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An ocean scene is the setting for
the mystery.
Click here for larger image
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Participants explore possible causes
of the problem.
Click here for larger image
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Activity Background
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View Project
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Teacher and School
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View Kahootz Xpression
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View Kahootz Movie
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Quicktime Movie
(459 KB)
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Key Learning Areas
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Theme
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ICT, Science, Society & Environment, Mathematics |
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Create an environmental mystery for others to solve
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Year Level
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Student Age
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Years 7 - 9
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12 - 14
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Ability Level
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Class Size |
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Mixed
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22
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Computer Access
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Duration
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Students have access to a computer lab within the school 2 – 50 minute session a week
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2 weeks
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Rationale
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This unit integrates aspects across the Key Learning Areas of Society and Environment, Science, Mathematics and Information and
Communication Technology.
It involves students researching an environmental issue that could be detrimental to home health, create a real-world Kahootz environment
that illustrates the problem and then provide the ‘participant’ with the means to determine the cause.
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Student Tasks
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The class was provided
with an activity outline by the teacher that required them to produce the following by the end of the 2 weeks:
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Research information regarding environmental problems and their causes. |
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Choose a Kahootz ‘world’ that will be an appropriate setting. |
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Customise the setting with characters (e.g. animals) and props (e.g. boats, machines, etc.) |
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Ensure that natural elements such as fumes, smoke, chemicals, etc. can be detected. |
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Provide the participant with a way to crosscheck possible causes of the mystery. |
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Use various forms of animation to demonstrate natural phenomena. |
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Place appropriate sounds on the objects.
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Use hyperlinks to provide the participant with additional information. |
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Aerial view of the boat causing the damage.
Click here for larger image
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Involvement for Xpression Participant
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Each participant needs to explore the Scene thoroughly to work their way through the clues and the information provided. |
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Extensive use of the navigation tools required to ensure the investigation of the area is comprehensive. |
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Follow-up activity could include verifying the accuracy of information provided. |
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Learning Outcomes for Student Creator
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Researching components for the environmental mystery. |
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Learning how to create the multiple environmental ‘incidents’(e.g. toxic waste dumped on ocean floor, dead sea life, etc.). |
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Developing an understanding of hyperlinks that allow the participant to access further information. |
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Student experiments with various types of animation techniques. |
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Content likely to lead to questioning, challenges and dialogue amongst other students. |
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Allows the student to demonstrate how people interact both with each other and with their natural and social environment. |
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Collaborative Potential
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| Each mystery is made to be viewed, explored and elicit feedback from others. |
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| Students can compare techniques used to convey information. |
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| Mysteries could be used as activities in their own right for younger students to use as a resource. |
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| The class could challenge others to come up with variations on this type of interactive content in the Kahootz Message Forums. |
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Online
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