Group+42

  Hi Kristy, Here are some of the websites I found which relate to all the topics we discussed that the students would investigate. there are quite a few of them and some are more valuable than others. I thought that we would still show a utube video at the beginning but I'm not sure which one would be suitable for students of this age. See what you think ....

Videos about whaling – both for and against. =Whale Hunting Krill in Antarctica - Planet Earth - BBC wildlife= [] Time to rock the boat on Japanese whaling (6.07 minutes) [] Message to the IWC (In support of whaling) [] Stop Japan whaling (song and personal video) [] Whale 'Red List' Released (1 year ago) [] Martina’s campaign to save the whales [] The war on whaling – Japan (18.55 minutes) [] Silent seas, a song for Sea Shepherd (This one was quite challenging to watch so I don’t know how the students would be with it) []

Here are some newspaper articles which give some information about the debate

Killing pregnant whales is good news say whalers []

The Ocean’s Giant debate (debate about the cultural reasons why Japan and Norway support whaling) July 26 2004 []

 Whales – 18th August 2001 (an article on the history of whaling in the Southern Ocean and information on the impact of commercial whaling on Japan) [] Estimating whale numbers in the Southern Ocean [] This is an interesting one from ABC's Catalyst program which investigates the actual scientific research which has been conducted by Japan

Japan – whale science (Dr Jonica Newby) 9.52 Minutes – ABC Catalyst []

Finally there is an educational site called Classroom Antarctica which contains some information for students

Classroom Antarctica which has a lot of related activities and contains links to websites which also contain relevant information [] 5.5 Whales (linked to above website) []

Hi Helen here is what I have done so far. Let me know what you think. Also I didnt write what our question is going to be when we met the other day can you fill that part in. Thanks Grade six consists of ten boys and fourteen girls. There are no students with specific learning needs in this class, but there are two students that should not be placed in the same group as they distract one another with their behaviour. This leads to the disruption of the class and interfering with the lesson. Students are able to work in groups as well as individually. There are two adults within the classroom; they are the teacher and a parent volunteer. Some lessons the class has two parent volunteers. The parent volunteers assist the teacher with each lesson and also offer students a helping hand when needed. Within the classroom there are two computers available to use at any time. There is also a computer lab which is able to be reserved for certain times for classroom use. The school library also has ten computers for students to use. All computers within the school are fairly new and have a variety of programs and games that can be used for educational purposes. Each student has a good knowledge in ICT skills and has had previous experience using a range of Microsoft Office products such as Word, Excel, Publisher and PowerPoint. Students also have a good understanding of the Internet and web 2.0 technologies and use them in the classroom every day. Can we specify that the Microsoft programs are windows 2007 because I tried creating a Venn diagram in Power Point and I only have Windows 2007?.  //I think that the first and the third videos are too graphic for grade six students. We are only able to show G rated material to primary students. Perhaps you could show the Whale Hunting Krill to show them in their natural habitat and then go onto the Stop Whaling video to demonstrate that whales will not be around forever if whaling is not stopped.//  Students are placed into six groups of four by the teacher and designated different tasks related to Japanese whaling. Using the computer lab the students will access the internet and;
 * __Student Cohort: __**
 * //Grade: //** Six
 * //Number of students in the class: //** Twenty four
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Question. __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Why do Australia and other countries object to Japan whaling in the Southern Ocean? **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Lesson One: __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Introduction
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Students are to watch [] (whaling video), [] (stop whaling) and <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">[] (Footage of Japanese whaling) on Utube. The teacher needs to make sure the students are warned about what they are about to see.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Whole class- classroom discussion on what they just viewed to find out their thoughts and also as a means to introduce the topic.//Perhaps students could brainstorm the questions they are going to investigate and the teacher could bring the topics around to those we have outlined in the next lesson. the teacher would also choose the groups the students are going to work in and explain what they are going to do in the next lesson so that they are ready to launch into their questions at the beginning. I think they will need all of the 50 minutes to get their information for the third lesson.//
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Students are given the question ... to think about until the next lesson.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Lesson Two: __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Group one- students will research the history of whaling. (
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Group two- students are to find and read newspaper articles relating to Japanese whaling.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Group three- students will research the different cultural opinions in relation to whaling.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Group four- students are to find and read information on the whale population and how the whale population is being effected by whaling in particular Japanese whaling.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Group five- students need to discover what the Japanese scientific purposes for whaling are.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 150%;">Group six- students are to determine other products that can be used instead of whale.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Group 1 (The history of whaling) – ICT resources**: The Ocean’s Giant debate (debate about the cultural reasons why Japan and Norway support whaling) July 26 2004 [] Whales – 18th August 2001 (an article on the history of whaling in the Southern Ocean and information on the impact of commercial whaling on Japan) []

