before the campaign team presents its findings, ask them to consider these questions:
The final presentation audience is up to the class and teacher. This may need to be discussed earlier and agreed upon. Eg. Are you going to invite parents and friends? Will the audience be the class or another class in the school? The audience will actually be the judges for the winning National Campaign for Healthy Kids … Healthy Future. Invitations can be sent out and it is important that the audience know the role they will be playing. The National Campaign Presentation can be done using any appropriate software program. This can be negotiated by members of each expert team to suit their campaign. Consideration needs to be given to audience, design concepts and available software. Examples of software include Word, Inspiration, Kid Pix, PowerPoint, Hyperstudio or students may develop a website or video. 9
Computer management and access Check the tips for using online activities and projects from OzProjects. 10 ResourcesThere is a variety of resources that can be used to support both the teacher and students in the Healthy Kids … Healthy Future Learning Quest. Classroom Tips for teachers involved in online
activities Other websites Children's
Health Development Foundation Food
Science - CSIRO Action
for Healthy Kids State Teams Human Resources and Visits It is recommend a fieldtrip or visit could be organised so students can find out first hand information. Additional human resources such as parents may be needed with students while on excursions. Using Human Resources is always a good way to
gather information. This will be assessed both for individual and group work, as well as presentation and content. There are two Rubrics, A and B. It is recommended that students are aware of both rubric A and B prior to starting the Quest. Rubric A must be printed out and completed by students for self assessment. The teacher can assist the student in completing the rubric. This can be downloaded and edited before printing. Rubric B also must be printed out and completed by the teams for a team assessment. This can be downloaded and edited before printing. Teachers can also complete the rubric for assessment for the teams. Students read the skills and tick or highlight where they think they have matched the criteria. They must be honest and think of examples where they used the particular skill throughout the Learning Quest. 12
Conclusion The wall information mural should be a culmination of all their findings. Make it texturally and pictorially rich. The problems to discuss should be undertaken as a whole class group facilitated by the teacher. There are some sensitive issues asked, so prior knowledge of children's backgrounds and experiences will help make this a challenging yet rewarding discussion. If possible smaller groups could discuss each issue - use other staff members eg Deputies, Principal and/or teacher aides. At the end of the Learning Quest, the class should come to some consensus as to what makes healthy kids a healthy future. The reflection and conclusion are an important part of the Quest. A healthy lifestyle is a crucial part of a long, happy and healthy life. Remember to celebrate the learning! Why not indulge in some personal goal setting of your own? 13 CreditsContact: Yvonne at Technology School of the Future, South Australia if you require further information about this Learning Quest. 14
Competition Click here to find out more details about the competition.
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