All You Need to Teach - Info Literacy 10+

More documents

Recommendations

Info

Seventh Year at School • finding resources • doing research • selecting key points • finding examples and evidence • finding graphics and other support materials • listing bibliography • preparing presentation • practising presentation • delivering presentation Roles and responsibilities As a class, brainstorm and list the roles required to complete the task. Construct a job description for each one so everyone knows the scope of their particular responsibilities. Discuss how each role will be filled. Do you think there needs to be a team coordinator? Should the roles be allocated according to individual strengths and interests? If more than one person wants a particular role, how can this be decided? How can you ensure that everyone does their fair share and delivers this on time? When the issues have been discussed and decided, distribute BLM 12. Have the teams decide who will do each task and complete the worksheet so that tasks, team members and time can be tracked and managed. Preparing the case Have the groups prepare their case using the information literacy process. Distribute BLM 21 and guide students to organise their ideas and plan their presentation. Defining What ideas and issues might be considered? What do we want the panel to know, understand and value as a result of hearing our case? What are our key points? What examples and evidence can we use to support our case? Locating What resources are likely to give us the information we need? How can we locate these? Selecting Which information is the most relevant to our case? Is this information accurate, current and unbiased? Organising How can we use our points to create a strong and persuasive case? How can we use the examples and evidence to support each point? Presenting How can we present our case so that our audience understands our perspective? How can we present our case so that our audience is persuaded to adopt our point of view? Presenting the case Remind students of the format of a debate, and have each team prepare their case. Suggest the guidelines in the table below for preparing an effective speech. Introduction Body Conclusion Delivery Attention-grabbing opening sentence Argument stated clearly Well-organised preview of main points Main points and supporting evidence are well structured with clear links to argument Transition between ideas is smooth and connected Use of logical, ethical or emotional appeals for persuasive effect Summary of main points Logical and clear link back to original argument Direct call to action Memorable closing statement Clear articulation with expression and enthusiasm Appropriate volume Use of eye contact and body language Effective choice of vocabulary and sentence structure Invite another class to the presentation, as well as the panel. Have them judge the debate and compare their decision to that of the panel. What were the strongest points of each presentation? How were the judges persuaded to give the verdict they did? How could you use what you have learned in a similar situation? 55
Lesson Bank Endangered Species Learning for Life V Asking questions helps me to learn new information. V The answer to one question sometimes raises another question. V I can learn about, and be involved in, issues of global importance. Focus Questions How can posing questions help me to focus my investigation? How can I find out about endangered species? Useful Resources V websites, such as: –IUCN Red List www.iucnredlist.org/ –World Wildlife Fund www.worldwildlife.org –Australia’s Threatened Species and Ecological Communities www.environment.gov.au/ –Wikipedia en.wikipedia.org –The Thylacine: A Case Study www.biotechnologyonline.gov.au Learning Activities Endangered or extinct? Share with students the fact that over 100 unique Australian animal and plant species have been declared extinct since their existence was first documented. What does ‘extinct’ mean? Lost forever Discuss the thylacine, one of Australia’s most famous extinct creatures, with students. Explain that, although the last known member of this species died in Hobart Zoo in 1936, sightings of thylacines in remote areas of Tasmania continue to be reported. Do you think thylacines might still exist? If you were part of an expedition to find a thylacine, what would you need to know about the animal before you set out? Construct a class concept map of questions which focus on: • appearance • habitat • behaviour • movement • diet • communication • defences • families • extinction Is it true? Have groups investigate an aspect of the thylacine’s life, taking notes to record their findings. Inform students they are not able to use Wikipedia because it will form part of the activity later. Create a class fact summary by inviting them to share the information they have found. Given that the thylacine is extinct, and has not been seen by anyone alive today, how do you know this information is accurate? Share the entry for thylacines in Wikipedia and invite them to compare that information with the class fact summary. Discuss their observations. Is there anything different or new in the Wikipedia entry? How might we check which information is correct? Explain that it was the effect of human activity that led to the extinction of the thylacine. How did the thylacine contribute to the balance of nature in the bush while it was alive? What questions would help us to investigate this? A second chance Explain that some scientists believe they could clone a thylacine using the DNA of the animal that died in Hobart Zoo. Ask students to write an editorial, expressing their opinion on this possibility. What points would you need to consider? What is the difference between fact and opinion? What is the difference between an article and an editorial? 56
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 and 36: Lesson Bank Water Works Learning fo
Page 37 and 38: Lesson Bank A Place of Our Own Lear
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: Lesson Bank The Art of Persuasion L
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
show all

All You Need to Teach - Info Literacy 10+

Create successful ePaper yourself

Delete template?

Save as template?