How We Organise Ourselves: Mini Exhibition

Year Five Mini-Exhibition

The Year Five students have been preparing for their Mini- Exhibition this week. They have been inquiring into the impact of economic decision making.

Central Idea

The economic decisions within society have an impact on humankind and the environment.

Lines of Inquiry

  • Economic activities and decisions within society.
  • The effect of economic decisions on human kind.
  • The effect of economic decisions on the environment.

See below some of the apps and websites that they created to share this information.

Select the image below and scan the QR code to view the Blippit apps. Alternatively, all the St Andrews apps can be viewed HERE .

 

WEBSITES

Zoo Industry Surfing Industry Oil Industry  Shoe Industry
Cosmetic Industry Clothing Industry Pet Industry Car Manufacturing
Cosmetics Industry 2 Fast Food Industry Pharmaceutical Industry Palm Oil Industry

MORE WEEBLYs

Pharmaceutical Animal Testing

Visual Effects 

 

POWERPOINTS

Animal Farming

Meat Farming

RESOURCES FOR UNITS OF INQUIRY

When starting a new unit students can use many resources to support their inquiry.

Steps to online researching (student simple guide)

Year level Moodle pages

Researching pages and links

Unit of Inquiry Livebinders

wHO WE ARE WHERE WE ARE IN TIME & PLACE HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS HOW WE ORGANISE OURSELVES SHARING THE PLANET
PREP

FAMILY

PREP

DREAMTIME STORIES

ABORIGINAL ART

PREP

FEELINGS

PREP

MATERIALS

PREP

COMMUNITY HELPERS

PREP

PLANTS

YEAR 1

HEALTHY LIFESTYLE

YEAR 1

FEELINGS

FAMILIES

YEAR 1

ONLINE STORIES

MORE STORIES

STORY SITES

MORE ONLINE STORIES

YEAR 1

LIGHT & SOUND

YEAR 1

TRANSPORT

YEAR 1

EARTH’S RESOURCES

YEAR 2

RIGHTS & RESPONSIBILITY

YEAR 2

TECHNOLOGY & CHANGES

BUILD IT

YEAR 2

FEELINGS & EMOTIONS

YEAR 2

BUTTERFLIES

PLANTS

LIFECYCLES

LIFECYCLES2

YEAR

2MAPPING

YEAR 2

RESOURCES & HUMAN IMPACT

POLLUTION

YEAR 3

BODY SYSTEMS

YEAR 3

SCIENTISTS

YEAR 3

CELEBRATIONS

YEAR 3

FOOD PROCESSES

YEAR 3

ONLINE STORIES

ABORIGINAL DREAMTIME STORIES

YEAR 3

LOCAL ENVIRONMENTS

 

WHO WE ARE WHERE WE ARE IN TIME & PLACE HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS HOW WE ORGANISE OURSELVES SHARING THE PLANET
YEAR 4

AUSTRALIA’S FIRST PEOPLES

STORIES

A Europe of Tales

Creation Myths from Around the World

YEAR 4

HUMAN EXPLORATION

MAKE A DIFFERENCE

YEAR 4

COMMUNICATION

APPRECIATION OF AESTHETICS

YEAR 4

NATURAL DISASTERS

YEAR 4

SYSTEMS

SYSTEMS

SYSTEMS

YEAR 4

FOOD WEBS & ENERGY PYRAMID

LIFECYCLES & FOOD WEBS

FOODWEB BUILDER

YEAR 5

7 HABITS

YEAR 5

A NATION

YEAR 5

SOUND

SOUNDS

LIGHT

YEAR 5

ENERGY

YEAR 5

ECONOMIC DECISION MAKING

YEAR 5

PEACEFUL SOLUTIONS

YEAR 6

YEAR 6

EXHIBITION

YEAR 6

MIGRATION – REFUGEE

MIGRATION

YEAR 6

ADVERTISING

ME, MYSELF & ART

POP CULTURE

YEAR 6

PROPERTIES & MATERIALS

YEAR 6

GOVERNMENT SYSTEMS

BUSINESS

YEAR 6

RISK & CHALLENGES – CHN

RESOURCING THE CURRICULUM

This resources curated below are to support teachers to locate resources to teach students about THE RESEARCHING PROCESS  and some of the resources that we have at St Andrews in the Junior School.

