ICT Outcomes, Division 1

ICT Outcomes, Division 1

/ Grade 3, S.S. Outcomes / Four Faces of Quality Life
C.1 - Students will access, use and communicate information from a variety of technologies.
Specific Outcomes
1.1 access and retrieve appropriate information from electronic sources for a specific inquiry
C.4 – Students will use organizational processes and tools to manage inquiry
Specific Outcomes
1.1 follow a plan to complete an inquiry
C.7 - Students will use electronic research techniques to construct personal knowledge and meaning. Specific Outcomes
1.4 make predictions based on organized information / 3.1.1 Students will appreciate similarities and differences among people and communities.
3.1.2 Students will demonstrate an understanding and appreciation of what determines quality of life. They will look at how daily life reflects quality of life in their community.
3.S.1 Students will:
-evaluate ideas and information from different points of views.
-generate original ideas and strategies in group activities.
3.S.4 Students will use technology to organize and display data.
3.S.5 Students will demonstrate cooperative behavior to ensure that all members have an opportunity to participate.
3.S.7 Students will apply the research process:
-follow a plan to complete an inquiry
-access and retrieve appropriate information from electronic sources
-evaluate whether information supports a research question
-process information from more than one source
3.S.8 Students will demonstrate skills of oral, written and visual literacy:
-organize and present information
-listen to others in order to understand their point of view
-use technology to support and present conclusions
-create visual images for particular audiences and purposes
3.S.9 Students will develop skills of media literacy:
-compare information on the same issue or topic from print media, photographs and the Internet. /

* These activities would best follow some previous work with the concept of Quality of Life.

Objectives:

During the lesson, students will:

-review what quality of life is
-apply what they know about quality of life in their own community to learn more about communities in Tunisia, Peru, India, and Ukraine
-understand that how the people in these communities meet their basic needs reflects their quality of life
-understand and appreciate that others will have similar and different points of view about quality of life in their community
Lesson:
What affects quality of life in each of the countries studied?
Have students reflect back on previous lessons where the concept of “quality of life” was developed. What are some of the descriptors that identify “Quality of Life”? The teacher may choose to display each descriptor learned on a chart easily viewed by the class, and refer back to that chart as needed.
Note: Before beginning the following inquiry the students will have had experience in taking jot notes. A site to get you started: .
Pose the following question to your students:How do people live incommunities around the world?Explain that this question will guide the students as they begin an inquiry about quality of life in communities in Peru, Tunisia, India and Ukraine. Review back to grade two when students learned that “communities” refers to “a group of people, who live, work and have fun in the same place”. As students consider the big question, ask them what other questions they might have that will guide them in their inquiry. The descriptors for quality of life will guide the children in forming questions. (Asking questions to guide research may be a skill the students have already developed in Language Arts. If not this may be the opportunity to teach them how to use the Five “W” words in forming questions. A reproducible “Research Card: Who, What, When, Where, How and Why” is available at .)
Two sites to guide students in the research process are:
(for Grades 3-8)
(for primary grades)
Discuss with the students what kinds of sources of information they might use for their class inquiry project. Provide them with a variety of choices. Remind them that each source will present the point of view of the writer. It is important to look at a variety of sources so as to get a balanced picture regarding quality of life in the countries studied.
Teachers may refer their students to the textbook purchased for their school.
For those schools that did not purchase a series, there are other excellent printresources available. Bobbie Kalman has produced a set of books that look at the people, culture and land of each country. Teachers who have limited copies of a print resource may choose to use a reading comprehension technique called textmapping. In it teachers photocopy the resource and then tape the pages together in a long scroll. This is posted where all the students have access to it. They walk along, reading as they go till they find the portion that answers the question they are researching. Then they use their sticky notes or research outline to make jot notes. Teachers wishing more information about this technique can go to .
Some suggested websites for teachers to use with students are:



Teachers who do not wish to bookmark a series of suitable sites for their students wish to direct their students to: The Black Gold School Division has prepared a series of “safe” sites for each of the countries studied.
Two sites that teach students how to evaluate online resources is:


An excellent source of pictures to use with students is found on the Online Guide to Implementation at

The Pearson Many Voices text suggests using OWL Chart to gather information from a photo or visual. It requires students to Observe, Wonder and Learn. It is available through their teacher resources. A sample is attached below.
Another alternative would be to go to the following Online Guide site to teach students “how” to investigate pictures:

As students gather information to answer their research questions, use a whole group idea web to record their responses on the board. Add information for each country in a different colored marker or chalk. Another approach would be to give each student several sticky notes. As they read a fact, they make a jot note of it and stick it to the class web.
An alternative would be to divide the class into small groups and assign each group a country. They could use a concept-mapping program such as Kidspiration, Inspiration, Gliffy (free online tool) or Smart Ideas or a chart made in the Tables section of Microsoft Office Word to track their research. They could then print their chart off to work on or add jot notes to the copy stored in their documents.
Once the students feel they have concluded their research they need to check that they have answered all of their research questions. They then need to choose how they are going to share their learning.
One alternative would be to make an online poster, using the following site: An excellent feature of this site is that it teaches students to cite their sources. Teachers may also choose to have their students make their poster on Microsoft Word, inserting pictures from the internet.
Before beginning the poster develop with the class a set of criteria that will be used to assess the final product. Ask the students what they think will make a good poster vs. an excellent poster. This criterion could take the form of a checklist or that of a rubric. Samples are attached.
Post the posters where they can be viewed by all. Then give the students copies of the assessment tool chosen to use as they view their peers’ posters. Also provide room for the students to jot down questions they may have for the creators of each poster.
Assessment: See attached resources.

OWL Chart (Taken from Pearson Publishing, Many Voices)

Observe (Observe and record detail) / Wonder (Pose and record questions to develop critical thinking skills) / Learn (Record conclusions drawn from connecting what was observed to answering the questions posed)

Checklist for Assessing Posters (Adapted from Thomson Nelson Our World)

Does my poster / Yes / No / Comments or questions?
provide the reader with accurate information?
have text that is easy to read?
have pictures that support what I said in my text?
have pictures that are visually appealing?

Rubric for Assessing Student Posters

4
Excellent
Wow! / 3
Proficient
Yes! / 2
Adequate
A good start! / 1
Limited
Not yet! / Insufficient
Evidence / Score
Text / All of the information presented is accurate and is easy to read. / Most of the information presented is accurate and is easy to read. / Some of the information presented is accurate and is easy to read. / Very little of the text presented is accurate and/or it is difficult to read. / No mark given because there is insufficient evidence of student work.
Visuals / All the pictures chosen support the text. They are visually appealing. / Most of the pictures chosen support the text. They are visually appealing. / Some of the pictures chosen support the text. They are visually appealing. / Very few of the pictures chosen support the text and/or they detract from the text.
Demonstrates an understanding of the concept of basic needs
(x2 weighting) / Demonstrates a comprehensive understanding of concept. / Demonstrates a thorough understanding of concept. / Demonstrates a beginning understanding of concept. / Unclear whether student has an understanding of concept.
Score

Comments or questions for the creator of this poster:

Rubric for Assessing Student Knowledge

3 / 2 / 1 / Score
Comprehension of concepts presented. / Student displays a thorough understanding of the concepts. / Student displays a satisfactory understanding of the concepts. / Student displays a limited understanding of the concepts.
Concepts and skill connections / Student relates almost concepts to personal experiences or prior knowledge. / Student relates some concepts to personal experiences or prior knowledge. / Student relates concepts to personal experiences or prior knowledge in limited ways.
Communication skills / Student consistently uses the correct Social Studies terminology. / Student usually uses the correct Social Studies terminology. / Student rarely uses the correct Social Studies terminology.
Score

1

CARC: Infusion of Technology into the New S.S. Program of Studies