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=Welcome to the EDN113 Group Project Wiki= This wiki was created as a university project for pre-service teachers. Student teachers have created a range of authentic learning projects that could be implemented in their future teaching placements and teaching careers.

The table below displays projects by Teaching area, then Year level. The navigation menu on the right displays projects alphabetically by Group name.

Authentic learning projects

 * Teaching Area || Year Level || Group Title || Task overview ||
 * Art || 10 || 00Seven || **Dance project** - As students progress through the development stages of their dance, students will need to take photographs of each ‘dance move’ and of other key moments, which students will then use to make a Microsoft Power Point presentation, which will be used/created as if it were to teach others how to perform the dance routine. ||
 * English || 1 || BDLK || **The Alphabet** - Students will be assigned a letter of the alphabet each and will be given the task of drawing the letter in capital and lower case, saying the sound it makes and a word which begins with that letter. The drawing process will be filmed and overlaid with the audio in a powerpoint presentation. The students will be shown all the clips in a mixed up order and given the task as a whole to arrange them into alphabetical order, once it is complete the students will present the final video. ||
 * English || 3 || A-Team || **Literacy - Digital storytelling:** Students, your task is to create a retell of the book The Big Hungry Tree by Jo Rothwell, in the format of a digital story/e-book. For this task you will need to be in groups of four and be familiar with both the book and the software PhotoStory 3 ||
 * English || 10 to 12 || Group10 || **Moderism in Literature** - Students create a 3-6 minute PhotoStory presentation with narration about a selected modernist poet or writer with an example of their work. ||
 * English || 2 & 3 || Tech Ladies || **Healthy Eating** - In this task year 2/3 students to work in groups and create a simple recipe design of a 'fruit and veg face' or 'animal'. Once this is completed, the students video record themselves reading and following a recipe another group have designed, in the format of a 'game show' video. The students are to keep a visual diary to record their progress and map out their learning.

the intended outcome is to produce a 'game show' style video of students following a recipe. ||
 * English || 5 to 7 || BLT || **Literacy- Digital storytelling:** Students create a digital storybook and presnet their stories to a buddy class. Parents will also be invited to watch the Digital Storytelling presentations. ||
 * English ||  || J.A.N.S. || **Literacy - Fairytales:** Students write their own fairytale story ||
 * English & Maths || 4 & 5 || Lucky Number 9 || **Literacy & Calculations - Mothers Day Stall:** Students research cake recipes, write out the recipe for double or triple quantities. Create a shopping list and calculate ingredient costs to stay within a budget. Cook & decorate cakes. Create posters to advertise their cake stall. Setup stall and sell cakes. Create a Poweroint to present what they did at the school assembly. ||
 * English & Technology || 5 & 6 || Authentic cartoons || **Literacy - Fairytale Flip:** This task requires students to create an engaging stop motion animation movie created with modern day technology and the assistance of small clay models created by the students. ||
 * English, Drama & S&E || 6 & 7 || The Night's Watch || **Performing** - In this activity students will choose a text being read in class, dramatise it and then perform their finished work in class. This performance will be recorded and uploaded to the class Facebook page ||
 * English, Health & Phys Ed || 4 to 6 || Group 4 || **Healthy eating - Kids cooking show:** Students work in groups to find a healthy recipe for part of the meal (entrée, main or dessert) and research the ingredients to find what is healthy about them. Each group films themselves cooking the dish and describe how to make it. Using Windows Movie Maker the entree, main and dessert sections will be combied into one cooking show and uploaded to YouTube. ||
 * English, S&E, Science, T&E || 4 || Australia || **Australian Animals** - Students will research their favourite Australian animal from an Australian story book, gaining information from internet research and a zoo excursion whilst logging their findings in the provided journal pages provided. Students will create presentations via Microsoft PowerPoint and then present their findings and research to their peers in the final lesson. ||