Killing pregnant whales is good news say whalers [] Whales – 18th August 2001 (an article on the history of whaling in the Southern Ocean and information on the impact of commercial whaling on Japan) [] The Ocean’s Giant debate (debate about the cultural reasons why Japan and Norway support whaling) July 26 2004 [] Let us kill and eat whale: Japanese [] Key species of endangered whale (this was linked to a BBC news article and gives an outline of different whale species and their numbers) [] Classroom Antarctica which has a lot of related activities and contains links to websites which also contain relevant information
 * Group 2 (newspaper articles related to Japanese whaling)**
 * Group 3 (different cultural opinions in relation to whaling)**
 * Group 4 (looking at whale populations and estimating whale numbers)**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;"> *These last two websites show the difficulty of estimating whale numbers because there is no accurate way of counting them yet. Population dynamics of the Southern Right whale []
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">[]

Japan – whale science (Dr Jonica Newby) 9.52 Minutes – ABC Catalyst [] Department of Education Tasmania, 2002 [] The Key Centre for Polymer Colloids is established and supported under the Australian Research Council's Research Centres Program. This article contains information about why whales were originally hunted and what products can replace whale products. [] //Some of the groups will be using the same information but they will be looking for different aspects of the articles. I thought that giving the groups two articles to research will mean that they can work in pairs and be occupied the whole time. I hope this is ok with you.//
 * Group 5 (looking at the scientific purposes and research behind the killing of whales)**
 * Group 6 (students investigate what products can be used instead of whale)**

There's also another website from the Japanese consulate in Melbourne which talks about their view of whaling []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 182%;">**Lesson Three** – **Using the information they have gathered each group uses ICT to respond to their particular topic on whaling** The students will use ICT to respond to the information they have gathered. Group 1) the history of whaling in Japan <span style="font-family: 'Times New Roman',Times,serif; font-size: 210%;">Group 2) Newspaper articles about Japanese whaling <span style="font-family: 'Times New Roman',Times,serif; font-size: 210%;">Group 3) cultural opinions on commercial whaling <span style="font-family: 'Times New Roman',Times,serif; font-size: 210%;">Group 4) Survey of whale populations in Antarctica at the time of the 1986 moratorium on whaling and estimated numbers now <span style="font-family: 'Times New Roman',Times,serif; font-size: 210%;">Group 5) the scientific purposes for killing whales <span style="font-family: 'Times New Roman',Times,serif; font-size: 182%;">Group 6) what other products could be used instead of whale products · Create a PowerPoint display labelled then and now, listing what whale products were used for and what has replaced them these days. Use clip art pictures where appropriate Each group will come up with two succinct statements which will encompass the information they have researched. They will type these statements in Microsoft Word using Word Art.They will create a display with pictures downloaded from the internet and arrange the statements around these pictures. They will use the Utube video //Silent seas, a song for Sea Shepherd// [] on a continuous loop on a computer and display this in the open area outside the classroom for other classes, parents and visitors to see.
 * M <span style="font-family: 'Times New Roman',Times,serif; font-size: 210%;">ake a time line of Japanese whaling using Power Point with one slide representing a different time
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Write an article for the school newsletter using Microsoft Word explaining their stance on Japanese whaling. The students will make this look like a newspaper article by using columns, an appropriate font and inserting pictures.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Venn diagram using Power Point comparing and contrasting the cultural opinions of Japan and Australia on whaling
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Comparison of whale numbers at the time of the 1986 moratorium on whaling and estimated numbers now with an explanation on the difficulty of gathering accurate information. The graphing will be done as a bar graph in Excel and the graph and the explanation will be put onto Power Point.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Email the Japanese consulate in Canberra suggesting ways that whales could be scientifically studied using methods other than killing.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;"> Email address: cultural@japan.org.au
 * Lesson 4: Presenting their information on the question of whaling**

//*The students will also plan how they are going to show their information at the next senior assembly. The students will use the uploaded Utube video// Silent seas, a song for Sea Shepherd //as a background song to be displayed on a large screen with the aid of a data projector. Each group of students will hold up their statements as the song is being played.//

· **//If you don’t want to put this last bit in because it might take too much time, then just get rid of it.//**