Practical Research

Published by R.I.C. Publications http://www.ricgroup.com.au RIC-0480 2.8/344

I ntroduction

Build-Up Approach

Practical Research is designed to provide the teacher with practical strategies to assist students in the development of research techniques. The four methods described have been successfully used by practising teachers with children aged 9 - 12 years.

The strategies contained in this book are: Build-Up Approach; Modelling Approach; Bits Approach; and One Week Wonders.

The child’s completed work could be described as (a) an assignment, (b) a project or (c) a research topic.

Regardless of the title given to this work, the skills required to achieve success in these activities are a vital component of independent learning. Proficiency in these skills will be advantageous as learning aids through life.

Contents Homework Hints for Parents ........................................................................................ i Student Self-Evaluation Forms ..................................................................................... ii Oral Presentation Evaluation Forms ............................................................................ iii Student Evaluation of Group Dynamics Form ............................................................. iv

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Build-Up Approach Teaching Guide .......................................................................................................... 1 Countries............................................................................................................... 2 - 3 Ancient Civilisations................................................................................................ 4 - 5 Sport ..................................................................................................................... 6 - 7 Modelling Approach Teaching Guide .......................................................................................................... 8 Reptiles ....................................................................................................................... 9 Sea Creatures............................................................................................................ 10 Household Machines ................................................................................................11 Community Services.................................................................................................. 12 Bits Approach Teaching Guide ........................................................................................................ 13 Transport .................................................................................................................. 14 Australian Animals..................................................................................................... 15 Solar System ............................................................................................................. 16 Christmas ................................................................................................................. 17 One Week Wonders Teaching Guide ........................................................................................................ 18 Nutrition................................................................................................................... 19 Pet Homes ................................................................................................................ 20 Book Report ............................................................................................................. 21 Biography ................................................................................................................ 22

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H omework Hints for Parents

Dear Parent(s), Your child will be commencing research project activities which involve establishing homework routines.

Your support is essential in encouraging the development of independent study habits and ensures maximum benefit is obtained.

If your child is experiencing difficulty you may offer suggestions which will enable him/her to continue with the task.

However, if difficulties continue please notify me immediately so that additional instructions may be given where necessary.

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C.Publ i cat i ons • f orr evi ew pur posesonl y• 1. Provide a quiet place with his/her own materials/equipment available.

2. Negotiate a time to accommodate your child’s homework and after school activities.

3. Accept the amount of work completed within the set time and return it to school.

We bring these items to your attention to help you assist with your child’s development as an independent learner.

Yours faithfully,

Classroom Teacher

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S tudent Self-Evaluation Forms Yes

Student’s Name: Class:

No

Title Subheadings Diagram(s)

Comment:

Labels on Diagram(s) Colour on Diagram(s) Ruled Page or Border Correct Spelling Punctuation Meaningful Sentences Completed by Due Date

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Scoring: To earn a score out of ten, count up the ‘yes’ ticks. Score:

Yes

Student’s Name: Class:

No

Title Subheadings Diagram(s)

Comment:

Labels on Diagram(s) Colour on Diagram(s) Ruled Page or Border Correct Spelling Punctuation Meaningful Sentences Completed by Due Date

Scoring: To earn a score out of ten, count up the ‘yes’ ticks. Score: Practical Research - R.I.C. Publications

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ii

O ral Presentation Evaluation Forms Yes

Student’s Name: Class:

No

Clear Speech Lively Expression Did it make sense?

Comment:

Scoring: To earn a score out of ten, count up the ‘yes’ ticks.

Score:

Stance Did they stand still, straight, tall?

Eye Contact Was there eye contact with the audience?

Palm Cards Was the presentation retold with little use of palm cards.

Fluency Was the presentation fluent?

Visual Aids Were props or aids used?

Length Was it an appropriate length?

Language Was it in their own words?

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Student’s Name: Class:

No

Clear Speech Lively Expression Did it make sense?

Comment:

Scoring: To earn a score out of ten, count up the ‘yes’ ticks.

Score: Practical Research - R.I.C. Publications

Stance Did they stand still, straight, tall?