 * English, Science & Arts || 2 & 3 || Sealife || **Sealife creatures** - Children research underwater creatures and either write a report or create a PowerPoint to display the information they find. We will then take a trip to Underwater World to see some animals that many of the children may have never seen before. Children will take pictures of as many different sealife creatures they can find. They will use these pictures to make a large collage display for the classroom and talk about what it was we saw and found interesting on this trip. The students will then be required to make their own underwater world in the form of a diorama. ||
 * English, Technology, History, Art & Maths || 3 || The Kelly Gang || **Ned Kelly** - Through lessons conducted over a ten week period, students research facts about the infamous bush ranger, and communicate ideas through collaborative mind maps, time lines, and individual art works ||
 * Health & Phys Ed || 4 || Group PhysEd || **Health & wellbeing program** - Students research and create a 2 week fitness program that incorporates a dietary menu a physical activty lesson, and heart rate levels for specific age brackets. ||
 * Health & Phys Ed || 4 || Nutty Nutritionists || **Health & Hygiene -The healthy lunchbox:** Students prepare a class lunch for themselves and their invited guests to be held in week 5 during school lunch time. ||
 * Health & Phys Ed || 4 || Varied Nutrition || **Healthy eating - Advertising campaign:** Based on their research on healthy food alternatives for students at school, students are to create a film campaign/advertisement aiming to encourage students to start eating healthily. ||
 * Health & Phys Ed || 5 || Masterclass || **Diet & exercise -** The aim for this project is to give the students a one week challenge focussing on their diet and exercise. The overall outcome of the task will be the students learning about their own wellbeing through the choices they make. They will record in a weekly log: what food and beverages they consume, what extracurricular activities they engage in, and what exercise they do and reflect on how they feel at the end of each day. ||
 * Health & Phys Ed || 5 || Healthy Habits || **5 Food Groups -** Students research healthy eating and find suitable recipes to cook a healthy lunch for their parents & teacher. Students present their research in a PowerPoint presentation at the lunch. They also create electronic invitations, a poster and name cards for their lunch presentation. ||
 * Health & Phys Ed || 6 || HealthKicks || **Alcohol Awareness** - Students create a website and research a specific topic related to alcohol awareness. They create a short 1-2 min video about their own feelings towards alcohol and upload it to their website. ||
 * Health & Phys Ed || 7 || Healthy Eating 101 || **Healthy Eating - Menu Plan:** Students create a seven day healthy eating menu plan that will be uploaded to the class website. They also create a PowerPoint presentation to present their research to their classmates. ||
 * Health & Phys Ed || 7 || Fictile || **Healthy Eating & Fitness - Cookbook:** Students create a Nutritional Information/ Cook Book on the 'Importance of Fruit & Vegetable Intake' and present them to the other children and parents. ||
 * Health & Phys Ed || 7 || Techno Health || **Digestive system** - This task requires you to investigate the benefits yoga has on your digestive system. You will become a yoga instructor and create your own instructional video for your classmates to participate in! ||
 * Health & Phys Ed || 8 || EDN113 Unknown || **The Heart -** The main idea of the task is that students are approached by the heart foundation and are asked to create a Facebook page that demonstrates how lifestyle choices affect the heart. Students are able to decide on how they wish to present their video, however some suggestions could be a song, animation or a poem. ||
 * Health & Phys Ed || 9 || H.E.J || **Drug Education -** Students create a health presentation addressing a particular drug addiction using either PowerPoint and a speech or a video presenation. ||
 * Health & Phys Ed || 9 || FMS || Fundamental Motor Skills - Students research and practice fundamental motor skills and write up & present their findings to the class. ||
 * Health & Phys Ed || 2 & 3 || Banarnarama || **Healthy Eating Choices** - The task is for students to make a healthy lunch for the class. Students will learn about healthy eating, over 5 lessons and then put their knowledge into making a healthy lunchbox menu that kids will enjoy. The students will make a PowerPoint presentation to show the parents on parent night. ||
 * Health & Phys Ed || 4 & 5 || LADS || **Nutrition -** Students research healthy foods, create a recipe, present it to their peers and from that create a classroom cookbook ||
