9050 Teaching unit 7 - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/8e4d0c65c4c20889a6f...Lesson 2 Selecting sources and finding relevant information 18 Lesson 3 Assessing

2 Key Stage 3 National Strategy / ICT Sample teaching unit 7.2 © Crown copyright 2003

AcknowledgementsThe assistance of the Key Stage 3 Strategy pilot LEAs in developing these materials isgratefully acknowledged.

Images of Microsoft products are reprinted with permission from the MicrosoftCorporation.

The image of the mountain, in Teacher resource 3, is taken fromwww.lakedistrictwalks.com and is used with permission.

The image of the Spaghetti harvest, in Pupil resource 6, is used with permission.

Disclaimer The Department for Education and Skills wishes to make clear that the Departmentand its agents accept no responsibility for the actual content of any materialssuggested as information sources in this document, whether these are in the form ofprinted publications or on a website.

In these materials icons, logos, software products and websites are used for contextualand practical reasons. Their use should not be interpreted as an endorsement ofparticular companies or their products.

Websites referred to in these materials existed at the time of going to print. Teachersshould check all website references carefully to see if they have changed and substituteother references where appropriate.

Contents

About the ICT sample teaching units for Key Stage 3 4

Unit 7.2 Using data and information sources 5

ICT Framework objectives 5

Timing 5

Task 5

Website references 5

Resources 6

Prior learning 6

Subject knowledge needed by teachers 6

Lesson outlines 7

Lesson plans

Lesson 1 Matching information to purpose 8

Lesson 2 Selecting sources and finding relevant information 18

Lesson 3 Assessing the reliability of information 25

Resources

Teacher resource 1, Slide presentation for lesson 1 35



Pupil resource 1, Purposes of information 41

Pupil resource 2, Choosing a sample 42

Pupil resource 3, Evaluating questions for a questionnaire 43

Pupil resource 4, Results of an actual survey of a sample of Year 7 pupils 45

Pupil resource 5, Information needed for particular tasks 46

Pupil resource 6, A news story from April 1957 47

Pupil resource 7, The other side of the story 48

Pupil resource 8, Evaluating websites 49

7.2 homework tasks, Homework tasks 51

7.2 vocab cards, Flash cards of the key vocabulary used in this unit 52


About the ICT sample teaching units for Key Stage 3

This unit is one of a series illustrating how objectives from the Framework for teachingICT capability: Years 7, 8 and 9 can be taught.

There is no requirement to use the units. They contain sample lesson plans that youcan amend to suit your local circumstances and the needs of your pupils. For example,you may decide to use different activities to teach objectives or to teach the unit to adifferent year group. Microsoft Word versions of the lesson plans are being publishedon the Key Stage 3 website at www.standards.dfes.gov.uk so that you can, if youwish, download the plans to modify them.

The units contain plans for lessons of 60 minutes. Each activity in the lessons has aguide time. This will help you to fit activities into lessons that are longer or shorterthan 60 minutes. For example, the activities in one of the unit’s lessons could betaught over two of your school’s lessons, with extra starter and plenary activitiesadded.

The ICT Framework recommends that schools offer one hour each week, or 38 hoursper year, for discrete ICT lessons. The sample teaching units for a year, if taughtwithout amendment, need less teaching time than 38 hours. This leaves time forlessons of your own design at suitable points. For example, you could revisit objectivesto consolidate learning, use the time for informal assessment, or insert an extra skills-based lesson to teach particular aspects of more complex software.

The sample lesson plans are intentionally very detailed to give busy teachers a fullpicture of how each lesson might be taught. Teachers’ own plans would probably bemuch less detailed.

The lessons for Year 7 are designed for pupils working at levels 4 and 5, with extensionwork for pupils working at higher levels. Adaptations and extra material are suggestedfor less experienced pupils or for pupils working at lower levels.

Apart from sample teaching unit 7.1, an introductory unit to be used first, the order inwhich the units for Year 7 are taught is not important.

About sample teaching unit 7.2

This unit reviews pupils’ learning from Key Stage 2 and introduces some of the ICTFramework objectives for Year 7 in the theme ‘Finding things out’. The unit focuses onusing data and information sources, and searching for, selecting and evaluatinginformation on the Internet.

