All You Need to Teach - Info Literacy 10+

More documents

Recommendations

Info

Sixth Year at School Bureau develops its weather forecast. Show them the Weather Watch Radar and explain how it works. Tank to tap Have students investigate how water is gathered, stored and distributed. Show them how to construct a flowchart and invite them to create one to illustrate the sequence in the water distribution cycle. They could then develop this by creating an animated version using animation software. Liquid gold If 70 per cent of Earth’s surface is water, why is it considered such a precious resource? To answer this question, demonstrate the following: 1 Fill a one-litre container of water and tell students that this represents all the water on the planet. 2 Measure 30 ml of this water and tip it into another container—this represents Earth’s fresh water supply. The water left in the first container is the salt water of the seas and oceans (approximately 97 per cent of Earth’s water is found in the oceans). 3 From the fresh water container, take 10 ml and tip it into a third container. This represents the fresh water available for humans to use (less than 0.5 per cent of Earth’s total water). 4 The remaining water in the container represents the fresh water which is locked into ice caps and glaciers (about 2.5 per cent of Earth’s water). Invite students to debate a topic on the subject of water use. Remind students of the rules of a debate and have them choose a topic, such as one from the list below. • Water restrictions should remain in place permanently. • The price of water should double so people value it more. • Desalination plants are the only answer to the problem of water shortages in the future. Water audit Invite students to use one of the online water calculators to predict their daily or weekly water usage. Then have them ask their parents to show them their latest water bill, which should tell them the family’s average daily water usage. Have them compare the two figures. If they are very different, ask them to suggest reasons for the discrepancy. Discuss the results. Ask students if the water bill contained any other information of interest, such as how much a family of that size should use, and how their water usage compares with the same time last year. How does your family’s daily water usage compare with the daily average for that many people? What do you think your family might do to improve your household’s water efficiency? Taking action Discuss methods to encourage people to reduce their water use. These might include: • writing an article for the school newsletter or local newspaper • writing a page for the school website • creating a display for the school’s entrance foyer or a local shopping centre • designing a pamphlet of tips. Water week Arrange to hold a ‘Water Week’ at your school in which every class focuses on saving water. Ask students to discuss ways to do this. What is the purpose of Water Week? What are your goals? How can you measure whether you have achieved these? What sort of activities will you hold? How will you convince other students in the school to take part? How will you let other students know what is happening in Water Week? Consider: • holding a competition to devise a water-saving device for washing the dog • creating a poster to encourage water conservation • devising a quiz—about water and methods of saving it—that can be handed around to the teachers of all of the classes in the school. When the answers have been returned and judged, the winning class can be awarded a prize. • starting a chart of 100 ways to save water and inviting everyone to add their ideas • planning and constructing a garden using native plants that require little water • challenging students to calculate the amount of water that could be harvested from the school roof over a year. (Use the formula that for every one millimetre of rain, one litre of water is collected from every square metre of roof.) 35
Lesson Bank A Place of Our Own Learning for Life V Our lives are shaped by our experiences. V I can develop insight through sharing stories and reading anecdotes and recounts. Resources V a children’s story, such as Are You My Mother? (P. D. Eastman, HarperCollins) Other Useful Resources V software, such as: –Microsoft Photo Story 3 Focus Questions What aspects of people’s lives stay the same despite the passage of time? How can you share information about yourself with others safely? V websites, such as: –VoiceThread www.voicethread.com –OzProjects www.ozprojects.edu.au –International and Education Resource Network (iEARN) Australia www.iearn.org.au Learning Activities More than a story Introduce the concept and purpose of an autobiography. Do you have to be famous to write an autobiography? Would you like to write the story of your life? Brainstorm and list the features of an autobiography. Have students make notes of the things they would include in their autobiography. Share a children’s story, such as Are You My Mother?, then create a class timeline of its events. Demonstrate how it could be rewritten as an autobiography. Consider the following questions. What were the main events in the story? How did the whole series of events influence the main character? What feelings or concerns influenced the main character’s actions? How did the setting impact on the main character’s choices? How did the other characters impact on those actions and choices? What role did the main character’s determination to succeed play? What might have happened after the conclusion of the story? What did you learn from this? Invite each student to select a similar story to read, analyse and rewrite as an autobiography. A story of my own Show students how to use software, such as Photo Story 3, to create digital diaries of one day in their lives, including photographs, captions and narration. Afterwards, have them consider how their actions and choices were influenced by: • the day of the week • the time of the year • the weather • where they lived • family members • other people • personal needs, commitments and expectations. 36
Page 1 and 2: AGES 10+ Information Literacy Infor
Page 3 and 4: For Elle, Stephannie and Archer and
Page 5 and 6: All the Teaching Tips You Need 4
Page 7 and 8: Why Do We Need Information Literacy
Page 9 and 10: BLM 2 4. Organising How can I organ
Page 11 and 12: BLM 4 Learning Outcomes: End of Sev
Page 17 and 18: BLM 10 Learning Outcomes: End of Se
Page 19 and 20: Lesson Bank Leading the Way Learnin
Page 21 and 22: Lesson Bank All About Learning Lear
Page 23 and 24: Lesson Bank Working with Words Lear
Page 25 and 26: Lesson Bank In Their Footsteps Lear
Page 27 and 28: Lesson Bank Hero Worship Learning f
Page 29 and 30: Lesson Bank True Blue Learning for
Page 31 and 32: Lesson Bank Landscapes and Legends
Page 33 and 34: Lesson Bank Birth of a Nation Learn
Page 35: Lesson Bank Water Works Learning fo
Page 39 and 40: Lesson Bank Points of View Learning
Page 41 and 42: Lesson Bank Celebrations Learning f
Page 43 and 44: Lesson Bank Happy New Year Learning
Page 45 and 46: Lesson Bank All About Thinking Lear
Page 47 and 48: Lesson Bank Research Skills Learnin
Page 49 and 50: Lesson Bank Web Wisdom Learning for
Page 51 and 52: Lesson Bank Planning Manoeuvres Lea
Page 53 and 54: Lesson Bank Capital Canberra Learni
Page 55 and 56: Lesson Bank The Art of Persuasion L
Page 57 and 58: Lesson Bank Endangered Species Lear
Page 59 and 60: Lesson Bank Lest We Forget Learning
Page 61 and 62: Lesson Bank Read Around The World L
Page 63 and 64: Lesson Bank Study Buddies Learning
Page 65 and 66: Lesson Bank Time to Reflect Learnin
Page 67 and 68: All the Worksheets You Need 66
Page 69 and 70: BLM 12 Name Planning Manoeuvres Dat
Page 71 and 72: BLM 14 Name Great Explorers The tab
Page 73 and 74: BLM 16 Name On the Map Date Find ea
Page 75 and 76: BLM 18 Name Date Concept Map 74 Les
Page 77 and 78: BLM 20 Name Capital Canberra Date C
Page 79 and 80: BLM 22 Name Date Read Around the Wo
Page 81 and 82: BLM 24 Name Date Reflecting on the

All You Need to Teach - Info Literacy 10+

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?