 * Health & Phys Ed || 4 & 5 || Mini Olympics || **Sports carnival preparation -** Students will get in groups and are given a list of different sports by teachers, these sports will be: hurdles, long jump, discus and high jump. The students will have to research their chosen sport and present the information they find to the class. Students are also required to take the the class outside and demonstrate the sport they have researched. The students will record their results for each student in each sport category (e.g. longest jump, highest jump, best time). This will run for two weeks in total. On Friday of week two (the last day) the students will collect all of the data that they recorded from their results and present the winners to the class ||
 * Health & Phys Ed || 5 & 6 || M-M-S || **Obesity awareness -** The students have been approached by a local doctor from a near by hospital and have been asked to spread awareness about obesity. Childhood obesity is a recently increasing epidemic, mostly due to a lack of knowledge on how to handle it and prevent it from happening. The students need to keep a journal of all their research into how to make fitness and nutrition fun. Their main aim will be to compare and contrast their thoughts and fitness results from the beginning of the task to the end. They will be required to do a presentation, in any format they like and present it to the class. ||
 * Health & Phys Ed || 5 & 6 || Kid-Fit Challenge || **Exercise & fitness -** The kids will work in groups and devise a daily exercise routine to span over the course of one week. To record their progress they will make regular blog entries detailing their thoughts and feelings as well as any targets or 'personal bests' they may meet. After the week is complete, the groups will make a short video about the importance of daily physical activity and their experience with their routine. These videos will then be uploaded to the blog and viewed by the class in the following lesson(s). ||
 * Health & Phys Ed || 5 to 7 || The Safe Spot || **Cyberbullying -** The aim of this resource is for students to create a Powerpoint presentation to inform and educate their peers on cyber safety. This is to be presented to their class as each group takes it's turn as teachers, with the responsibility of educating their classmates on one aspect of safe and responsible use of technology. ||
 * Health & Phys Ed || Kindy & pre-primary || KAL-culated || **Healthy Eating - Food chart:** Students identify good and bad foods and create a healthy food chart & a fruity face that they can eat. ||
 * Health & Phys Ed & Science || 3 to 5 || Digesting Technology || **The Digestive System -** This activity is designed to be performed in small groups. Each group is given a different stage of digestion to research then present their findings to the class in a creative presentation. ||
 * Health & Phys Ed, & English || 7 || Fab Four || **Making Healthy Eating Choices -** Students create a video to promote healthy eating. It is up to the students to decide how they would like to present the video although some suggestions could be a song, poem or play. ||
 * Health & Phys Ed, & English || 6 & 7 || Teaching Netball Skills || **Netball skills -** Over a ten week period, we will spend an hour per week teaching netball skills, rules and gameplay. By the end of the ten weeks the students will create their own powerpoint presentation summarising what they have learnt in this program. They will then present this infront of their classmates. The students will be assessed on their public speaking skills, practical netball skills and their participation in activities. ||
 * History || 7 || Gods of Technology || **Ancient Egyption History -** Students research either a pharaoh or slave from ancient Egyptian times. They will then present their information using forms of technology such as: PowerPoint, film or creating an online story book. Information can be presented as either a story or in the form of a report depending on their chosen form of technology. Once they have completed their research each group will present their findings to the class, and from here will discuss the differences between the daily lives between the two classes. They are then required to compare their lives to someone living at that time, and on the final lesson write a short paragraph about this which will be assessed by the teacher. ||
 * History || 7 || TEAAT || **Women of anicent Egypt -** You will be researching the rights of women and their role in society along with a day in the life of the women you have chosen. You will use the information you have gathered through research to create a video of how a modern day women would live in an ancient Egyptian society. ||
 * History & English || 7 || B.R.E.M || **Mediterranean History -** The students will be placed into small groups and asked to research the history of ancient Egypt, Rome, or Greece. They will present their findings to the class using PowerPoint. ||
