Integrating Technology and Literacy December, 2009

Intentions I can: 1. Understand the need for effective Inquiry strategies 2. Use technology to plan and create a research piece and organize my ideas using Inspirations or Word Graphic Organizers 3. Use Web Searches Effectively Critically evaluate sources of information determining bias and accuracy : Key word searches, Wikipedia Search engines websites: Visual 4. use Comic Life to communicate the research 5. use an exit card for AFL purposes

The E’s of Inquiry Topical Inquiry Critical Inquiry Engages with a disciplinary question Explores what is already known and thought Explains and interprets the established data, explains connections in that data Elaborates and invents – makes new connections and insights into what is already known Extends and applies – investigates what has been learned and finds new applications Evaluates and adapts – reflects and uses what has been learned

Three Key Moves 1. Identify an essential question and associated enduring understanding. 2. Identify a final project. 3. Create a ‘backwards’ plan.

INQUIRY Every lesson, activity, or unit must lead to visible and significant change in student thinking, understanding, and behaviour, or learning has not occurred.

Essential Questions FROM TO Why is it bad that animals are going extinct? Why is algebra important? How do the three branches of government work? What is the plot of Romeo and Juliet? Who will survive? How do people use algebraic concepts in everyday life? What makes a good government? What makes a good relationship?

Inquiry Projects Students create various artifacts as they move through the topic inquiry, then move into the critical inquiry by creating an artifact or project that uses or extends their learning in a relevant way.

Brainstorm Final Projects Students will state their opinions Create new knowledge about the topic Choice What will students need to be able to do, to demonstrate their learning? THE PLAN

Possible Projects Formal WritingMultimediaSocial Action ArgumentsVideo documentariesVideo documentaries with public viewing FablesMultimedia personality profiles Local hero celebrations BrochuresMuseum exhibitsSenior citizen visits GuideMuralLetter-writing campaign Table or GraphExcel documentPresent findings to an interest group

Modified Jigsaw Group One: Pages 4-5 Group Two: Pages 6-8 Group Three: Page 9 Group Four: Pages Read your section. 2. Complete your summary chart. 3. Teach the whole group.

Synectic Summary A microbe is like a....

Traditional Instruction Inquiry Oriented TopicHabitats What makes a good home? FrontloadingNone Brainstorm what you like about your home. What renovations you would like to make and how this would improve your home. OrganizationTeacher lectures; everyone does the same thing Explorations of various topics; small groups; divide up the inquiry; distributed experience Reading Materials Textbooks, worksheets Textbook as reference, internet; interviews AssessmentQuizzes, tests Create a living history museum of different habitats; students play roles as animals or wildlife biologists, create a big book of the right habitat for the right animal Leads to...At best, some retention of factual knowledge Apprenticeship into biological thinking; ability to compare and contrast different habitats; compare human needs to animal needs; ability to see how changing an environment might affect an ecosystem

Traditional Instruction Inquiry Oriented TopicMicrobes and You FrontloadingNone OrganizationTeacher lectures; everyone does the same thing Reading Materials Textbooks, worksheets AssessmentQuizzes, tests Leads to...At best, some retention of factual knowledge

Effective Researching Good web search engine Key words Critical Evaluation of Website

Using Web Search Engine There are several different ones and several changes to others which include: Visual Search Engines: through the input of an image or a search engine with a visual display of the search results quintura.com quinturakids.com google.ca (wonderwheel) Bing.co mugurdy.com

Critical Thinking When researching: URL Check Domain name ending (url) Does the name contain personal name What do you know about the author Examine the content Image is not everything Check the links Ask questions such as “ Do you think the information is accurate? ” Is the spelling and grammatical errors? How long since the page has been updated? Are there a lot of commercials linked to the site? Is there an overwhelming bias?.k12 Schools.ed Educational organizations edu. school.ac Academic institution.co –company pair with county.com Commercial bc.ca (ab.ca)Canadian schools.org Any organization.gov Government agency.gc Government of Canada.net Network.mil Military institution Look for the following clues: A name (such as abutz) Tilde (~) Percent sign (%) The words users, people, or members

Key Words To limit the number of hits on your search Ways to generate key words: Write a sentence which describes their research topic and underline important word Access your prior knowledge Read short passages about topic Great place to use words from general reference. Britannica is 95% accurate Wikipedia is 94% accurate Brainstorm synonyms and related terms Look for broader categories Look for words that are more specific

Researching Information Hoax WEBSITES:

Microbe Research using search engines research one of the diseases listed in the article create a Comic Life that narrates the research information found Disease Choice 1.strep thoat 2.Lyme disease 3.pneumonia 4.chickenpox 5.measles 6.cold 7.Flu, H1N1 8.malaria 9.ringworm 10. athlete's foot

Gather information on Inspirations Open Inspirations Gather the information listed What is your disease Cause (bacteria, Virus or fungi) 1.Where did it originate? 2.Interesting facts 3.How is it spread? 4.How can we limit it's spread

Communicating Information Create a Comic Strip Use Comic Life to create a comic strip about the life of a disease How to insert panels, pictures, background, text features Research the information on your disease in order to tell a point of view story. The story will be from the point of view of the virus. You will need to show: where the virus came from, some interesting facts about disease, how is it spread and how can we limit the spread Gather your information in Inspirations. Create the story in Comic Life.

Comic

Exit Card