Professional Documents
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Research Skills Unit
Research Skills Unit
Research Skills
HSIE
Term
Objectives: By developing skills in: acquiring information, using an inquiry process and, social and civic participation, students should be able to take
active, responsible and informed roles as citizens in a rapidly changing and diverse global society.
By identifying, clarifying, analysing and evaluating their values and attitudes as well as those of others about issues and events, students
should develop informed and responsible attitudes towards people, cultures, religions, societies, environments and learning. This will enable
them to contribute to intercultural understanding and the development of a democratic and socially just society in a sustainable environment.
History
Outcomes
and
Indicators
English
recognises and uses an increasing range of
strategies to reflect on their own and others
learning (EN2-12E)
communicates in a range of informal and formal
contexts by adopting a range of roles in group,
classroom, school and community contexts (EN21A)
uses an increasing range of skills, strategies and
knowledge to fluently read, view and comprehend
a range of texts on increasingly challenging topics
in different media and technologies (EN2-4A)
plans, composes and reviews a range of texts that
are more demanding in terms of topic, audience
and language (EN2-2A)
uses effective and accurate sentence structure,
grammatical features, punctuation conventions
and vocabulary relevant to the type of text when
responding to and composing texts (EN2-9B)
uses effective handwriting and publishes texts
using digital technologies (EN2-3A)
Maths
Selects appropriate methods to collect data, and
constructs, compares, interprets and evaluates
data displays, including tables, picture graphs and
column graphs (MA2-18SP)
Continuum of Skills in
History K-10
Defining:
plan an historical inquiry
pose a range of questions
about the past
Learning Experience
Audience awareness
Optional:
Use Lotus Diagram
Resources &
Assessments
http://powtoon.com
http://prezi.com
lego model
palm cards
http://storybird.com
iMovie
http://weebly.com
stop motion
kidpix
Reflection &
Register
Locating
locate relevant information
from sources provided
black
blue
yellow
green
red
white
Identify key words in a question with the help of teacher/other
students
Brainstorm alternative keywords
model using small groups
individually using a thesaurus
With teacher guidance, talk about/draw up a list of places to look for
information
contribute to a class list of sources which includes a wide range of
materials, e.g. online, audio, and in print
Locate, generate and access data and information
locate, retrieve or generate information from a range of digital
sources
Make up a search plan, charting sources and locations according to the
information process
Find more than one source and format of information for the task e.g. primary
sources, website, book, DVD
Demonstrate how to Google Search
multiple keywords
category keywords
exact phrase search
http://www.abc.net.a
u/btn/
http://www.abc.net.a
u/
http://www.sbs.com.a
u/
http://www.abs.gov.a
u/websitedbs/
cashome.nsf//Home/
Entry+Page.es?
opendocument#frombanner=GT
http://www.willoughb
y.nsw.gov.au/library/l
ocations/castle-covelibrary/
Selecting
selecting, evaluating and,
if necessary, discarding
information
identify different points of
view within an historical
context
Evaluate sources
Who made it?
Why did they make it?
Use simple contents pages or outlines to select relevant information
browse different content pages and indexes to evaluate if text might be
useful
Skim and scan using subheadings in books and sections of websites
Recognise fact, opinion, fiction, decide which is required
read texts/websites identifying facts vs. fiction
Record bibliographical details of sources
model how to cite sources in Google Docs
http://usingtechnologybetter.com/cite-resources-google-doc/
Recognise intellectual property
acknowledge when they use digital products created by someone else,
and start to indicate the source
Develop a note-taking system, selected from a range of options, including
electronic
use templates or mindmaps to take notes
Copyright
http://search.creativecommons.org/
https://support.google.com/websearch/answer/29508?hl=en
Organising
combining information
from different sources
Optional:
Identify author's purpose, audience, bias and the historical context
Evaluate images as figurative or literal
Discard irrelevant information after reviewing purpose or task
Paraphrase
With guidance, combine answers found in more than one source into
https://www.mindmu
p.com
https://bubbl.us/mind
map
Assessing
Summarise
Take key words/ideas and combine them into whole thoughts
Choose a presentation style most suited to purpose, audience and content of
material
Video
Slides
Speech
Mindmap
Drama
Text
Screencast
Stopmotion
Comments
Sound
Basic/Limited
Lotus Organiser
Works Cited
"2 Easy Ways For Your Students To Cite Resources In A Google Doc - Using Technology Better." Using Technology Better. 09 Feb. 2015. Web. 14 Feb. 2015. <http://usingtechnologybetter.com/cite-resources-google-doc/>.