Aspects of information handling are taught in English, history and mathematics. Youmight find it helpful to ask colleagues in these departments what they have coveredbefore you teach this unit. You could then refer to the work pupils have done in theseother subjects at appropriate points in their ICT lessons.


7.2Using data and information sources

ICT Framework objectives

FINDING THINGS OUT

Using data and information sources• Understand that different forms of information – text, graphics, sound, numeric

data and symbols – can be combined to create meaning and impact.

• Identify the purpose of an information source (e.g. to present facts or opinions,to advertise, publicise or entertain) and whether it is likely to be biased.

• Identify what information is relevant to a task.

• Understand how someone using an information source could be misled bymissing or inaccurate information.

Searching and selecting• Search a variety of sources for information relevant to a task (e.g. using indexes,

search techniques, navigational structures and engines).

• Narrow down a search to achieve more relevant results.

• Assess the value of information from various sources to a particular task.

• Acknowledge sources of information used.

Timing

Unit 7.2 is expected to take three lessons of 60 minutes. Each activity has a guide timeso that you can alter the number and duration of lessons to suit your own timetable.

Task

In this unit, pupils identify the purposes of information. They consider how to set up asurvey sample and phrase questions appropriately, so that they gather information thatis relevant to the task. They will explore the Internet as a source of information andlearn how to narrow down a search. Finally, they will learn how they can be misled byinaccurate or incomplete information and how to judge the reliability of a website.

Website references

Websites referred to in these materials existed at the time of going to print. Owners ofwebsites may make unexpected changes to their sites for various reasons, or may allowtheir sites to fall out of date. You should check all website references carefully to see ifthey are still relevant, or if they have changed, and substitute other references whereappropriate.


Unit

Resources • Computer and large display

• Software, such as Microsoft Office, for wordprocessing and presentations

• Access to the Internet and an Internet browser, both for you and for pupils

• Printer

• Whiteboard or flipchart

• Teacher resources from the CD-ROM for the unit:

– Teacher resource 1.ppt, Slide presentation for lesson 1



– 7.2 homework tasks.pdf, Homework tasks

– 7.2 vocab cards.pdf, Flash cards of the key vocabulary used in this unit

• Pupil resources from the CD-ROM for the unit:

– Pupil resource 1.pdf, Purposes of information

– Pupil resource 2.pdf, Choosing a sample

– Pupil resource 3.pdf, Evaluating questions for a questionnaire

– Pupil resource 4.pdf, Results of an actual survey of a sample of Year 7 pupils

– Pupil resource 5.pdf, Information needed for particular tasks

– Pupil resource 6.pdf, A news story from April 1957

– Pupil resource 7.doc, The other side of the story

– Pupil resource 8.doc, Evaluating websites

Prior learning

Pupils should already know how to:

• use the URL to connect to an Internet site;

• navigate a website.

Subject knowledge needed by teachers

To teach this unit, teachers will need to know how to:

• log on to the network and load and save work in a shared area;

• use a large screen display, such as an interactive whiteboard;

• use presentation and wordprocessing software;

• use the Internet to access information and make selective searches, with dueattention to copyright restrictions.


Lesson outlines

LESSON 1Matching information to purpose

1 Starter: Identifying purposes of information

2 Sample size and composition

3 Choosing a sample

4 Phrasing questions

5 Plenary: Ensuring that all questions are answered

Homework: Using questions to obtain relevant information

LESSON 2Selecting sources and finding relevant information

1 Starter: Identifying relevant information

2 Searching and selecting within a website

3 Narrowing down a search for a website: demonstration

4 Narrowing down a search for a website: practical work

5 Plenary: Summary of learning

Homework: Identifying relevant information

LESSON 3Assessing the reliability of information

1 Starter: Recognising that not all information is accurate

2 Recognising that missing or inaccurate information can mislead

3 Comparing information sources

4 Plenary: Acknowledging information sources

Homework: Judging the relevance and reliability of a website


1Matching information to purpose

FINDING THINGS OUT

Using data and information sources• Understand that different forms of information – text, graphics, sound, numeric

data and symbols – can be combined to create meaning and impact.

• Identify the purpose of an information source (e.g. to present facts or opinions,to advertise, publicise or entertain).

• Identify what information is relevant to a task.

