This term, Stage 3 students will be completing a collaboratively-taught unit of work in science on Made environments – information, with particular emphasis on early and modern communication devices, types of codes, digital citizenship and eSafety. This week, the students completed a pre-test survey sheet from the SLIM toolkit (Guided Inquiry) to provide some baseline data, both qualitative and quantitative. We also revisited the Orbit interface of our OLIVER library system to familiarise the students with its capabilities.
We aim to communicate our cumulative findings as entries on a blog, which can be shared with each class and beyond the school.
Coincidentally, today is InternationalSafer Internet Day 2018. “Celebrated globally in 130 countries, Safer Internet Day is coordinated by the joint Insafe/INHOPE network, with the support of the European Commission, and national Safer Internet Centres across Europe.” This year’s SID theme is “Create, connect and share respect: A better internet starts with you”.
1.1 – Stone Age to Modern Age – evolution of communication
What is communication
16 famous logos with a hidden meaning (that we never even noticed)
In Terms 3 and 4, to complement Stage 3 students’ class work in the areas of “Gold!” (Human society & its environment) and financial literacy (Priority Schools Program), the weekly library lessons will be providing field knowledge opportunities and Guided Inquiry research activities for the subsequent HSIE unit on Australian Federation.
By way of orientation, I have found these introductory Youtube clips:
A continent for a nation – Australian Federation.
Australia – A Federation in stamps.
This next clip is certainly both persuasive and irreverent in nature:
A brief history of Australia.
We are not sure what our final product might be, but these clips may well generate some discussion of the myriad of possibilities.
I have been invited to present at the 2012 MANTLE Conference in June, speaking on two topics: “Engaging students through Guided Inquiry” and “How to promote your school library on a shoestring budget”.
Both topics will have some added tweaks to presentations I’ve done before, so I’m really looking forward to the challenge of the conference, and meeting teacher librarians of the Newcastle, Maitland, Taree, Lake Macquarie and Central Coast districts.
Our Stage 2 students are about to commence a Guided Inquiry science & technology unit on “Buildings and bridges” (Built environments strand). It’s part of a two-year cycle, so the first thing I did was go back through the blog to see what online resources I used last time.
Although I was responsible for developing field knowledge last time, the emphasis was on HSIE (Human society & its environment), but some of the Youtube clips on Introducing British colonisation will be very useful.
Some excellent footage of the Queen Victoria Building in Sydney’s CBD:
Queen Victoria Building, Sydney
Interesting to see an outsider’s view of the Sydney Opera House:
Sydney Opera House – Great Attractions (Sydney, Australia)
Supplementing this material will be the Flickr slideshow I created of local bridges two (or three?) cycles ago. How time flies!
As with last year’s Guided Inquiry units, the brief clips will be discussed and consolidated after considering the students’ “Plus, minus, interesting” matrices, which will encourage/develop some note-taking skills.
Stage 3 students will be undertaking a Guided Inquiry exercise this term on the topic of Antarctica. For most classes, the science & technology aspects will be part of the work taught by Ms Stockton, the RFF (Release-from-Face-to-Face) teacher, so the library sessions will emphasise the achievement of HSIE (Human society & its environment) outcomes, and will complement the field knowledge being developed in S&T.
The following useful resources were invaluable the last time the curriculum cycle visited “Antarctica”.
As with last year’s Guided Inquiry units, the brief clips and links will be discussed and consolidated after considering the students’ “Plus, minus, interesting” matrices, which will continue to develop the students’ note-taking skills.
What a buzz last night to get an automated “ping back” to notify me that this blog has just been favourably analysed and compared to two other teacher librarian blogs over at School Library Media Collaboration. I hope Christine (aka slm509cms) does well on her assignment!
Well, we are finally on the downhill stretch for our Guided Inquiry Endangered animals (Stage 3 science & technology). After weeks of being immersed in the concepts – and being exposed to, and evaluating, any number of professional, persuasive texts and images – and then several more weeks of individual research, and then the designing of group-negotiated storyboards, the first three of the students’ digital slideshows have now been uploaded to the world:
by Trent, Michelle & Latisha Compare the above slideshow with the students’ original storyboard.
by Tamara, Nandita & Riley Compare the above slideshow with the students’ original storyboard.
by Jeremy, Lisa, Kayla, Emily & Phoebe Compare the above slideshow with the students’ original storyboard.
Enjoy! Share! And please feel free to comment. More slideshows will appear as the term comes to a close.
By the way, just a few points to consider with Photo Peach: Use it as judiciously as you would a series of Youtube clips. Don’t permit students to do open browsing; Photo Peach is a Web 2.0 facility that is open to anyone, and the slideshows are “unrated”. Also, if you notice that new comments have been added to a slideshow you’ve made, please preview the slideshow again before using it with students so you can monitor (and moderate/remove) unwanted comments. (Or close off comments altogether.) Consider a subscription to Photo Peach, which enables you to add your own or Creative Commons music, a wider range of transitions, and the capacity to download slideshows to your hard drive, web space or a CD.