 * Maths || 2 || Measurement & Geometry || **Two dimensional shapes** - As a small group (three to four students recommended), students are required to take at least two different photos of each shape (square, rectangle, triangle, circle, hexagon and oval). With the incorporation of various resources listed in the recourse tab and the lesson plan, students should produce a PowerPoint. This should combine the information they have received in class, all of the information they filled out on their worksheet and the images of all the shapes they have found. ||
 * S&E || 3 || Polar Bears || **Aboriginal tools** - Students research 2 tools and produce a poster to descibe each tool, how it was made and what it is made from. ||
 * S&E, English || 2 || Green Team || **Reduce, Reuse, Recycle** - Students will work in groups to research a specific topic - water, food waste, paper/cardboard or plastics. They will then use their research to make a movie to educate their peers on how to recycle and why it is important. ||
 * S&E, English & Maths || 6 to 8 || Land Down-Under || **Explore Australia** - Over a term period the task is learning the geography of Australia incorporating the flag, animals, goverments, history and tourist icons of Australia. The students in small groups are required to establish an itinerary, cost their travels using student resources and the internet, create a budget for travel and create a website or power point to present their work. ||
 * Science || 2 || A Frog's life || **Frog lifecycle -** The activity will incorporate observing the growth in frogs using the school frog pond, creating a timeline and documenting information and reflections on their own website. ||
 * Science || 2 || Tad-tastic Frog Cycle || **Life of frogs** - Students create a movie about the life cycle of a frog using MovieMaker. ||
 * Science || 2 || TechnoLadies || **The five senses** - The students will research one of the 5 senses. At the end of the task period they will present a short and simple Powerpoint presentation to the rest of the class. ||
 * Science || 3 || The Tads 2012 || **Life cycle of a frog -** We have created an authentic learning environment where students can experience the changes of a tadpole to frog and are able to document and recreate their understandings via journals, websites, art and stories. ||
 * Science || 3 || Butterfly Lifecycle || **Butterfly lifecycle** - Create a Photostory to explain the lifecycle of a butterfly. Selected stories will be publsihed on the school website. ||
 * Science || 3 || Techno Tadpoles || **Lifecycle of a frog** - The children will be observing the growth and change of tadpoles into frogs over a period of 14-16 weeks. They will be required to use technology to present their observations through the use of PowerPoint and a digital camera. ||
 * Science || 4 || Lexie's Group || **The life cycle of a frog** - Students photograph the various life stages of a frog and then produce a PowerPoint presentation to explain the different life stages of a frog. ||
 * Science || 4 || iTeachers || **Life cycle of a frog** - Students observe the various developmental stages of a frog and record their observations on a blog using visual storyboards and spreadsheets. They present their work as a piece of art to their peers and parents via a group website. ||
 * Science || 5 || KBH113 || **The Solar System** - Students are to create a travel blog from the perspective of a space traveller. They should research and create a blog post for each planet. They can use different technologies (e.g. videos, photos) within their blogs as long as they answer all the focus questions for each planet. ||
 * Science || 5 || Solar System || **The Solar System** - Students research a specific aspect of the solar system and present their findings to their peers using a PowerPoint presentation. ||
 * Science || 5 || T1030Group2 || **The Solar System** - Imagine you have left Earth and travelled to a planet of your choice. The planets include Mercury, Venus, Mars, Jupiter, Saturn, Uranus and Neptune. When you arrive at your planet what is different? How is your planet different to Earth? Is the time different? Is the weather the same as Earth? You need to research and use your imagination to present to your class members, teachers and parents. ||
 * Science || 6 || The Environmentalists || **Natural disasters** - This task ask the students to research a natural disaster and present thier findings in an entertaining way. They will then collaborate thier work with others through taking notes on each groups presentation. ||
 * Science || 7 || Authentic Biology || **Plant conditions** - An authentic way to teach students about suitable plant conditions is to expose them to an environment where they can grow plants in different controlled conditions to determine the most suitable conditions for a particular plant. ||