Key vocabulary

From Year 6: find, identify, information, questionnaire, survey

From Year 7: information source, locate/location, opinion/opinion poll, viewpoint

From Year 8: representative, sample, sample composition/size

Other: purpose

Preparation and planning• Clarify from pupils’ records the types of information-handling activity they have

experienced in Key Stage 2.

• Make copies of Pupil resource 1.pdf, Pupil resource 2.pdf, Pupil resource 3.pdf andPupil resource 4.pdf, to provide one of each per pair of pupils.

• Create a wall display of key vocabulary for the unit, which can be added to eachweek. If you wish, you could create a complete set of vocabulary cards from thefile 7.2 vocab cards.pdf.

• Prepare a wall display to show the learning objectives for the lesson, phrased sothat all pupils will understand them (or use slide 1 of Teacher resource 1.ppt).

• Use 7.2 homework tasks.pdf to prepare copies of the homework task for thislesson, one per pupil.

Resources• Computer and large display


• Printer



Lesson






– Pupil resource 1.pdf, Purposes of information

– Pupil resource 2.pdf, Choosing a sample

– Pupil resource 3.pdf, Evaluating questions for a questionnaire

– Pupil resource 4.pdf, Results of an actual survey of a sample of Year 7 pupils

Lesson outline 60 minutes

1 Starter: Identifying purposes Whole class 10 minutesof information Paired activity

2 Sample size and composition Whole-class discussion 10 minutes

3 Choosing a sample Whole-class discussion 15 minutesPaired activity

4 Phrasing questions Whole-class discussion 15 minutesPaired activity

5 Plenary: Ensuring that all Whole-class discussion 10 minutesquestions are answered Paired activity

Homework: Using questions Individual workto obtain relevant information



10 minutesUnit

ActivitiesBefore the start of the lesson, load Teacher resource 1.ppt ready to show on thelarge display.

1 Starter: Identifying purposes of information

Tell pupils that they already spend a considerable amount of time findinginformation from a wide range of sources. Show slide 1 of Teacher resource1.ppt to explain the objectives for today’s lesson.

Slide 1

Ask pupils to tell you briefly about their previous experiences of findinginformation. Moving briskly through the questions, ask them:

• In what sort of books and magazines do you find information?In non-fiction books or magazines, atlases, directories, yellow pages,dictionaries, cookery books, instruction manuals, holiday brochures andcatalogues …

• What sort of information can you see in this classroom?The timetable, the date, the time, how to use the network …

• Is all information something that you can see in print?It might be something that you sense in other ways: a door bell, a siren on afire engine, a piece of music, the sound and pictures in a video film …

• When do you seek information solely for pleasure or interest?When selecting an autobiography or a fiction book from the school library,browsing the Internet for websites about a favourite sport or personality,tuning in to a television documentary about a subject of interest.

More often, during school time at least, pupils will be finding informationbecause they need to use it for a particular purpose.

Say that a lot of information is in the form of text: in books, newspapers andmagazines, on signs, on the Internet …. Remind them that they already know agreat deal about the features and conventions of text types used for differentpurposes and that this knowledge will be important when they choose and useinformation.


Hand out Pupil resource 1, Purposes of information.

Ask each pair to consider the ‘finding information’ tasks on the left of the pageand to match them to the possible ‘purposes of information’ on the right, joiningthem with arrows. Allow 5 minutes, then bring the class together to discussfindings. Pupils will probably be aware that texts often combine several types ofinformation, so they may have matched a task to more than one purpose.Although there is no uniquely correct set of responses, most pupils will probablyhave matched History with to recount, Science with to instruct and/or to explain,English with to discuss, Music with to discuss, Mathematics with to report andGeorgraphy with to persuade.

Use the discussion to check which pupils may have difficulty identifying thepurpose of the information types they find. These pupils may need extra support,for example, detailed prompts on how to set about a task.

Pupil resource 1

Purposes of information

Imagine that you are seeking information to help you to do the tasks in the left-handcolumn. Join each task to the purpose of the information that you are looking for.

Tasks Purpose of information

History: to recount:Write a short pamphlet recording the to retell eventsevents of 5 November 1605.

Science: to report:Describe the process of flower to describe the way things arepollination.

English: to instruct:Compare how the Australian and to describe or instruct how English media report an international something is done cricket match between the two countries.

10 minutesUnit 2 Sample size and composition

Remind pupils that one way to collect information is to conduct a survey by givingout a questionnaire. It is important to plan the survey so that it yields informationthat is reliable and relevant to the task.

