Strand: Finding out
The Finding Out stage of taking action requires that teachers and students investigate experiences that add to their knowledge base. At this stage, teachers and learners place emphasis on the development of the skills needed to gather and record data in a variety of ways.
Sub-strand: Making Personal Connections
PHASE 1-Teachers will model how to make connections between learning and personal experience.
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PHASE 2-Students will begin to make connections between their lives and their learning.
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PHASE 3-Students will be able to make connections between their learning and prior knowledge.
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PHASE 4-Students will choose to explore topics and take action on issues that they have a personal connection to.
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Sub-strand: Formulating Questions
PHASE 1-Students will be exposed to open and closed questions and explore the difference between these two types.
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PHASE 2-Students will be exposed to questions that are organized by key concepts. Students will be able to identify open and closed questions.
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PHASE 3-With guidance, students will be able to ask high-level thinking questions that are open, conceptual and philosophical.
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PHASE 4-Students will be able to independently ask high-level thinking questions that are open, conceptual and philosophical.
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Sub-strand: Research Skills
PHASE 1-Students will be able to list words that are related to a certain topic or object.
-Through teacher modeling, students will be exposed to a variety of resources that they are able to use (e.g. research hub, kid-friendly search engines). -Teachers will model questions and students will develop questions. -Students will learn that two different sources may have different answers to the same question. -Students will become comfortable with alphabetical order, the term “author”, and explore the differences between fiction and non-fiction texts. |
PHASE 2-Students will begin to identify the importance of using keywords when researching.
-Students will begin to collect data and information from a variety of resources, and begin their search using a research hub (e.g. symbaloo), or a kid-friendly search engine. -Students will begin to learn about the different skills necessary for conducting an interview (e.g. preparing relevant questions) and begin to apply these. -Students will learn about the importance in finding out more than one perspective and begin to evaluate the credibility of a resource. -Students will gain a beginning understanding of how the media centre and OPAC are organized (e.g. genres, alphabetical order, Dewey Decimal system). |
PHASE 3-With guidance, students will be able to create a list of keywords as a planning stage prior to researching.
-Students will be able to collect data and information. With guidance, students will choose which resources are most appropriate to begin a given task (e.g. research hub, interviews, online encyclopedias, kid-friendly search engines). -With guidance, students will use before, during, and after interview skills, to collect data. -With guidance, students will be able to use a rubric to evaluate the credibility of a resource. -With guidance, students will be able to navigate the media centre, as well as the online public access catalog (e.g. Destiny Quest). |
PHASE 4-Students will be able to independently create a list of effective keywords as a planning stage prior to researching.
-Students will independently be able to collect data and information from a variety of resources. Students will be able to effectively choose which resources are most appropriate for beginning and completing a given task. -Students will independently use and apply before, during, and after interview skills, to successfully collect data. -Students will be able to independently evaluate the credibility of a resource to ensure the information is accurate and reliable. -Students will be able to independently navigate the media centre, as well as the online public access catalog (e.g. Destiny Quest). |
Sub-strand: Note-taking Skills
PHASE 1-Students will begin to use writing to effectively communicate their understanding. They will work to put their name on each piece of work.
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PHASE 2-Students will begin to record ideas and conversations through writing (e.g. independent or scribed), or through drawings. Students will use a title and date for each entry.
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PHASE 3-With guidance, students will be able to record and organize data and information gathered from their research, effectively using dates, titles, and the use of graphic organizers to keep notes organized.
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PHASE 4-Students will be able to independently record and organize data and information gathered from their research, using different techniques and the use of appropriate graphic organizers.
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Sub-strand: Referencing Skills
PHASE 1-Students will be exposed to authors, titles, and illustrators of books, websites, and encyclopedias that are used in class.
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PHASE 2-Students will begin to cite the books, encyclopedias and websites that they use.
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PHASE 3-With guidance, students will create a Bibliography using MLA format, with the assistance of Easybib.
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PHASE 4-Students will be able to independently create, format, and order an effective Bibliography using MLA format, with the assistance of Easybib.
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