The resources provided for teachers and students include:

  • the research process
  • researching tools
  • referencing and academic honesty
  • and links to the units of inquiry
  • curated materials specific to the units of inquiry
  • use of the library management system (Oliver) to support reading through the creation of reading lists and materials

Other pages that may be useful are:

INFORMATION LITERACY – WIKISPACES

SEARCHING THE INTERNET – WIKISPACES

RESEARCHING (VIRTUAL LIBRARY)

 

QR code Resourcing the curriculum

 


 

Note taking, Edshelf and Blendspace

Note taking is something that we all need to do.

Enclosed in the Blendspace below is an excellent tutorial that guides the listener in good practice and ways to improve and be more effective and efficient.

The skill of note taking is one that can be developed with practice.

The Blendspace below has interactive tutorials, suggested guidelines and images of how notes can be set out.

How good are your note taking skills?

See Blendspace reviewed here.

More of my Edshelf collections.

Some researching tools and note taking apps


 
Continue reading

RESOURCES TO SUPPORT YOUR INQUIRY AND ONLINE RESEARCH

Students often find it difficult to know where to begin when searching on the internet.

I have put together Steps to Online Researching with suggested search engines for students on my JSSALC Library wiki.

jssalc wiki searching

SEARCHING THE INTERNET is a collection of Youtube videos, internet links, search hints and tips all gathered in one handy location.

Additionally, the JS Library Virtual Library ONLINE TOOLS for INFORMATION LITERACY has ICT tools matched to the research process.

More links can be found at INTERNET SEARCHING TUTORIALS  (my DIGGO JSSALC bookmarks).

The skills outlined in the following tutorial videos are essential for all users of Google (as most of us are!).

ADVANCED SEARCHING IN GOOGLE

ADVANCED SEARCHING FOR IMAGES

 

AND

REWORDIFY is a website that simplifies the content to assist you to read complex webpages.

 

SEARCHING… SEARCHING… SEARCHING…

LET’s BEGIN AT THE BEGINNING…

St Andrews Lutheran internet MOODLE

Each year level page has starting links to general information about the topic for inquiry.

These resources have gathered using tools like DIGGO (bookmarking) and LIVEBINDERS.

These are sometimes known as curation tools.

Yr 4 has been using SYMBALOO to easily share their resources with the students. This is another example of a bookmarking tool.

GENERAL SEARCH ENGINES

GOOGLE

An awareness that Google is not the only search engine is important. Each search engine has a different purpose (such as wikipedia). Later in this post are some examples of search engines for younger children.

WIKIPEDIA and its usefulness

Wikipedia can a starting place to get an general understanding of a new topic or concept. It is now improved in its quality control (as content needs to be substantiated) and often can be the most current source of information on a topic. Weblinks and references to supporting information can assist students to explore more deeply about a topic. It is a springboard tool in my opinion.

Like all sources ACCURACY of content needs to be assessed and this is a skill that students need to develop.

Some teachers are still concerned about using wikipedia, but it should be viewed and assessed like any information source for:

  • CURRENCY
  • RELEVANCY
  • ACCURACY
  • BIAS

One way to do this is using RADCAB – an acronym for Relevancy, Detail, Currency and Bias. This is an excellent online tutorial for students designed to teach them about these key aspects.

OTHER TOOLS

NOODLETOOLS – is a student research platform.

READY TO DIG FURTHER?

The following search engines are designed for younger students in mind. I strongly encourage younger students to use these.

Duck Duck Go

Sweet Search

Schoolr

Fact Monster

Other recommendations

GOOGLE SEARCH HINTS

Understanding how to research and locate relevant information is a life skill. Students need to understand how different search engines work in order to be successful and efficient in their searching.

When searching students (at the very least) need to understand the following

– Key words and designing a search query

– Identifying what they need to find!

– Relevance to inquiry

– Ability to scan and re-assess the research process.

OTHER TIPS & TRICKS

Using simple ‘tricks’such as using CONTROL F – to find a key word in a webpage or a lengthy PDF saves time and can be helpful to analyse the usefulness of a resource to the current inquiry.

Designing a search query is also where some students struggle. This tutorial explains how to do this.

Additionally, the following video looks at the importance of key word order when searching in Google.

Why Word Order Matters in Google Searches created by Google’s Search Anthropologist Daniel Russell.

Another great resource is the list of 10 Google search tips.

(These last two resources came from Richard Byrne’s Free Technology for Teachers site.)

Image attribution

Danard Vincente’s photostream < ;http://www.flickr.com/photos/danardvincente/ >;