Ask one pupil to tell you their favourite colour. Write it on the whiteboard orflipchart. Tell pupils that you have just conducted a survey of the views of thisclass and the most popular colour of this class is … (the colour you have writtenon the whiteboard/flipchart). Ask pupils:

• Is my conclusion a reasonable one? If not, why not?It may not be an accurate or valid conclusion since only one pupil was asked.

Ask another three pupils for their favourite colours and note these on the board.Draw a conclusion from the combined results (for example, ‘50% of the classprefer red’). Say:

• I’ve now carried out a larger survey. Is this conclusion reasonable? If not, whynot?The sample is unlikely to represent accurately the opinions of the whole class,as it is still very small.

Ask five girls to name their favourite colours. Once again, note these and draw aconclusion about the whole class. Ask:

• Is this conclusion a reasonable one?It represents the views of five girls, not of the whole class.


Ask pupils to imagine that you have asked every pupil in the class to tell you theirfavourite colour and you have made a note of their responses.

• Could I draw valid conclusions about the most popular colour of the wholeclass from this survey?Yes.

• Would it be reasonable to extend my conclusions to the whole school from theinformation about this class?Possibly not, if choice of colour is influenced by someone’s age.

• Would it be reasonable to extend my conclusions to the whole country if Isurveyed the whole school?Possibly. It would depend on how representative the pupils in the school are ofpupils in all schools taken as a whole.

Tell pupils that the set of people who are asked to complete a questionnaire iscalled a sample. Draw out that there are several things to take into account inorder to find a valid sample that will represent accurately and reliably theviewpoints of the whole group.

• The best way would be to include in the survey everyone in the whole groupbut it is often impractical for a researcher to do this. The survey may cost toomuch, or take too long. The sample for a survey should be as large as ispractical.

• The larger the sample, the more reliable it will be in representing the views ofthe whole group. There is more likely to be a mismatch between the views ofone pupil and the views of the whole class than between the views of 15pupils and the views of the whole class.

• Any sample will give some information about the whole group. For example, a survey of just one pupil’s choice of a favourite colour tells youthat this colour is one of the favourite colours of the whole group.

• Survey samples are often considered to be small if their size is under 30.

• A sample needs to be big enough to represent the characteristics of the wholegroup if it is to be regarded as reliable.

• The composition or make-up of the sample should reflect the composition ofthe whole group, bearing in mind the characteristics that might influencepeople’s opinions. For example, their gender, age, family size, where they live, their income.

Note for teachers

Even if a sample is chosen correctly, it will not necessarily be exactly representativeof the whole group, since not all samples are alike. There is always a samplingerror, but the size of the error decreases as the size of the sample increases.


15 minutesUnit 3 Choosing a sample

Show slide 2 of Teacher resource 1.ppt.

Slide 2

Discuss the question on the slide. Stress the points made above in relation tochoosing a sample. Repeat with slide 3.

Slide 3

Hand out Pupil resource 2, Choosing a sample.

Ask pupils to work in pairs to consider the statements. They should decide howthey would choose their samples to find out if the statements are true.

After 7 or 8 minutes, bring the class back together and discuss their responses.The nature of the discussion about the sample type and the points made aboutsample size are more important than whether there can be any ‘correct’ responsein each cell.

Name(s) ……………...........................................................................……

Choosing a sample

A research team wants What sort of people How many people shouto find out if these should the team ask? the team ask?statements are true.

11-year-olds spend 35% of their pocket money on music CDs and audio tapes.

Teenagers listen to music more than any other groupsin society.


15 minutesUnit 4 Phrasing questions

Say that a questionnaire will only be useful if the questions included in it result inuseful, valid information. Show slide 4 of Teacher resource 1.ppt on the largedisplay.

Slide 4

Invite one or two pupils to answer the question on the slide. Ask:

• Why is it difficult to answer this question?You have to answer ‘yes’ or ‘no’. If you say ‘yes’, the researcher will not knowwhich of the two you would like: frogs’ legs or octopus.

• Do you think that this would be a good question for a questionnaire? Whatcould be done to improve the question?For example, break the question into two or even three separate questions:Would you like octopus for your lunch?Would you like frogs’ legs for your lunch?If your answer to both questions is ‘yes’, which would you prefer?