Eye Contact Was there eye contact with the audience?

Palm Cards Was the presentation retold with little use of palm cards.

Fluency Was the presentation fluent?

Visual Aids Were props or aids used?

Length Was it an appropriate length?

Language Was it in their own words? www.ricgroup.com.au

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S tudent Evaluation of Group Dynamics Form Each group member to complete individually, without consultation, at the completion of the group topic.

Student’s Name: Group Members: Group Topic: 1. Did you have a group leader? If so, who?

2. How was the leader chosen?

3. Did you enjoy working in a group ?

Would you rather work on your own?

Why?

4. How did your group make decisions about who did what and how?

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5. If your group disagreed about something, what did you do?

6. How did you help anyone else in your group?

7. Who worked hardest in your group?

How?

8. Did you prefer to choose your own group members or get the teacher to choose them?

Why?

9. Why did you choose the people you did for your group?

10. Did you agree with all the group’s decisions?

What different suggestions would you have made to the group?

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B uild-Up Approach

- Teaching Guide

Build-Up Approach

This method allows for guidance and is strongly teacher directed. It is an ideal approach to teach children how to tackle projects one step at a time.

A general topic such as ‘Countries’ is needed to follow the Build-Up Approach successfully.

Each child would choose their own country and build up their project following the prescribed set of subheadings.

To provide the child with further guidance specific tasks are identified under each subheading.

For example: In Week 1 of ‘Countries’ each child is required to provide information on the subheading of World Position.

The specific tasks each child must complete are to: (a) show the country on a world map; (b) label the neighbouring countries; and (c) label surrounding oceans and seas.

After the children have received their initial instructions allow one week for them to complete them before beginning Week 2.

It is recommended that teachers check each child’s progress weekly to prevent them from falling behind.

Assessment can be on a weekly basis or at the completion of the entire project. To assist the children in monitoring their own progress, child self-evaluation forms are provided in the front of the book.

C ountries

Build-Up Approach

Purpose: To learn about other countries in the world.

Audience: Yourself - Small Group - Teacher Choose a country of the world and write about it under the headings below: Week

1 Week

2 Week

3 Week

4 Week

5 Week

6

World Position • On a map of the world show: (a) What part of the world it is in. (b) Its neighbours. (c) Oceans or seas surrounding it.

Climate • Collect data on temperature and rainfall. Graph the information.

• Describe the seasons and the climatic zone.

Population and the Flag • Record population information.

• Draw a picture of the flag. Use appropriate colours.

• What is the meaning of the flag and its elements?

The People • Describe their games, language, religion, work and food.

• In what ways are they similar to or different from Australians?

• Table your findings.

Capital City • Locate the capital city on a map.

• How large is it in population and area?

• Include diagrams or pictures of famous landmarks.

For example, the Eiffel Tower in Paris.

Industries • What are the major industries?

• Where are they?

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Teachers should ensure that enough research material is available in the school library before selecting a topic for the Build-Up Approach project.

The suggested topics in this book have been specifically chosen because of the availability of resources in most school libraries.

Week

7

Week

8

Week

9 Week

10

Exports and Imports • What are the major imports and exports?

• Who are its major trading partners?

• What are the imports from Australia and the exports to Australia?

• Draw up a pictograph of the major imports and exports.

Written Presentation • Your project must include: a cover page, a table of contents, a reference table, all seven headings in order and labelled pictures and/or diagrams whenever possible.

• Valuable sources of information for your project include: library, newspapers, encyclopaedias, travel agencies etc.

• Oral presentation (preparation).

Five Interesting Facts about Your Country • Use the diagram and maps to illustrate your interesting facts while you tell about your project.

Oral Presentation • Divide into small groups, take turns at oral presentation.

• Complete the ‘Oral Presentation Evaluation Form’.

• Hand in your project to the teacher.

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Teaching Strategies Week 1

• Present the children with the topic after checking library resources.

Note: It may be that the children work in pairs on a topic and share resources but each produces their own project.

• Allow children library browsing time to select their topic. Try to ensure that each child has a different topic.

