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Could more lives have been saved? Teacher notes

VELS Focus: English, Humanities, History and Geography Levels 4-6.

  • e ‘Tales of itanic Web Quest’ is an interdisciplinary Web Quest designed for students in Years 5-10. e

Web Quest seeks to explore and address the essential question ‘Could more lives have been saved?’ Students are to become experts on certain topics pertaining to itanic and complete the set tasks in pairs or groups. Some sections are longer than others. e Web Quest is not designed to be completed individually – sections of the task should be allocated to individuals or small groups.

Conceptual learning framework for Tales of Titanic web quest

E a c h s e c t i o n o f t h e W e b Q u e s t h a s b e e n d e s i g n e d t o a d d r e s s t h e f o l l o w i n g d o m a i n s a d a p t e d f r o m B l o o m Taxonomy to create a holistic approach to learning about itanic: s

Cognitive Affective Skills

New knowledge and understanding about itanic is developed.

  • e tasks impact on values, beliefs and feelings.

  • inking, reasoning, comparing and analysing skills are required to complete the nal task.

Each section of the Web Quest is designed to incorporate a range of essential questions in order to address the overall essential question – ‘Could more lives have been saved?’

Engage Explore

What was the itanic disaster? When and where did it occur? Why did so many people die? What events led to this?

Elaborate and Evaluate

What can we learn from the information we collected? What advice can we give to avoid such disasters in the future?

We recommend using a Community of Inquiry approach to address the essential question. Please refer to the Tales of itanic Teacher Notes for information about how to conduct a successful community of inquiry. An assessment rubric is included, which can be modied. Rubrics can be created online at http://rubistar.4teachers.org


  • Classes should work in pairs or small groups to complete the tasks.

  • Jigsaw activity: students can complete individual tasks and then meet with other students who have investigated other topics. ey then combine their ndings to produce a report for the shipping company.

  • Classes could hold an inquiry into the disaster, allowing each group to present their ndings in front of others and make recommendations to the shipping company.

  • Investigations could occur in each subject (History, Geography and English) as part of an integrated unit.


ales of

itanic Education Kit, Melbourne Museum


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