The document describes how students can use the Green Lane Diary to learn about environmental problems and solutions, discover ways to live more sustainably, and conduct an action research project while tracking their progress. The diary provides inspirational stories, comprehensive environmental information, and links to additional online resources to support students' research and action planning. An app version of the Green Lane Diary is also available to allow students direct access to these resources from their iPads.

1. Research
Project
Information-learning
activity
Wendy Ariel
n0158992
CLN650

3. Using the Green Lane Diary,
students can:
• Learn about the world’s
environmental problems
and solutions
• Discover how to live a
greener life
• Start an action research
project
• Track their actions in the
diary
The diary includes:
• inspirational stories and ideas to help children
come up with ideas about their own action
plans
• comprehensive information on a wide range of
environmental topics
• links to many websites where the children are
able to find additional information.
• A Green Lane Diary app is also available this
year, so that students have direct access to
these links from the iPads.

4. 5 Es Instructional Model
 engage
 explore
 explain
 elaborate
 evaluate

5. QUESTIONING FRAMEWORK
 KWHLAQ (Barell, 2008)
 What Do I Know?
 What Do I Want To Know?
 How Do I Find Out?
 What have I learned?
 What action will I take?
 What new questions do I have?

6. Research Skills
When searching for information, students accessed a
wide range of related sites using links provided in the
Green Lane Diary.
As an alternative to searching Google, they have been
encouraged to use other search engines particularly
suited to the research needs of students. These
included Instagrok, Duck Duck Go and Qwiki.
The search for information

7. Posters made from recycled
materials

8. Badges designed and created by students to be used
as prizes for reducing waste in the school
 BADGES

9. This ILA is aligned with the Australian Science Curriculum as follows:
Science Understanding
• Living things, including plants and animals, depend on each other and the environment to
survive (ACSSU073)
Science as a Human Endeavour
• Science involves making predictions and describing patterns and relationships (ACSHE061)
• Science knowledge helps people to understand the effect of their actions (ACSHE062)
Science Inquiry Skills
• With guidance, identify questions in familiar contexts that can be investigated scientifically
and predict what might happen based on prior knowledge (ACSIS064)
• Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065)
• Safely use appropriate materials, tools or equipment to make and record
observations, using formal measurements and digital technologies as appropriate
(ACSIS066)
• Represent and communicate ideas and findings in a variety of ways such as
diagrams, physical representations and simple reports (ACSIS071)

10. Question 1 : What do you know about the topic?

11. Example of development of
knowledge from Questionnaire 1 to 3
Question 1 response by
Student X

12. Question 2 : How interested are you in this topic?

13. Question 3 : How much do you know about this topic?

14. “When students know how to ask their own
questions, they take greater ownership of their
learning, deepen comprehension, and make
new connections and discoveries on their
own.”
(Rothstein & Santana, 2011)

15. Question 4: When searching for information, what do you find easy to do?
Examples of Student’s Responses
• “Finding the best sites” (Student X)
• “Searching for the right information” (Student Y)
• “Reading all the information and putting it together to make sense” (Student Z)
• “Understanding the information in the book” (Student Z)
• “I’ve got enough information, I just need to spread the word to everyone else in the
school.”

16. Question 5 : When you search for information, what do you find difficult to
do?
Examples of Student Responses:
“scanning through the text for information” (Student X)
“deciding which information is needed and which isn’t” (Student Y)
“getting back to a website after using a link” (Student Z)
“I couldn’t get on to Instagrok because the computer didn’t have Google Chrome installed” (Student Z)

18. Adapted from Bloom’s Revised Taxonomy

19. Student Diaries were used to record achievements, ideas
and thoughts about the research project.

21. The Learning Circle

22. “The most important thing that we’ve learned
is that we CAN make a difference.”
(Student X)