• A revision lesson of library location skills is purposeful at this time.

• Discuss assessment procedure with the children. Comment on presentation requirements.

Weeks 2-7 • Continue working through the topic by following the project outline.

• Teacher directed lessons on the use of Table of Contents, Index and the Glossary should be included as in-class activities.

Weeks 8-9 • To assist children to present their written work, instructions should be given on the collation and presentation of the project.

• A special lesson on the Bibliography should also be given at this time.

Week 10

Oral Presentation • Children may choose to present specific parts of their project rather than the whole lot.

• Prior knowledge of oral evaluation will assist the children in their presentation.

• Oral Presentation Evaluation Forms are available on page iii.

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C ountries

Build-Up Approach

Purpose: To learn about other countries in the world.

Audience: Yourself - Small Group - Teacher Choose a country of the world and write about it under the headings below: Week

1 Week

2 Week

3 Week

4

World Position • On a map of the world show: (a) What part of the world it is in. (b) Its neighbours. (c) Oceans or seas surrounding it.

Climate • Collect data on temperature and rainfall. Graph the information.

• Describe the seasons and the climatic zone.

Population and the Flag • Record population information.

• Draw a picture of the flag. Use appropriate colours.

• What is the meaning of the flag and its elements?

The People • Describe their games, language, religion, work and food.

• In what ways are they similar to or different from Australians?

• Table your findings.

Week

Capital City • Locate the capital city on a map.

• How large is it in population and area?

• Include diagrams or pictures of famous landmarks.

For example, the Eiffel Tower in Paris.

Week

Industries • What are the major industries?

• Where are they?

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6 Week

7 Week

8 Week

9 Week

10

Exports and Imports • What are the major imports and exports?

• Who are its major trading partners?

• What are the imports from Australia and the exports to Australia?

• Draw up a pictograph of the major imports and exports.

Written Presentation • Your project must include: a cover page, a table of contents, a reference table, all seven headings in order and labelled pictures and/or diagrams whenever possible.

• Valuable sources of information for your project include: library, newspapers, encyclopaedias, travel agencies etc.

• Oral presentation (preparation).

Five Interesting Facts about Your Country • Use the diagram and maps to illustrate your interesting facts while you tell about your project.

Oral Presentation • Divide into small groups, take turns at oral presentation.

• Complete the ‘Oral Presentation Evaluation Form’.

• Hand in your project to the teacher.

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C ountries - Clip Art

Build-Up Approach

Tropic of Cancer

Equator

Tropic of Capricorn

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A ncient Civilisations

Build-Up Approach

Purpose: To learn about Ancient Civilisations.

Audience: Yourself - Small Group - Teacher Choose an Ancient Civilisation for research under the headings below:

Week

1 Week

2 Week

3 Week

4

Origins and Locations • In what part of the world was it found?

• Which modern day countries are now located in that area?

• In what time period did this civilisation exist?

• How did this civilisation originate?

Daily Life • Describe the housing of a common family. Include diagrams.

• Dress and Adornment: (a) everyday dress and (b) ceremonial dress.

• Include labelled illustrations.

Occupations • Choose three of the following and write four key facts about each: (a) warriors (b) craftsmen (c) farmers and (d) traders and merchants.

Religion and Rituals • List the names of the most important gods and goddesses or other supernatural beings that influenced their lives.

• Identify three rituals or festivals in which these beings were worshipped.

• Describe any superstitions associated with their religious beliefs.

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Week

Skills and Inventions • Draw a table using the headings: (a) Skill or Invention (b) Illustration (c) Use in Ancient Times and (d) Use Today.

• Try to include 10 skills or inventions. Remember to include a variety such as instruments, tools, medicines, weapons, transportation and communication methods.

Week

Food and Drink • Ancient Civilisations developed when people changed from a food gathering way of life to a food producing way of life.

• Explain the methods for: (a) crop planting and harvesting (b) herding and grazing of animals and (c) hunting and fishing.

6 Week

7 Week

8 Week

9 Week

10

Myths and Legends • Retell a famous myth or legend associated with your civilisation.