Clearly, a ‘no’ answer to both the first two questions would make the thirdunnecessary.

Show slide 5.

Slide 5

Ask one or two pupils to answer the question on the slide. Ask:

• Would this question be difficult to answer? Why?It is impossible to compare teams from two different sports; some criteria areneeded. Also, someone answering the question may not know either team wellenough to make a judgement.

• How could the question be changed to overcome the problems?One football club might be compared with another football club. Alternatively,the question could become: ‘Which club plays more international matches?’


Show slide 6 of Teacher resource 1.ppt on the large display.

Slide 6

Tell the class to imagine that a researcher who is conducting a survey aboutpreferences for music stops people in the street and asks them the question onthe slide. Ask the class:

• Who might be interested in collecting the information?A record sales company, a music teacher, a theatre.

• How would you answer this question?

• What are all the possible answers?

• How could the question be improved?For example, list possible answers and ask people to tick them.

Show slide 7 of Teacher resource 1.ppt on the large display.

Slide 7

Ask the class:

• Is this a good question for a questionnaire?

• How could you improve it?For example, by extending the types of music, or having a box for ‘other’.


Hand out Pupil resource 3, Evaluating questions for a questionnaire.

Ask pupils to work in pairs and to reword each of the questions on Pupil resource3 so that it is easier to answer or more likely to result in a fair answer. Allowabout 5 minutes, then bring the whole class back together and discuss theirresponses.

(Alternatively, you could run this activity as whole-class discussion and workthrough each question together, sharing pupils’ suggestions for changes andlistening to their reasoning.)

In the discussion, draw out these points.

• The first issue to resolve is: ‘What did the questioner really want to find out?’There may be a certain amount of guesswork here if the question is not clear.The second issue is: ‘What is the best way to find it out?’

• Questions can be improved by breaking them into sections, with each questiontargeted at finding just one piece of information.

• Listing possible answers may also help.

Name(s) ……………...........................................................................……

Evaluating questions for a questionnaire

These questions are designed to find out whether people think that the quality of sound and imayou get from a DVD is better than the sound and images that you get from a video cassette tape

Say what you think are good features and what are poor features of each question.

Question Good features of the question Poo

A Do you think that DVDs are better than video cassettes?

B DVDs give better sound than video cassettes.� agree

10 minutesUnit 5 Plenary: Ensuring that all questions are answered

Show slide 8 of Teacher resource 1.ppt, the results of a survey of Year 7 pupils.

Slide 8

Tell the class that this information is the summary of a survey. Ask:

• What simple statements can you make about the information shown on theslide? For example, more Year 7 pupils own mobile telephones than computers.


Remind pupils that they have learned in this lesson about the importance ofassessing whether information is accurate. Hand out Pupil resource 4, theresults of an actual survey of a sample of Year 7 pupils, and ask the class to notewhat they feel are the weaknesses in the set of data.

Allow a couple of minutes for pupils to study the data, in pairs. Working with thewhole class, ask pupils to describe the weaknesses. Draw out these points.

• The information is incomplete. Some questions were not answered. Discusswhat effect this may have on the conclusions, for example, only half the pupilsanswered the question about owning a computer. Note that the summary onthe previous slide did not include the information on non-responses, whichdistorts the picture.

• There is a gender imbalance in the sample that may not reflect the balance inthe whole year group.

• This is a very small sample of 12 pupils. One pupil owning a bicycle ispresented as 8% of the population. There are likely to be differences betweenthe results for the sample and the results for the whole group.

Conclude the lesson by referring back to the original objectives and summarisingwhat pupils have learned about matching information to purpose and phrasingquestions so that they elicit information relevant to the task. Draw attention tothe key vocabulary used in the lesson.

Results of an actual survey of a sample of Year 7 pupils

Number Male/female Own Own mobile Own bicyclecomputer telephone

1 M Y Y N

2 M Y N N

3 F N Y N

4 F Y Y N

5 M Y N

6 Y N

7 M N

8 F Y N

9 F Y N

Pupil resource 4

Homework: Using questions to obtain relevant information

Set this task.

Lost and found

Your friends have just telephoned you from a mobile telephone to say that theyare lost and are trying to find your home. You want to give your friends somedetailed directions. Write down:

• the information that you need to get from your friends;

• the question(s) you would ask to gather that information from them.

