Inquiring with ICT
The following relates to the QCAR cross-curriculum priority: By Year 5, students explore, select and use ICT in the processes of inquiry across key learning areas.
By the end of Year 5 students:
Use ICT in the processes of inquiry and research; they:
- conduct simple Internet searches for information and digital content
- select and use ICT appropriate to the inquiry including online and database formats
- apply useful keywords and phrases when searching for information online
- use digital concept mapping to organise ideas and information into main ideas and supporting details
- identify the inquiry focus of an investigation and match the appropriate digital information sources
- evaluate data and information gathered for usefulness, credibility, relevance and accuracy
- reference valid sources of information
Reflect on the value of selected ICT in the inquiry process; they:
- reflect on how ICT sources and tools have assisted their inquiry
- compare different ICT sources for credibility
Use ICT in the processes of inquiry and research
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
|---|---|---|
Gathering information for inquiry Use a class blog to develop agreed criteria for deciding if information is useful and reliable. |
|
|
| Explore Australian historical databases to gather information about specific events in Australian history, such as the First Fleet, early settlers, bushrangers, World War I, World War II, the Vietnam War and the founding of the Australian Parliament. | SOSE: Culture and Identity |
University of Wollongong , |
| Visit a music website to locate information about composers and to listen to their music. For example, visit DSO Kids and read a composer's biography. Write a brief summary about the composer without copying directly from the website. Then, read the summary to the class while playing the composer's music in the background. | The Arts: Music |
Dallas Symphony Orchestra Kids
|
| Use the online Harvest of Endurance Scroll website to locate information about significant events and people in Australia's history, such as the Gold Rush, Chinese miners, Melbourne Olympics and the World Wars. | SOSE: Culture and Identity |
|
| Conduct an Internet search to locate information about a Queensland icon. Undertake a survey to find out the most popular Queensland icons. Present the findings as a digital graph and insert the graph into the school newsletter to share responses. Write a news report to accompany the image. Discuss the results and suggest reasons for the popularity of certain icons. | SOSE: Time, Continuity |
|
Access blogs, e-magazines and websites to locate information about culturally specific practices relating to hospitality in a target country. Participate in a super challenge Internet game. For example, work collaboratively to locate specific online information in a limited amount of time. | LOTE: Intercultural Investigations |
|
| Explore online maps such as Google Maps . Use the site to show peers the route taken to travel to and from school. | SOSE |
|
| Use teacher-guided language-specific websites to locate a target country's gestures and facial expressions when greeting and leaving. Use the information gathered to greet and leave in role play scenarios. | LOTE |
|
| Visit the Bureau of Meteorology website to source information about Indigenous seasonal calendars. For example, compare the ways Indigenous communities predict weather to scientific methods. | Science: Earth and Beyond, Primary Connections - Spinning in Space |
|
Use online resources to investigate different types of astronomy telescopes.
|
Science: Earth and Beyond, Primary Connections - Spinning in Space |
|
| Use Google Earth to view the location of target country and major cities. |
|
|
| Use Queensland Transport's QT Kids website to locate information about transport used in the past. Use the online timeline to locate specific dates related to transport in the past. Compare past and present modes of transport and write a feature article outlining the major changes to transport in Queensland over the past 150 years. | SOSE: Time, Continuity and Change English: Reading and Viewing, Writing and Designing |
Reflect on the value of selected ICT in the inquiry process
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
|---|---|---|
Examples of reflective statements made by students:
|