• Include illustrations.

Written Presentation • Your project must include: a cover page, a table of contents, a reference table, all seven headings in order and labelled pictures and/or diagrams whenever possible.

Oral Presentation • Prepare and orally present your myth or legend to a partner.

• Assist your partner by completing the ‘Oral Presentation Evaluation Form’.

• Discuss with your partner how you performed and how you could improve.

Class Presentation • Present your myth or legend to the class.

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A ncient Civilisations - Clip Art

Build-Up Approach

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S port

Build-Up Approach

Purpose: To learn about a particular sport in depth.

Audience: Yourself - Small Group - Teacher Choose a sport you are interested in and research under the headings below: Week

1 Week

2

Week

3

Definitions • Explain the following terms: (a) sport (b) recreation and (c) hobby.

• Draw up a table and list 10 activities under each of the above headings.

• Select one from each list and write a summary to explain the activity.

Sports Graph • Survey the class for their favourite Summer and Winter sports.

• Classify each response under the headings: (a) Individual and (b) Team.

• Tally and graph your results using these headings: (a) Individual Summer (b) Individual Winter (c) Team Summer and (d) Team Winter.

• Compare Summer and Winter sports. (a) What were the most popular Summer and Winter sports? (b) Were there any sports played in both Summer and Winter? (c) Was there a greater variety of sports played in Summer or Winter? (d) What conclusions can you draw from the information?

• Compare individual and team sports. (a) Do most children prefer individual or team sports? (b) Is this information the same for Summer and Winter? (c) What conclusions can you draw from the information?

Define the Object of the Game • List and cost the equipment used. Include illustrations.

• List and explain the rules and regulations of the game.

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Week

Draw a Plan of the Playing Arena • Label the players’ positions on the playing arena.

• Explain three positions in detail.

Week

Fitness and Training • Describe 4-5 specific skills that need to be practised. Include diagrams.

• List 4-5 fitness activities used by the players.

• Draw up a menu for one day containing foods which will provide the energy required for this sport.

5 Week

6 Week

7 Week

8 Week

9 Week

10

Famous Sportstars • Write a brief profile of a famous sportstar in the sport. Include: (a) name (b) age and (c) main achievements. Include a picture.

State and International Information • Name major competitions held for this sport in (a) the state (b) nationally and (c) internationally.

• Select your favourite team or athlete and draw their playing uniform(s).

Glossary of Terms • Choose 10 words specific to this sport and write a definition for each.

(Hint: A glossary should be in alphabetical order.)

Written Presentation • Your project must include: a cover page, a table of contents, a reference table, all seven headings in order, labelled pictures and/or diagrams whenever possible.

Oral Presentation • Choose two sections of your project to present to your group.

• Use the diagrams and illustrations to highlight your presentation.

• Talking about sport (not reading) will be more interesting for the audience.

• Each group will select one person to make their presentation to the class.

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S port - Clip Art

Build-Up Approach

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M odelling Approach

- Teaching Guide

Modelling Approach

This method is ideal to introduce project work to middle primary children or children who have never successfully completed a project before.

Assessment would be made at the completion of the modelled project and then children commence a project of their own on the same topic which can be assessed.

In this method the whole class studies the same topic. For example, Reptiles for weeks 1 to 4, building up the project from ideas modelled by the teacher.

In weeks 5 to 9 the children will each select their own topic and complete a project following the modelled steps. The final product will consist of a 1-2 page report with labelled diagrams.

Teaching Strategies Week 1

• • • • • • • •

Present the children with the topic.

R eptiles Provide them with an article about the topic.

Choose your own reptile.

Complete a report about your reptile using the guidelines.

Children read the article for themselves.

The finished product should include: (a) a title (b) subheadings (c) a concluding comment and (d) labelled diagrams.

The teacher reads the article to the children, Week Introduction Include: 1 •• aitsgsecnieenrtaiflicconmammee.nt about your reptile; and discussing difficult words and phrases.

The children take turns reading short sections of the article aloud.

Study the first paragraph. The teacher guides the Week Description children to select the key words.

