my computing lesson on information literacy

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Date/time: Class/Grp: Year 6 Curriculum area: Computing Content summary: Information Literacy – recognising how to find reliable internet pages for information through a comparison and opportunity to present findings. Risk Assessment/Health & Safety issues (Part II): N/A. Learning objectives/intentions TS1,2 To be able to understand and evaluate digital content for its reliability (DfE, 2013, p.205). Success criteria ALL: will be able to identify and explain whilst comparing 2 website pages what makes digital content reliable. MOST: will be able to explain the strategies that they used. SOME: will be able to share their strategies and findings to assist others in a real-life context Particular focus for assessment TS6: Can the children identify and explain whilst comparing 2 website pages what makes digital content reliable? Can the children explain the strategies that they used? Can the children share their strategies and findings to assist others in a real life context? Key vocabulary TS3: Website, webpage, URL, domain, opinion, relevance, accuracy. Timing Pupil learning activities/ organisation TS2,5 Teaching role (key rich questions, planned AfL, mini-plenaries, modelling, demonstration, classroom management, TA role) 5 mins Introduction/starter Children analyse as in pairs then as a whole class a piece “Cats are as big as a hurse and like to ate with nives and fourks.”

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Page 1: My Computing lesson on Information Literacy

Date/time: Class/Grp:Year 6

Curriculum area:ComputingContent summary: Information Literacy – recognising how to find reliable internet pages for information through a comparison and opportunity to present findings.

Risk Assessment/Health & Safety issues (Part II):N/A.

Learning objectives/intentions TS1,2 To be able to understand and evaluate digital content for its reliability (DfE, 2013,

p.205).Success criteriaALL: will be able to identify and explain whilst comparing 2 website pages what makes digital content reliable.

MOST: will be able to explain the strategies that they used.

SOME: will be able to share their strategies and findings to assist others in a real-life context

Particular focus for assessment TS6:Can the children identify and explain whilst comparing 2 website pages what makes digital content reliable?

Can the children explain the strategies that they used?

Can the children share their strategies and findings to assist others in a real life context?

Key vocabulary TS3:Website, webpage, URL, domain, opinion, relevance, accuracy.

Timing Pupil learning activities/ organisation TS2,5

Teaching role (key rich questions, planned AfL, mini-plenaries, modelling, demonstration, classroom management, TA role)

5 mins

Introduction/starter

Children analyse as in pairs then as a whole class a piece of text that involves unreliable facts and spelling mistakes.

“Cats are as big as a hurse and like to ate with nives and fourks.”

Page 2: My Computing lesson on Information Literacy

5 mins

20 mins

15 mins

Main part(s) of lesson

Ask children what they have just done.

Explain to the children that when using the internet for information sometimes people who are not reliable sources write and provide information that is incorrect and full of spelling and grammatical mistakes, as well as unreliable facts.

Re-visit URL’s from study on the internet and networks. Children identify on webpage provided on smartboard.

Show children progressive pathway – focus on ICT section on YELLOW today.

Children to become website detectives – ahead of English project they must check the reliability of some sources of information.

Model and work with children as a whole class to identify with examples.

Children in pairs then do their own with given websites.

Extension – Plan and create using a software e.g. tellagami, video scribe etc. to teach children in year 5 how to find reliable sources.

“What have you just done?” (“We have checked for spelling mistakes and identified that the fact cats are as big as horses is not true.”)

“What is a URL?”“What are the different components of a URL?”Ensure children have focus on URL’s and domains e.g. .org, .uk., .com – reliable domains.

AfL – Why would people use the internet?

http://descy.50megs.com/akcj3/bmd.html – unreliable.

http://www.rspca.org.uk/adviceandwelfare/pets/dogs/puppy/germanshepherd – reliable.

Focus on URL, domain, presentation, spelling, opinion and fact.

http://www.improbable.com/airchives/classical/cat/cat.html - unreliablehttp://www.cats.org.uk/cat-care/cats-for-kids/about-cats/kids-caring-for-your-cat – reliable.

Ensure model in made and children understand the app/software they are going to use. Provide demonstration videos, instructions etc.

Page 3: My Computing lesson on Information Literacy

5 mins

Learning review/plenary (you can have mini plenaries throughout lesson) TS6

Share findings

Checklist as a class – What to look for.

Sticky notes – What did I learn?

Differentiated learning outcomes TS5,8

TA support for LA and HA children.

HA and MA – Write explanation sentence with findings. HA must also include at least 4 findings.

LA – Word banks to what to find.

Resources TS6:PCSmartboardWebsitesPrint out copies of websitesiPadsComputing exercise booksComputing progressing pathway sheets.

Page 4: My Computing lesson on Information Literacy