Inquiring with ICT
The following relates to the QCAR cross-curriculum priority: By Year 7, students explore, select and use ICT in the processes of inquiry and research across key learning areas.
By the end of Year 7 students:
Use ICT in the processes of inquiry and research; they:
- search for data, information and digital content using a range of information sources including
- online communication tools such as blogs, wikis, RSS and databases
- identify the inquiry focus of an investigation and match the appropriate digital information sources
- efficiently search by identifying key words and concepts
- use digital concept maps to plan research projects and curriculum tasks by analysing the topic and identifying key aspects to research
- critically evaluate data and information gathered for usefulness, credibility, relevance, accuracy and reliability
- reference valid sources of information and acknowledge the work of others
- participate in online challenges or webquests
- understand that social networking and interactive sites provide new and different sources of information and knowledge that may provide an individual perspective and subjective opinion but are not necessarily correct
Reflect on the value of selected ICT in the inquiry process; they:
- consider how ICT assist in developing new understandings
Use ICT in the processes of inquiry and research
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
|---|---|---|
Visit the Australian Bureau of Meteorology website and participate in a weather webquest. For example, investigate the characteristics of different cloud types in 'Mr McCloud's Cloud Quiz.' |
Science: Earth and Beyond
|
Australian Bureau of Meteorology
|
Inquire and make predictions about gases and their properties using the Learning Object Mine rescue. Conduct further online research to create an information table about each gas. |
Science: Natural and Processed Materials |
|
View photos, texts and online archives at the State Library to investigate the Australian school dress codes now and in the past. Use the information gathered to prepare a debate about the relevance of a school uniform. |
English: Speaking and Listening |
|
| Evaluate popular children's computer games by deconstructing multi-media texts. Examining the way characters are portrayed, the language used and the way in which places and ideas are represented. | English: Reading and Viewing, Comprehension Technology: Technology as a Human Endeavour; The Arts: Media |
|
| Using the Internet locate information relating to a specific scientific investigation. For example, visit the Tip Top Bread site and view the virtual bakery tour. | Science: Life and Living Primary Connections: Marvellous Micro-Organisms |
|
| Work in pairs and use the Internet to find information about a famous scientist. Keeping the scientist's identity a secret use a voice recorder and editing software to record an interview with the 'mystery person'. Upon completion, invite peers to guess the person's identity. | Science: Science as a Human Endeavour |
|
Research a world leader whose reign may have had a positive or negative impact on society. Use concept mapping software to organise research using main ideas and supporting details. Present the information as a biography within a slide show. |
SOSE: Political and Economic Systems |
|
| Evaluate different Internet search engines and compare the way in which the information is presented. Is it user-friendly and which do you prefer? | English: Reading and Viewing |
|
Use the Queensland Government parliamentary website to investigate the history and origins of our state emblem. Design and create a new state emblem using a graphic design and write a short paragraph explaining the design. |
SOSE: Political and Economic Systems |
|
Write a letter to the editor of a local newspaper, addressing a current local issue. Access online newspapers and read recent related articles, letters and blog entries, before participate in a class blog to express views with classroom peers. |
English: Writing and Designing |
|
Assume the role of a Government Cabinet or Shadow Minister. Participate in a mock legislative assembly and prepare two-minute speech in favour or against a proposed bill. |
SOSE: Political and Economic Systems; English: Speaking and Listening |
|
Create a digital pie graph to present the composition of the current Legislative Assembly. Use the Queensland Government parliamentary website to find out the number of seats held by ALP, NLP, One Nation and Independents and find information about local members. Use publishing software to create a profile about the local member. |
Maths: Chance and Data; SOSE; Political and Economic Systems |
|
Develop a website to present information about one of the following topics:
|
SOSE: Political and Economic Systems |
|
Design a 'Risk Management' brochure to present actions which can be taken to lessen the effects of natural disasters. Use the EMA (emergency management for schools) website to locate relevant information about specific natural disasters. |
SOSE: Place and Space |
|
Review an educational website, describing its navigational features, user-friendliness, text, images and hyperlinks. Write a review based on opinion. |
English: Reading and Viewing, Writing and Designing |
|
Write the script, make the puppets and perform a puppet show to a younger audience. Conduct simple searches to gather information about puppet making. Possible extension could include; filming and editing the performance, and/or incorporating music. |
The Arts: Visual Arts |
|
| Explore the nature of information on Wikipedia by searching for a topic and selecting the history tab at the top of the page. Discuss the nature and frequency of changes, who is making the changes, as well as the implications for using Wikipedia as a source of information. | English: Reading and Viewing |
|
| Conduct an Internet search to source information about Florey, Fleming and Van Leuwenhoek. Create a concept map to record information and link ideas. | Science: Life and Living; Primary Connections: Marvellous Micro-Organisms |
|
| Research and discuss the characteristics of good WebQuests before designing one for younger students. For example, design a WebQuest for Year 4 students to locate information and consolidate understandings of the solar system. | Science: Earth and Beyond |
|
| Explore the Learning Federation Journey planner learning objects to consolidate understanding in reading and interpreting timetables, maps and making decisions about transport routes. | Maths: Measurement |
|
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:
|