Include: 2 •• sciozelou(wr;eight, length and height); Repeat this process until key words have been • body parts; • special features; and identified.

• a labelled diagram of your reptile.

Week Habitat As the children highlight each word the teacher Include: 3 •• wa dorelsdcrloipctaiotinonosf; tahnedenvironment. writes on a separate card and displays it on a pinup board.

When all the key words have been displayed, ask the children to group words into categories. For Week Reproduction example, words relating to ‘Habitat’ or Include: • where eggs are laid; 4 • how long before they hatch; and ‘Reproduction’.

• care of the young.

Assist the children to sort the category headings in order of importance. These ordered headings Week Conclusion become the project plan.

• Write a concluding comment that shows 5 why this animal is unique.

Children copy the headings in order with their related key words.

Children will no longer refer to the printed article but will use these notes from which to write their project.

Modelling Approach

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Weeks 2-4 • Over the next three weeks the teacher models to the children using the key words under the category headings to build up a paragraph for each section.

• Depending on the children’s ability the class may now copy the modelled paragraph or, if they are more able, use their list of key words to write a similar paragraph themselves.

• Where children are writing their own paragraph, proceed slowly, allowing several children to suggest appropriate sentences to use before the class is asked to write.

Note: If the children are copying the modelled paragraph from the blackboard they need only write a published copy. If they are creating their own sentences the first copy may be a draft.

• Depending on the ability of the children, the neat copy may be limited to 1 or 2 category headings and labelled diagrams.

• Discuss with the children the most appropriate illustrations, how the parts should be labelled and where the diagram may be positioned should also be discussed.

• The finished product should include: (a) the main headings (b) introduction (c) subheadings (d) a concluding comment and (e) labelled diagrams.

Weeks 5-9 • Children choose their own topic. For example, Reptiles.

• Use class discussion to follow the procedure used during weeks 1 to 4 step-by-step.

• The category headings used in weeks 1 to 4 are provided to assist the children in locating key words and provide them with a structure for their final product.

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R eptiles

Modelling Approach

Choose your own reptile.

Complete a report about your reptile using the guidelines.

The finished product should include: (a) a title (b) subheadings (c) a concluding comment and (d) labelled diagrams.

Week

1

Introduction Include: • a general comment about your reptile; and • its scientific name.

Week

2

Description Include: • size (weight, length and height); • colour; • body parts; • special features; and • a labelled diagram of your reptile.

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C.Publ i cat i ons Week Habitat Incp ludo e: s •f orr evi ew p u r esonl y• • w o r l d locations; and 3 • a description of the environment.

Week

4

Week

5

Reproduction Include: • where eggs are laid; • how long before they hatch; and • care of the young.

Conclusion • Write a concluding comment that shows why this animal is unique.

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S ea Creatures

Modelling Approach

Choose your own sea creature.

Complete a report about your sea creature using the guidelines.

The finished product should include: (a) a title (b) subheadings (c) a concluding comment and (d) labelled diagrams.

Week

1

Introduction Include: • a general comment about your sea creature; and • its scientific name.

Week

2

Description Include: • size (weight, length and height); • colour; • body parts; • special features; and • a labelled diagram of your sea creature.

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3

Week

4

• world location; and • special environment features, e.g. reefs.

Feeding Habits Include: • what it eats; • how it catches its food; and • how it eats.

Week

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Conclusion • Write a concluding comment that describes a special feature not already mentioned. www.ricgroup.com.au

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H ousehold Machines

Modelling Approach

Choose your own household machine.

Complete an explanation about your household machine using the guidelines.

The finished product should include: (a) a title (b) subheadings (c) a concluding comment (d) labelled diagrams and (e) a model of your household machine.

Week

1 Week

2

Definition Include: • what it is; and • a general comment about your household machine that explains its purpose for saving time and labour.

Components and Parts • a description of the parts; • a labelled diagram; and • a 3-D model.

Week

3

Operations Include: • a description of how your household machine works; • the interaction between the different parts; and • labelled diagrams.

