Workshop of information literacies: Online inquiry about climate change

The goals of the workshop were to teach the topic of climate change to 8th graders and develop their skills of online inquiry.The students made presentations of climate change to different target groups. The workshop was part of the larger Climate change project (‘theme days’) for all 8th graders. The workshop lasted three days, during which the students learned methods for online inquiry, how to be critical to the data in the Internet and search for  suitable data to their target group (e.g. pre-school children, other students in the lower secondary school, parents and  the local people in the suburb area). The students designed and created presentations, such as videos, articles to the local magazine and a speech to  the school radio. All the presentations were published after the workshop.

  • digital literacies, climate change, online inquiry, data search
  • text
  • text: lesson plan
  • pdf
  • Arja Kangasharju / Lintumetsä school, Finland
  • Attribution – Share Alike (CC BY-SA)
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  • Online inquiry about climate change and own presentations -workshop
  • 1) To develop students digital skills and especially online inquiry skills 2) To learn from climate change by making presentations 3) To create digital material for the presentations and publish them
  • x Direct teaching (e.g. teacher giving a lecture to introduce key concepts) x Group work (e.g., students working in small group to pursue a common objective) x Brainstorming (e.g. students engaged in process of generation of ideas)
  • All the practises were organized through the Google Classroom. The students used iMovie to make the videos with iPads. The completed works could be saved and shared, e.g., in the Google Classroom course. The students wrote the articles collaboratively in Google docs.
  • Introduction Concepts concerning climate change were introduced to students by a presentation which the teacher of biology and geography had made for them. Examples of different kinds of online information were analysed together with the students (fake news or not?) e.g. The climate is warming / The climate is cooling Instructions of how to search, analyse and evaluate online information were given by the teacher of Finnish language and literature. Activity A course area created in Google Classroom was used as a material repository, where both teachers and students shared their materials and links. The small groups decided who they will inform about climate change and what media is used for their presentation (e.g. an article in the local magazine, presentation video to parents, video for pre-school children etc.) The students filled in an online inquiry plan and self estimation in working documents (English translation of the working document template). In the end of the project the students self-estimated their learning and working in small groups. Conclusion In the workshop the 8th graders practised the online inquiry process: searching, collecting, analysing and evaluating information concerning climate change. They also learned online reading comprehension whilst searching information and making their own presentations on the basis of it as well as source validation and verification taking into consideration their target public and the media they wanted to use for their presentation. The students used digital media - for collaborative online writing, making videos, tutorials etc. Learning copyright issues were also involved in the workshop’s aims. The students had to search for information on the internet themselves and consider how best to explain it to their target groups. They had to pay attention to what kind of information is needed and suitable to their audience. The students had to work quite efficiently, as the workshop only took two days and the presentation day: The success of the workshop was also supported by the fact that there were two teachers available and about 15 students per workshop. That way the teachers were able to provide support at the right time to those who needed it. The teachers were kind of coaches to the students. The 8th graders participating in the workshop reported learning new things about climate change and online inquiry. They estimated that their skills in data searching were developed.
  • x Final evaluation (e.g. using a rubric to evaluate students’ final media products) x Self-evaluation (e.g. students self-evaluate their products)

CodeInnova curriculum

The document includes a concise model about a curriculum plan or learning path for Grades 1-9 related to programming and computational thinking. The model is created in the EU funded CodeInnova project. The material defines knowledge, skills and practices relevant for each grade level and suggest practical ways to support multidisciplinary teaching and learning at different stages of the learning path.

  • Programming, Computational thinking
  • Information and communication technologies
  • text | image
  • text: document
  • pdf
  • Erasmus+ -project CodeInnova, the material compiled by Jukka Lehtoranta/ University of Jyväskylä, Department of teacher education
  • Public Domain
  • https://www.ae-fa.pt/ficheiros/erasmus/codeinnovacurriculum.pdf