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  1. 1. Research ProjectInformation-learning activity Wendy Ariel n0158992 CLN650
  2. 2. 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 diaryThe 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.
  3. 3. 5 Es Instructional Model engage explore explain elaborate evaluate
  4. 4. 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?
  5. 5. Research SkillsWhen searching for information, students accessed awide range of related sites using links provided in theGreen Lane Diary.As an alternative to searching Google, they have beenencouraged to use other search engines particularlysuited to the research needs of students. Theseincluded Instagrok, Duck Duck Go and Qwiki. The search for information
  6. 6. Posters made from recycled materials
  7. 7. Badges designed and created by students to be used as prizes for reducing waste in the school  BADGES
  8. 8. 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)
  9. 9. Question 1 : What do you know about the topic?
  10. 10. Example of development ofknowledge from Questionnaire 1 to 3 Question 1 response by Student X
  11. 11. Question 2 : How interested are you in this topic?
  12. 12. Question 3 : How much do you know about this topic?
  13. 13. “When students know how to ask their ownquestions, they take greater ownership of theirlearning, deepen comprehension, and makenew connections and discoveries on theirown.” (Rothstein & Santana, 2011)
  14. 14. 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.”
  15. 15. Question 5 : When you search for information, what do you find difficult todo? 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)
  16. 16. Adapted from Bloom’s Revised Taxonomy
  17. 17. Student Diaries were used to record achievements, ideasand thoughts about the research project.
  18. 18. The Learning Circle
  19. 19. “The most important thing that we’ve learnedis that we CAN make a difference.” (Student X)

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