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Week

4 Week

5

Applications Include: • when and where it is used; • types and models available; and • pictures from advertising brochures.

Evaluation Include: • special safety features; • energy conservation features; and • a personal comment on the necessity of your household machine.

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C ommunity Services

Modelling Approach

Choose your own community service.

Complete a report about your community service using the guidelines.

The finished product should include: (a) a title (b) subheadings (c) a concluding comment and (d) labelled diagrams.

Week

1

Week

2

Definition Include: • what it is; • type of service - government, voluntary or private; • the service it provides for the community; • head office and the local address, telephone and the emergency or out of hours numbers; and • hours of operation.

Operations Include: • a list of special tasks performed; • a detailed description of equipment used; and • labelled diagrams of the equipment.

Week

3

Personnel Include: • the names and titles of workers; • select one of these workers and write a detailed description including qualifications, training requirements and main duties; and • pictures of any identifying uniforms, badges, head gear, footwear and protective clothing.

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Week

4 Week

5

Design an Advertisement Include: • address; • phone number (include emergency contact); • details of service(s) provided; and • identifying logo (you may have to create one).

Conclusion • Write a concluding comment that proves the need for this service within our community and suggest alternatives if this service is not available.

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B its Approach

- Teaching Guide

Bits Approach

For this method to be successful the children will need to have prior experience in completing a project.

The child will need to have followed the Build-Up or Modelling Approaches. A broad topic, such as Transport, is needed to accommodate the Bits Approach.

The topic is divided into sections which are then further divided into subsections. This provides adequate opportunity for each child to complete an individual project. Through brainstorming with the class the broad topic is broken down into smaller bits.

For the topic of Transport, the class will be divided into four groups: Sea, Air, Land and Animals. Each child is then allocated one of the subsections to research; for example, in Sea, one child researches Submarines.

To help the children gather information on their selected section, guide headings have been provided.

These headings are able to be used regardless of the subsection chosen. Assessment is made on each child’s personal contribution. This method encourages the children to complete their work on time as they are part of their whole group presentation.

Teaching Strategies Week 1

• Present the children with the topic.

• Discuss the explosion chart with the aid of an overhead transparency. Sections and subsections may be added after discussion.

• Explain the group organisation. Allow the children time to choose their groups and choose their sections or subsections.

• Present each child with a copy of the topic sheet; for example, Transport.

• Discuss the need for focus questions to direct the child’s research. Have the children give oral examples of good focus questions for each heading.

• Allow children time to write their focus questions. Some children may need extra guidance to formulate their questions.

T ransport

Bits Approach

Animals Horses, Camels, Elephants, Bullocks, Donkeys and Dogs.

Sea Hovercrafts, Yachts, Tankers, Ocean Liners, Ferries, Tug Boats, Air-craft Carriers and Submarines.

Transport Air Helicopters, Aeroplanes, Gliders, Air Buses, Hot-air Balloons, Space Rockets and the Concorde.

Land Cars, Trucks, Road Trains, Bicycles, Motorcycles, Buses, Caravans and Trains.

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• Review focus questions.

• Allow children time to alter focus questions if necessary.

• Locate suitable resources in the library.

• Direct the children in the use of the Index and Table of Contents to indicate each book’s value in addressing their focus questions.

Group Topic:

My Section is:

e.g. Air Transportation e.g. The Concorde

Under each of the following headings write 2-3 focus questions. Research the answers in your library and record the information using key words only.

Title:

Introduction:

History:

Description:

Functions:

Special Features:

Using the information you have collected, write a paragraph for each of the above headings.

Provide an illustration with appropriate labels.

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Weeks 3-5 • Encourage students to write key words and phrases for each focus question.

• At the completion of information retrieval, children will be able to write a meaningful paragraph under each heading.

• Labelled diagrams should be included where appropriate, not only at the end.

• Student Self-Evaluation Forms, on page ii, will help the child complete the project to a high level of presentation.

Week 6-7

Presentation • Each child presents their completed part to their group.

• Each group is given the opportunity to present their section to the class.

Note: This presentation may be too time consuming, therefore it is possible to restrict each child to one or two key facts.

