Internet+Research+Elementary+Level

=//Learning to locate information from a wide variety of sources, including digital sources, is part of a larger idea of developing **21st Century Skills**.//=

Resources and Lessons:

 * //GRADE 3-5 Evaluating Websites Lesson://** //The following website is a good resource to use for teaching students how to evaluate websites. It includes ready made, easy to follow lesson plans.// []

Fact Fragment Frenzy from Read, Write, Think - is an online tool that "aids students in learning the importance of finding the words in sentences and paragraphs that contain the facts they need for compiling their research. They practice by pulling important words from a text over to a virtual notebook. The students then move to putting those notes into their own words, avoiding plagiarism. Having elementary students participate in the fact-finding process early in their school experience promises to enrich further study and enjoyment of nonfiction texts.

//**__Desert Webquests -__**// Webquests target many Internet research skills. We completed a desert webquest (Gr. 1-3, but Gr. 1s were paired up with older students to complete the tasks). Students were required to find information from preselected links and add jot notes to the template. The link to the complete webquest is: @http://olc.spsd.sk.ca/DE/webquests/desertanimals/index.html The task, instructions, and process are all laid out to the students. Together as a class we went through each step, explaining what needed to be done and answering any questions the students had. Then, students worked independently with teacher support to work through the webquest. There are several other examples of webquests developed in SK for Elementary, MY, and HS at: @http://olc.spsd.sk.ca/DE/webquests/webquests2.html

//__**Media Literacy**__// Resources for Gr. 3 about critical media literacy: I came upon this Canadian site, which has all sorts of resources for Media Literacy: www.mediasmarts.ca One activity I plan to use with my students is the game "Privacy Playground: The First Adventure of the Three Cyber Pigs". It can be found here: http://mediasmarts.ca/game/privacy-playground-first-adventure-three-cyberpigs It is a game designed to teach kids about safe websites, online marketing and spam, and children's online privacy and safety. There is also an accompanying teacher resource guide with additional information, handouts and activities for students.

=//For students in K-5, these skills are beginning to develop.//= =//Using a schools as a guideline, Sun West has created a set of "I Can" statements for use in any subject for K-5 classrooms.//=

**Research and Inquiry - I Can Statements for K-5**
 I can use digital technologies to search for pictures.  I can begin to use pictorial information from digital sources (e.g. Smart Board, internet). ||  I can use question starter words (e.g. 5 Ws) to guide my online searches.  I can read visuals from digital technologies to discover information (e.g. SmartBoard images, images from the internet).  I can begin to use multi-media sources to locate information (e.g. use audio from online story or CD). ||  I can make a plan for finding information using digital technologies before I begin my research (e.g. RAN, KWLS, Q-Matrix).  I can find information from preselected digital resources.  I can make simple jot notes to record and organize information electronically (e.g. teacher prepared template to record information). ||  I can make a plan for finding information using digital technologies before I begin my research (e.g. RAN, KWLS, Q-Matrix).  I can create good research questions.  I can use simple search words to locate information from a variety of online sources (e.g. online databases).  I can find information from preselected digital resources.  I can summarize information by recording key words and ideas.  I can enter information into teacher-selected electronic organizers to help me review information (e.g. teacher prepared template to record information).  I can begin to self-evaluate my progress during the research process. ||  I can make a plan for finding online information before beginning research.  I can create good research questions.  I can use search terms to locate information from a variety of online sources (e.g. online databases).  I can skim and scan online resources to explore specific topics.  I can locate appropriate information from online resources.  I can keep track of the information I gather using teacher-selected electronic organizers to record key words and ideas.  I can analyze the features of online websites to understand how they organize information.  I can review the information I have gathered to see if I have met the requirements for the class.  I can self-assess my progress during my research process ||  I can follow an inquiry plan when using digital technologies (plan, retrieve, process, create, evaluate, and reflect).  I can use digital technologies to record my good research questions.  I can select appropriate search tools to locate and gather information from a variety of online sources.  I can identify points of view and bias presented in an electronic information source.  I can use electronic organizers to collect and sort the information I gather from online sources (e.g. online bookmarking sites).  I can analyze digital sources for accuracy and relevance.  I can review the information I have gathered to see if I have met the requirements for the class.  I can self-assess my progress during my research process. ||
 * **Kindergarten** ||  **Grade One**  ||  **Grade Two**  ||  **Grade Three**  ||  **Grade Four**  ||  **Grade Five**  ||
 *  I can begin to use digital technologies to answer questions.

For each grade level, a suggested set of I can statements has also been developed. Below is an example from Grade 1:
 I can take turns when I use a digital technology (e.g. computer, tablet, etc.).  I can show care when using digital technology.  I can use question starter words (e.g. 5 Ws) to guide my online searches.  I can read visuals from digital technologies to discover information (e.g. SmartBoard images, images from the internet).  I can begin to use multi-media sources to locate information (e.g. use audio from online story or CD).  I can use digital drawing tools to create a diagram of a place that is important to me.  I can share my ideas using digital pictures and text (e.g. slide show).  I can work with others on a project.  I can help others if they have trouble.  I can use a technology tool to complete a task in a subject area (e.g. curriculum-related task).  I can start to edit text and images on a document (e.g. change colour, font, add images, delete images).  I can launch applications found on the computer or tablet (e.g. log on and click to open).  I can open a new document.  I can save a document.  I can open a document that I have been working on.  I can print a document.  I can identify the equipment that is connected to a computer (e.g. speakers, microphone, printer scanner, digital camera, SmartBoard).
 * Grade One **
 * Social and Ethical Use of Digital Technologies**
 * Research and Inquiry**
 * Communication and Collaboration**
 * Productivity and Applications**

//This document is currently under development, but if you would like to receive a copy of the draft, please contact Jade Ballek by email.//

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