YCIS BJ Curriculum Planning Topic

Topic: ICT Subject: Year 5 ICT Weeks: 18 31

N.C. Ref/s: ICT KS2

1a, 1b, 1c, 2a, 3a, 3b, 4a, 4b, 4c

Learning Objectives:

Inquiry Skills: Creating Models Making Decisions Replicating

Outline of Content:

Teaching Strategies: Demonstration Discussion Explanation Multimedia Presentation Questioning Scaffolding Groupwork Whole Class

Assessment Methods & Success Criteria: [Next year: I can formulate a question to direct my research.] I can use appropriate key words to focus my search. I can filter the search results by the reading level. I can record relevant information and images. I can record my sources for my bibliography. I can synthesize the information to answer my question. I can analyze and synthesize the information by asking: Who celebrates? Who is involved? What is celebrated?

To be able to find relevant information on the Internet To be able synthesize and present information To be able to create an effective presentation To be able to give an effective presentation

Identifying Variables

Discuss with the students what they have learned in their Library lessons about conducting research (finding information) online. Present the learning objective for the lesson. Ask them for ideas on what the word relevant means. Explain that information is relevant when it is appropriate for your topicit goes with, or is about, your topic. Discuss some examples of both relevant and irrelevant information. Inform them that their homeroom teachers have requested that they review finding relevant information online, and that they will conduct research on a celebration, to go along with their study of celebrations in their Topic lessons. Discuss the first success criteria: Ask the students what is meant by key words. Explain that here the word key means important. Explain that search engines like Google do not answer questions, they look for key words on webpages. Write a question on the whiteboard, such as What habitat do lions live in? Ask the students for appropriate key words to find information to help answer the question. Underline the key words in the question (habitat and lion) and cross out the other words after

discussing why each doesnt help us find relevant information (for example, searching using what or do alone would not help us find information about the habitat of lions). Point out that the success criteria says we should use appropriate key words to focus our search. Ask for ideas on what is meant by focus their search. Remind the students that we want the search results given by the search engine to contain relevant information. Type the word lion in Google and discuss the results. Point out that Google has found over 380 million webpages with the word lion on them, but that many of them do not contain information that is relevant to our topic (lion habitats)we are given links to an airline, a food company, Apple computer company and others. Point out that some of the other webpages listed do likely contain information that is relevant to our topic; however, we have to look through a list containing a lot of other webpages to find them. Our search was not focused. Ask them what we can do to make our search more focused. Type the key words lion habitat into Google and discuss the results. Point out that this time Google has only found 2.6 million webpages (down from over 380 million the first time), and that a much larger percentage of the webpages listed will contain information that is relevant to out topic. Our search was much more focused than the first time. Explain that to focus our search we should use more than one key word. Also point out that many times the best key words are found in the question we want to answer, but that we can use other words, as well (such as using giraffe food

What happens? When do they celebrate? Where do they celebrate? Why do they celebrate? How do they celebrate?

I can create a title slide and an outline slide. I can create bulleted lists with key words and phrases. I have pictures on one side and text on the other. I can add notes in the notes pane.

I have these slides: Title Outline Information slides Similarities (or Differences) Summary Bibliography

as key words to find the answer to the question What do giraffes eat?). Also, they can try to different key words and search more than once. Present the second success criterion. Ask the students if they learned how to choose the reading level when searching with Google. Ask them what a filter is, and what is meant by filter the search results. Explain to them that filters take out things you dont want (such as a fish tank filter removes things you dont want from the water as the water passes through it). Filtering by the reading level removes the reading levels you dont want from the results. Ask someone to come to the computer connected to the IWB to filter the results for our search on lion habitats so only the webpages with a basic reading level are shown. Note that the number of webpages has gone down as the webpages with higher reading levels have been removed from the search results. Remind the students that they will conduct research online to find a celebration they know nothing (or very little) about, and then conduct research about that celebration. Stress that they should not choose to do research about a well-known celebration, such as Christmas or Chinese New Year. Discuss possible key words that would help them find less well-know celebrations (such as using one of the following words before celebrations: rare, usual, strange, weird). [Note: Next year, give them a choice of several celebrations to conduct research on, instead of allowing them to

My information slides have: A title (the largest text). A bulleted list on one side (with key words or phrases). A picture on the other side (with its source below it). Notes in the notes pane.

I can use animations effectively: One line appears at a time. No sound effects. Same animation on one slide. Not distracting. No disappearing text.

I can use fonts effectively: Fonts are easy to read (no weird fonts). Font sizes are appropriate. -- Title: 36-54 -- Points: 24-32

search for one themselves, since some of the ones they found are not appropriate for children.] Also, ask them to focus their search about a particular aspect of the celebration, if there is a lot of information about the celebration online. Ask the students to go to their computers to search for a celebration that they know nothing (or little) about, but would like to know more about. Bring the students together again. Present the third success criterion. Inform them that they should create a Microsoft Word document to record (or store) the information they find online. Ask them to create the document and add the name of their celebration, along with their name and class at the top, and save it in their IT Class Folder. Bring the students together again and present the fourth success criterion. Discuss what a bibliography is. Explain that they should record the webpage address for any information or image they record on their Word document. Copy and paste some information into a Word document and ask a student to demonstrate how to copy and paste on the Word document the URL. Ask the students to return to their computers and continue working, and to be sure to copy the source along with the information, so they can use it in their bibliography later. After they have finished conducting their research, bring the students together and inform them that they can work in pairs to create a PowerPoint presentation to present

Font colors are appropriate. -- Dark text on light backgrounds & vice versa

I can speak clearly and loudly. I can talk to different individuals in the audience. I can think before I speak (not say uh or um). I can speak without reading from my slides or notes. I can stay positive, even if I make a mistake.

their research. Explain that each of them should analyze and synthesize (combine) their research and their partners in order to create a single presentation. Ask them about the graphic organizers they learned about in their Library lessons. Ask them which would work well to compare and contrast their celebration with their partners. Encourage them to use a Venn diagramme to analyze and synthesize their research to prepare to create their presentations. Ask them to consider both the similarities and differences when creating their presentations. Inform them that they will continue this in their next Library lesson, as well. Ask the students what they know about creating PowerPoint presentations. Introduce how to create a title slide and an outline slide, and how to set the theme. Ask the students to do the same. Introduce creating the information slides, with bulleted lists on one side and pictures on the other. Stress that they should not use full sentences in their bulleted lists, only key words and phrases. Demonstrate how to add notes in the notes pane. Explain that they should use full sentences in the notes pane to explain their points in the bulleted lists. Explain that their notes will not appear to their audience; they are for them to prepare to give their presentation. Show them how to print their notes. Introduce the other slides they should have in their presentations, and how to effectively use animations and fonts in their (formal)

presentations (see the success criteria). When completed, ask them to check each others work using the success criteria. Discuss how to give an effective presentation before an audience. Have the students give their PowerPoint presentations before the class. Ask the others to comment on their presentations and delivery. Ask the students how many of them remember the CyberPigs episode number 2 video they watched last year. Tell them they will now receive a review on some of the important information in the video, using a BrainPop video.

Key Resources:

iMac and Macbook computers, IWB, Safari, Google.com, Microsoft Word, Finder, PowerPoint

Key Vocabulary: relevant, information, conduct, research, the Internet, online, appropriate, key words, focus, search, search engine, filter, level, record (v.), sources, bibliography, presentation, synthesize, audience, individuals, positive Cross Curricular: Topic unit on Celebrations