• Prior knowledge of oral presentation will assist children in their presentation.

• Oral Presentation Evaluation Forms are available on page iii.

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T ransport

Bits Approach

Animals Horses, Camels, Elephants, Bullocks, Donkeys and Dogs.

Sea Hovercrafts, Yachts, Tankers, Ocean Liners, Ferries, Tug Boats, Air-craft Carriers and Submarines.

Transport Air Helicopters, Aeroplanes, Gliders, Air Buses, Hot-air Balloons, Space Rockets and the Concorde.

Land Cars, Trucks, Road Trains, Bicycles, Motorcycles, Buses, Caravans and Trains.

Group Topic:

e.g. Air Transportation e.g. The Concorde

My Section is:

Under each of the following headings write 2-3 focus questions. Research the answers in your library and record the information using key words only.

© R. I .

C.Publ i cat i ons Introduction: •f orr evi ew pur posesonl y•

Title:

History:

Description:

Functions:

Special Features:

Using the information you have collected, write a paragraph for each of the above headings.

Provide an illustration with appropriate labels.

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A ustralian Animals Reptiles Geckos, Goanna, Bobtail Lizard, Blue-tongue Lizard, Frill-necked Lizard, Long-neck Tortoise, Loggerhead Turtle, Freshwater and Saltwater Crocodiles.

Bits Approach

Fish Barramundi, Whiting, White Pointer Shark and Grey Nurse Shark.

Birds Black Swan, Brolga, Budgerigar, Eagle, Kookaburra, Emu and Cockatoo.

Australian Animals Venomous Scorpions, Funnel-web Spider, Red-back Spider, Dugite and Tiger Snake.

Mammals Wallaby, Koala, Possums, Dingoes, Platypus, Wombat, Echnida, Bilby and Kangaroo.

Amphibians Tree Frog, Cane Toad, Salamander and Newt.

Group Topic:

e.g. Reptiles

My Section is:

e.g. Geckos

Under each of the following headings write 2-3 focus questions. Research the answers in your library and record the information using key words only.

© R. I .

C.Publ i cat i ons Introduction: •f orr evi ew pur posesonl y•

Title:

Description:

Habitat:

Feeding Habits:

Conclusion:

Using the information you have collected, write a paragraph for each of the above headings.

Provide an illustration with appropriate labels.

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S olar System

Bits Approach

Exploration Satellites, First Lunar Landing, NASA, Space Shuttle, Hubble Telescope, Launching Station and Astronauts.

Strange Phenomena UFOs, Black Hole, Aliens, Eclipse and Space Junk.

Solar System

Other Bodies Asteroids, Comets, Meteorites, Moon, Sun, Stars and Milky Way.

Planets Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto.

Group Topic:

e.g. Planets

My Section is:

e.g. Venus

Under each of the following headings are four subheadings. Write 2-3 focus questions for each subheading. Research the answers in your library and record the information using key words only.

© RExploration .

I .

C.Publ i ca t i onsStrange Phenomena Other Bodies • Location • Location • Description • Description • Description •l History •f orr ev i ew pur p oseson y• • Associated People • Special Features • Sightings

Planets • Location • Physical Features • Atmospheric Conditions Title: Introduction:

Questions:

Using the information you have collected, write a paragraph for each of the above headings.

Provide an illustration with appropriate labels.

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C hristmas

Bits Approach

Germany Religious customs, decorations, symbols, food and special people.

USA Decorations, religious customs, symbols, food and special people.

Australia Religious customs, food, decorations, symbols and special people.

Russia Religious customs, decorations, symbols, food and special people.

Holland Religious customs, food, decorations, symbols and special people.

Italy Religious customs, decorations, symbols, food and special people.

Christmas England Religious customs, decorations, symbols, food and special people.

Group Topic:

Spain Religious customs, food, decorations, symbols and special people. e.g. Christmas in Germany e.g. Religious Customs

My Section is:

Under each of the following headings write 2-3 focus questions. Research the answers in your library and record the information using key words only.

© R. I .

