Information Communication Technology Unit

Topic: Dinosaurs
Year 2000 2001 2002	Year: 1 2 3 4 5 6 7 8	Level: 1 2 3 4
Question: Dinosaurs walked the planet for millions of years but they all died. What could have possibly caused this to happen?
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 - change size, style and font - insert clipart - design special headings
Database - collect appropriate information for a Dinosaur Information database - type in information - perform a simple find
Spreadsheet
Multimedia - create a series of slides that will link together - add a transition - add digital images from clipart
Accessing
Other ICT tools - VCR - fast forward and rewind to find a certain place on a video tape
Resources: - Walking with the Dinosaurs Video tape - selection of Dinosaur books - Internet sites http://www.enchantedlearning.com/subjects/dinosaurs/ or http://www.onlineclass.com/Dinosaurs/home.htm - museum visit - invite speakers - Gwen Gawith's Action Learning Framework 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. view Walking with the Dinosaurs tape 2. read variety of books identifying dinosaurs and particular characteristics. Add these to the class database 3. investigate Internet sites looking for specific information on particular dinosaurs 4. investigate and discuss different theories on how the Dinosaurs died 5. discuss and identify environmental factors that have caused the extinctions of certain animals and plants 6. Mindmap knowledge using a programme like Inspiration Action Learning Framework 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. understands how to mindmap previous knowledge	4 demonstrates a thorough understanding of mindmapping and is able to recall and record previous knowledge and develop further questions for future planning 3 displays an accurate understanding of mindmapping and can record previous knowledge and organise thoughts 2 displays an incomplete understanding of mindmapping, is able to record some information 1 has difficulty mindmapping and recalling any previous knowledge
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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