Information Communication Technology Unit

Topic: Carmen Sandiego (Select aspect of a country for further study)
Year 2000 2001 2002	Year: 1 2 3 4 5 6 7 8	Level: 1 2 3 4
Question: What particular aspect of a certain country would you like to know more about?
Contexts:	home school environmental recreational community	personal business industrial energy
Links with other Curriculum Areas	English Maths Health and P.E Technology	Social Studies The Arts Science
Essential Skills	Communication Numeracy Information Problem-solving Self management and Competitive Social and Co-operative Physical Work and Study
ICT Skills
Word Processing - insert and manipulate clip art and photos - use bullet points - transfer information from WordProcessing sources to PowerPoint presentation
Database
Spreadsheet
Multimedia - create a series of slides that will link together - add transitions - add digital images from clipart and other sources
Accessing - access digital images from a variety of sources - use Internet resources (Classroom HomePage)for sourcing information
Other ICT tools - Use a VCR, fast forward and rewind to find a certain place on a video tape
Resources: - 'Where in the World is Carmen Sandiego?' CD (see software Evaluation, look under Social Studies) - numerous varieties of atlases, globes, maps - books on different countries - Classroom HomePage -Games:True or false questions regarding maps , Match country and currency , Countries and capital game dominoes , Countries and flags -extra activities to help build up knowledge about countries, or characters in the game - Gwen Gawith's Action Learning Framework of 6 Stages (adapted from Gawith, G. (1988). Action Learning. Student Guide to Research and Information Skills. Longman Paul Ltd.)
Learning Experiences: (examine, identify, discuss, collect, observe, compare, read, describe) Children will use the 6 stages of Action Learning to answer this question Pre - knowledge Experiences 1. Once children have decided on the country they would like to find out more about, there needs to be a discussion to identify what they already know (if they know too little they need to be encouraged to choose another country where they have more knowledge. This is because we are trying to build on what knowledge they already have) 2. read variety of books and fill in Country Information sheet 3. investigate Internet sites (use Classroom HomePage) looking for specific information on particular country 4. Play CD and complete related activities 5. identify certain aspect of particular country that they would like to know more about i.e Taj Mahal in India 6. Mindmap knowledge using a programme like Inspiration Action Learning Framework of Six Stages (adapted from Gawith, G. (1988). Action Learning. Student Guide to Research and Information Skills. Longman Paul Ltd.) 1. Deciding - map out pre-knowledge. identify what you need to find out, decide on a plan of action 2. Finding - decide on what information is needed, read and evaluate resources 3. Information - List and identify resources to be used 4. Recording -record important facts 5. Present - describe what is going to be said, to whom, state what are the main points and conclusion 6. Evaluation - students evaluate themselves as researchers
Assessment
A. is able to access pertinent information for particular topic	4 demonstrates thorough investigative skills of accessing information using a variety of sources both digital and paper and uses the information to formulate answers to questions posed 3 is able to access information using a variety of sources and uses information appropriately in most cases 2 accesses some information but has difficulty using information in an appropriate form 1 has difficulty accessing information and using it appropriately
B. is able to clearly and concisely form pertinent questions for further study	4 creates pertinent and relevant for further investigation and demonstrates clear purpose and direction 3 creates relevant questions for further investigation with some evidence of purpose and direction 2 creates questions for further study that have little purpose and direction 1 has difficulty composing questions that are relevant to the study

written by Jacqui Sharp

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