C.Publ i cat i ons Introduction: •f orr evi ew pur posesonl y• Title:

Description:

History:

Traditions:

My Family Custom:

Using the information you have collected, write a paragraph for each of the above headings.

Provide an illustration with appropriate labels.

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O ne Week Wonders

- Teaching Guide

One Week Wonders

This method is ideal to follow up health, science, social studies and literature lessons. Children need to be familiar with projects and writing different forms of text; for example, reports, to have success with this approach.

This method may also be used for the completion of an in-class activity at home. See Homework Hints for Parents on page i.

Assessment for these short projects provides immediate feedback on children’s research and presentation skills.

Use work that displays advanced skills to provide guidance for children experiencing difficulty.

Teaching Strategies • Children will be expected to complete this activity in a one week period.

• Introductory work will commence during class time.

For example, health lesson on the five food groups.

N utrition

One Week Wonders

Eating better made easy with the Food Star.

A healthy diet includes food from each of the key groups. The food star below provides a guide for healthy eating.

• Discuss with children the requirements for homework completion.

Group 2 MEAT

• Encourage the inclusion of pictures and diagrams in appropriate places; not only at the end.

Group 1 CEREALS, BREAD, RICE, PASTA

4 p ES ou BL Gr ETA G VE

Group 3 DAIRY

Gr o FR up UI 5 T

• Children may find it possible to meet all requirements on a single A4 sheet.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

• The Student Self-Evaluation Form on page ii should be given to each child prior to the commencement of their project as it will serve to remind them of presentation essentials.

Research one type of food from every group in the star.

Find out why these foods are good for you.

Using the food star above, draw up a healthy menu for yourself for one day.

Breakfast

Morning Tea

Lunch

Afternoon Tea

Dinner

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Teaching Information The Food Star - page 19.

The Food Star is a flexible educational resource which has been based on children’s ideas. It aims to encourage awareness towards nutrition and healthy eating.

The Food Star consists of different proportions of food types as they are recommended by nutritionists.

The proportions relate to the amount required on a daily basis for a balanced and healthy diet.

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N utrition

One Week Wonders

Eating better made easy with the Food Star.

A healthy diet includes food from each of the key groups. The food star below provides a guide for healthy eating.

Group 2 MEAT

Group 1 CEREALS, BREAD, RICE, PASTA

4 p LES u B o Gr ETA G VE

Group 3 DAIRY

Gr o FR up UI 5 T

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Research one type of food from every group in the star.

Find out why these foods are good for you.

Using the food star above, draw up a healthy menu for yourself for one day.

Breakfast

Morning Tea

Lunch

Afternoon Tea

Dinner

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P et Homes

One Week Wonders

Design a home for a pet.

In your plan consider the following: type of pet, sleeping space, comfort, breathing, feeding, drinking and exercise.

Include: (a) a labelled diagram of your pet home; and (b) a step-by-step procedure for building your pet home.

A Home for a Pet Pet: Pet’s size: Things to consider:

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C.Publ i cat i ons Building Materials: •f orr evi ew pur posesonl y• Building Instructions:

Make a model of your pet home. What problems did you find?

How did you overcome them?

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B ook Report

One Week Wonders

Using the guidelines below, complete a one page project on a book you have read recently.

Title: Author: Publisher:

Year:

Setting: (Where and when the story took place.)

On a separate sheet, draw a scene from your favourite part of the story. Describe the scene below.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

Main Characters: (Write a description and illustrate the characters as you think they would appear.)

Synopsis: (Briefly explain what the story is about.)

Recommendations: (Who is it suitable for and why?)

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B iography

One Week Wonders

Using the guidelines below, complete a one page biography on a well-known or famous person.

Name: Claim to fame: Where and when born:

Died:

Childhood: (Explain what their life was like.)

Adult life: (Explain what their life was/is like.)

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

How they became interested in their career: (The people, situations, motivators that interested them.)

How they got started in their career:

Achievements and awards:

Successes:

Five probing questions you would like to ask:

Include a picture(s) of your person (e.g. a portrait, pictures of their life, achievements and work).

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