 * Science || 7 || The Environmental Inquisitors || **Conservation** - Research an environmental issue using a variety of information gathering methods. Work collaboratively to document this research and highlight possible solutions or steps that can be taken to alleviate the issue and/or threat. Make a multimedia presentation of your findings and clearly state the changes you will make at home or school to help. ||
 * Science || 3 & 4 || aa&j || **House Insulation -** For this experiment, you will be building and insulating a shoe box sized house. You will need to make sure you insulate your house well enough to try and stop an ice cube from melting. ||
 * Science || 3 & 4 || cmsEDN113 || **Plant development -** Throughout the term you will be asked to grow a tomato plant from some seedlings. You will be asked to care for your plant and record your seedlings growth. This task requires you to become independent and take ownership of your own plants growth. You will need to learn all about your tomato plant and what it requires to grow. To do this you will be writing in a blog each day to record your findings and to document the changes you see, you will be taking photos to provide evidence of the changes you see and at the end make a power point presentation displaying to the class your results. ||
 * Science || 4 & 5 || Plant Growth with Different Lights || **Photosynthesis** - Students will learn and discover about the germination of seeds, photosynthesis and examine the stages in these processes. Students will primarily keep a journal to record their observations and take photos or illustrations every lesson. At the end of the two week period students will prepare a report to display and discuss their results. ||
 * Science || 4 & 5 || Space Girls || **Solar system -** In groups students will each research one of the eight planets of the Solar system and create a PowerPoint presentation to explain their planet to their peers. ||
 * Science || 4 & 5 || T1330KJ || **Insects** - This task involves five insects of which the students in groups of 2 or 3, choose one to research their habitat and other environmental influences (such as needs, food, mechanisms of survival ect...). Once the students have gathered their information on the insect they have chosen they must put together either a power point presentation or a short film of their findings, this presentation should be narrated by the students. ||
 * Science || 4 to 7 || Our group project || **The Life cycle of a frog** - The task that we have set out surrounds the life cycle of frogs. The task includes the students to learn and observe this particular life cycle over a duration of 4 weeks. Each morning the children will document there findings through a recording device to then upload to the class 'edmodo' (social interacting website), they will also take photos to document the visual progress of the frogs, these images can also be uploaded to the class 'edmodo'. To conclude what the children have learned over the 4 weeks they will put together there recordings and photographs using PowerPoint to present to the class there observations. ||
 * Science || 5 & 6 || Tomorrow's Teachers Today || **The water cycle** - The students are put into groups and asked to research 'The Water Cycle' using a variety of different technologies. They will need to document their findings and write a weekly blog in which they reflect on their learning. They will then produce a power point presentation on their findings. These presentations will be shown to the class at the final lesson. ||
 * Science || 6 & 7 || 4GB || **Gravity** - PowerPoint presentation explaining what you have learnt about gravity ||
 * Science ||  || Evaporation || Evaporation - The task will challenge the students to answer questions about the weather and measure rainfall. Students will write up a scientific report and present their findings using a PowerPoint presentation. ||
 * Science ||  || Thecoolbeans || **The water cycle** - The task focuses on the weather and the overall aim is to find out if the water cycle actually exists. The task will last for a duration of 2 weeks and students will be expected to create a power point presentation to show off their work. ||
 * Science ||  || WeatherWatchers || **Weather watchers** - Over the following weeks, together we will learn all about weather. We are able to learn about the different seasons, and how at different times all over the globe we experience different weather, you may like to find a pen pal overseas by accessing the skype page and learning about the weather where they are? Learn to record the different temperatures, rainfall, wind speed, direction of wind and much more.rain gauge, and over the course of four weeks recording the amount of rain that has fallen over the preceding 24. ||
