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Research

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= Weeks 3 =

Research/Session 1
Start by watching a short video or perform your own play for the students. media type="youtube" key="M9YwAjBqKyw?rel=0" height="236" width="484" align="left"
 * Lesson Outline**

@http://www.youtube.com/embed/M9YwAjBqKyw?rel=0

You can search for and watch a video via @http://www.youtube.com/ and @http://www.teachertube.com/ or create a play based on a topic/question of your choice that is relevant to what you are teaching.


 * To perform this play,** **"How to reduce Rubbish at School." (10 minutes)**
 * You will need:**
 * Teaching staff (x2) to perform the scenario.
 * 2 Chairs (have these set up at the front of the classroom facing the children).
 * 1 Rubbish bin.
 * 2 Packed lunches
 * An enthusiastic attitude!



**Scenario** It's lunch time and two students sit down to eat their food. They have a conversation about what they have in their lunch-boxes. a throwaway plastic bottle. //Exaggerate the time it takes to unwrap the food and make it look like a chore taking the rubbish to the bin.//
 * Performer 1:** Has their sandwich in a plastic snap lock bag, their muffin wrapped in foil, and their drink is in

//Show how quickly the child without all the waste can simply close their lunchbox and go to play without worrying about rubbish.// Put extra emphasis on the differences between the two lunches. The children will love seeing the staff play acting as students, using character voices and maybe even props, eg:wigs, drawn on freckles, etc.
 * Performer 2:** Has their muffin and sandwich in a reusable plastic lunchbox without any packaging, and has a refillable bottle.

**Research Activities**
After the play, have a class discussion, and ask the students what the differences were between the two lunches. Real photo's of the two lunches can be displayed on the interactive whiteboard in no particular order and the students can move the items under the correct heading of either, "Good, or Not so good." Follow these links for useful tips on using interactive whiteboards.

media type="custom" key="18076520"
 * @http://www.ascd.org/publications/educational-leadership/nov09/vol67/num03/Teaching-with-Interactive-Whiteboards.aspx
 * https://docs.google.com/present/edit?id=dhn2vcv5_106c9fm8j>

@http://www.teachertube.com/viewVideo.php?video_id=35410&title=Learning_is_Extraordinary_
 * Always guide the discussion to keep it factual, but only where you need to.
 * Try not to give too much information, so you can find out what the students already know themselves.
 * Ask the students specific questions such as, "What did the play have to do with recycling?" and, "Why is recycling important?"
 * Encourage the students to verbalise what they think/know/want to know (why do you think glad//wrap is not good for the environment? How do you think a lunchbox will help to cut down on waste? etc//.).
 * Don't just ask obvious questions, be creative. Eg, What do you think people used to wrap their lunches in when your mum and dad went to school? Get the children thinking.
 * Promote lots of discussion amongst the students because this creates the opportunity for them to learn from each other. Those answering the questions are using their prior knowledge, and those listening are self learning.
 * Refer to the headings of Good and Not so Good to help the students develop questions on their own.
 * Bring Google up on the whiteboard, and search as a class for information to answer any questions they may have or want to investigate further.
 * Let them come up with the questions they would ask to get the answers they need. Teachers to oversee and ensure students are on the right track.
 * Give a choice of reliable websites such as http://recyclingweek.planetark.org/kids%2Dteachers/ or http://www.olliesworld.com/aus/index.html to help the students find the answers to their questions. This prevents students from being sidetracked by the numerous websites and links available.

By the end of these sessions, students should have a basic understanding of how to use the internet as an effective research tool.

= Week 3 =

**Forming Groups/Session 4**
media type="youtube" key="oROsbaxWH0M" height="282" width="496" @http://www.youtube.com/watch?v=oROsbaxWH0M&feature=player_embedded
 * Start by viewing a video to create enthusiasm!
 * For the next activity, divide the students into groups of 4-6 depending on the size of the class.
 * Encourage peer assisted learning by strategically placing students into groups, according to prior knowledge, communication skills, research skills etc. You don't want all the best speakers in one group.
 * Every child has strengths/talent, so work out what they are and spread them around. It is a proven fact that children learn very well in this way.
 * The students will then think of a group name that reflects their topic (this enables the teacher/students to identify the groups easily and should allow each student to have a say).
 * Each group will draw a topic out of a hat (this is a fun way to start the groups).

@http://www.benefits-of-recycling.com/recyclingwater.html @http://www.recycling-guide.org.uk/materials/paper.htm @http://www.cereplast.com/composting-101-how-to-recycle-yard-waste-and-food-scraps-and-turn-them-into-a-rich-natural-fertilizer/ @http://www.recycling-guide.org.uk/materials/glass.html @http://blog.allgreenrecycling.com/recycling/4-reasons-to-avoid-bottled-water/ @http://tiki.oneworld.net/energy/energy9.html
 * Idea's for topics (Links)**
 * Water
 * Paper/Cardboard[[image:google_3.jpg width="412" height="325" align="right"]]
 * Food scraps/waste
 * Glass
 * Plastic
 * Energy

= Week 4 = =**Research/Session 1 & 4**= The groups will then research their topics by using the:
 * Strategies and information gained from session 1.
 * Internet search engine Google.
 * Watching teacher tube/youtube video's.
 * Using the interactive whiteboard.
 * Using library resources.

Narrow the focus, eg:school/home/community. This makes it easier for the students to stay on track when they are researching their topics. Give the students clear time limits, and encourage them to move along with their work. You could allocate blocks of time on the internet, at the library, etc, so they can expand their research skills. It is up to each group to decide how many examples they will find for each question they research. Some may find a lot of information and others not so much. Questions based on the three R's. Reduce, Reuse, Recycle. Possible questions (I'm using school as a focus)

After the topics are sorted out among the students they can begin their research. They will gather information and put it altogether in their groups. = = =Useful information= media type="custom" key="18311594"
 * How can water be saved at school?
 * Soap your hands before you turn on the tap to rinse them, don't leave the water tap running unless your drinking from it, etc.
 * What can we do to remind everyone?
 * Make posters, put reminders in the school newsletter, etc.
 * Why is it important to save water?
 * Water is a valuable resource, and we need to conserve it for the future because we do not have an endless supply.

http://en.wikibooks.org/wiki/Instructional_Technology/Utilizing_Technology_for_Meaningful_Learning#What_is_meaningful_learning.3F

By the end of these sessions, students shall have gathered and organised all their research. Ready for the next steps of taking photo's and making a movie.