 * Science & Maths || 3 || The Empire || **Weather measure** - Our activity is to collect and measure the rain. The process will involve the students constructing and installing their own rain gauge, and over the course of four weeks recording the amount of rain that has fallen over the preceding 24 hours. The students will keep a detailed log of the measurements, and use a Microsoft excel spreadsheet to display and graph them. During the course of the four weeks, students will also research other weather elements, which will affect rainfall. The class will then present their collective data using a PowerPoint presentation. ||
 * Science & Technology || 4 || GroupABT2012 || **Life Cycles** - Students observe the life cycle of frogs from eggs to frogs and create their own lifecycle digital book. Each student will narrate their own page in the book which will be shown on a parent day ||
 * Science & Technology || 4 & 5 || . || The lifecycle and conservation of a frog - Students research and setup a frog habitat. They take photos of the different life stages and create a poster to raise awareness about the conservation issues facing frogs and their habitats. ||
 * Science / English || Pre-primary || 3TTT || **Plant growth** - This activity involves creating a class vegetable patch where students initally learn about plants and lifecycles, then are divided into teams of three or four, where they sow different vegetable seeds and observe the growth and the changes to the seeds into seedlings, culminating at the end of the activity in planting their seedlings in the class vegetable garden. ||
 * Science, English || 8 || iLeed || **Cancer & its effects on the skin and the brain** - Students research and explain how cancer alters the function of the skin and brain cells and present their findings on a website and give a presentation at the school assembly to raise money for the Cancer Council of Australia. ||
 * Science, English & Technology || 7 || Green Girls || **Earth's resources** - Students research how they are using the Earth's resources and calculate their ecological footprint. They then look at ways they can reduce their impact and present their findings in a PowerPoint presentation they will deliver to the class. ||
 * Science, Maths, Technology, Art & Language || 2 || Solar Planets || **Solar planets** - A collection of activities about Solar planets. ||
 * Science, S&E, Technology & Art || 4 & 5 || HTMRGroup || **Volcanoes** - Students will seek information about volcanoes and, test chemical reactions of different substances, create and video the making of a paper mache volcano before making it erupt and uploading footage to You Tube. ||
 * Technology & Enterprise || 6 & 7 || Classrooms Area Community || **Community -** Students research the concept of community and create a classroom website to explain their understanding of community. ||

Instructions for this Assignment
Your task is to use your space in this Wiki to create an Authentic Learning Environment for your students (see the Companion Site for more information):
 * 1) Ensure you clearly introduce your educational topic and the target student group (cohort) it would be suitable for.
 * 2) Include links to resources including at least one of each of the following:
 * Interactive whiteboard resources (e.g., the Learning Federation home page and Student registration)
 * Websites (e.g., Google search, Diigo bookmarks, etc)
 * Movies or podcasts (e.g., YouTube, TeacherTube, iTunes, etc)
 * Documents (e.g., articles in pdf format)
 * Social networking sites (e.g., Diigo, Twitter, Shelfari, etc.)

You work in this Wiki as a group.Instructions for using this Wiki

 * Each group has its own page - this is where you develop your teaching resource.
 * Everybody can view (and edit) any page in this wiki - so, when making changes please make sure you are working on your own group's page! The Wiki keeps track of EVERY change made - so individual contributions of each member of the group can be assessed. Changes can be undone if things are accidently deleted.
 * You can create additional pages for your project (as many as you like). Please use the name of your group in the title of every page you create (eg a group called 'A Team' may call their pages 'A Team Learning Task', 'A Team Teacher Instructions' ...
 * Navigate to your pages using the navigation pane on the right hand side of this window.
 * To edit each page, click on the Edit button at top of the page. Make sure you Save page when you have finished. Only one person can edit a page at one time - so if you wish to work simultaneously, best to divide your jobs so that you can each have a separate page to work on.
 * **If all else fails email:** Dani for help ^_^