Tell pupils that it might be useful to start by getting information on ‘exactlocation’ by asking: ‘Where exactly are you at the moment?’

2Selecting sources and finding relevant information


FINDING THINGS OUT

Using data and information sources• Identify what information is relevant to a task.

Searching and selecting• Search a variety of sources for information relevant to a task (e.g. using indexes,

search techniques, navigational structures and engines).

• Narrow down a search to achieve more relevant results.

Key vocabulary

From Year 6: browse, home page, identify, index, information, Internet, search, webpage, website, World Wide Web (WWW)

From Year 7: contents list, information source, locate/location, search engine, uniformresource locator (URL), web browser

Other: hits, menu, relevant

Preparation and planning• Make copies of Pupil resource 5.pdf, one per pair of pupils. Alternatively, copy

Pupil resource 5.doc to the shared area of the network.

• Add any new words to the display of key vocabulary.


• Prepare any help sheets that pupils might need to support their use of the Internetbrowser.

• Prepare a help sheet to support pupils in activity 3 (see page 22) (optional).

• Use 7.2 homework tasks.pdf to prepare copies of the homework task for thislesson, one per pupil.

• Review all the websites you intend to use in this lesson. Shortly before the lesson,check that they are still available. Make sure that those that you intend to show tothe whole class can be viewed on the large display. If necessary, substitutealternatives.


Lesson




• Printer







– Pupil resource 5.pdf, Information needed for particular tasks


1 Starter: Identifying relevant Whole class 10 minutesinformation Paired activity

2 Searching and selecting Whole-class discussion 15 minuteswithin a website Paired activity

3 Narrowing down a search for Whole class 10 minutesa website: demonstration Demonstration

4 Narrowing down a search for Paired activity 15 minutesa website: practical work

5 Plenary: Summary of learning Whole-class discussion 10 minutes

Homework: Identifying relevant Individual workinformation



10 minutesUnit

ActivitiesBefore the start of the lesson, load Teacher resource 2.ppt ready to show on thelarge display. If you wish, load Pupil resource 5.doc on the network.

1 Starter: Identifying relevant information

Give the class feedback on their last homework and their success in obtainingrelevant information from friends who were lost.

Tell pupils that in this and the next lesson they will be developing their skills offinding and obtaining information. Show slide 1 of Teacher resource 2.ppt toexplain the lesson objectives, or refer to the displayed objectives.

Slide 1

Ask the class:

• Where do you usually find information?In books and magazines, on the Internet, on CDs, on the television or in videofilms, on electronic displays at railways stations and airports, on road and streetsigns and traffic lights, on clocks, on calendars, on rulers and thermometersand other measuring equipment …

Distribute copies of Pupil resource 5, Information needed for particular tasks,one per pair of pupils, or refer them to Pupil resource 5.doc on the network.

Ask pupils to complete the grid as fully as possible. The first cell is completed forthem as an example. Allow 5 minutes for them to finish the grid.

Taking one task at a time, ask pupils to tell you the information they have noted.Use the whiteboard or flipchart to list their suggestions. Discuss the importanceand relevance of each suggestion and identify any missing information.

Pupil resource 5

Name(s) ……………....................................................…… Date ..................

Information needed for particular tasks

Identify the information needed to carry out these tasks.

The first one is done for you.

Task Possible information required

Plan a rail journey from Train timetables from London to YorkLondon to York. Day, date and time of travel

Book tickets to view a film at the local cinema, for you and your friends.


15 minutesUnit 2 Searching and selecting within a website

Remind the class that books are one source of information. Ask the class:

• What helps you to find information in books?A list of contents, an index, structuring of information in chapters or sectionsor categories, lists arranged in alphabetical order, cross-references that link onepage to another …

Say that another source of information is the Internet. Ask pupils to tell you brieflyabout their previous experiences of using the Internet to find information. Askthem:

• When you used the Internet in your primary school, what did you use it for?What did you find out?

• Have you used the Internet at home? If so, what did you use it for?

• Have you any favourite websites? What do you like about them?

• What helps you to find information on the Internet?

Use pupils’ answers to decide how much time to spend on the various aspectsincluded in the rest of this section and modify the questions that you ask.

Load your Internet browser on the large display and go directly towww.bbc.co.uk. Tell pupils that you want to know what is on television thisevening. Use the menus and options to find listings for your area. As you navigatethe site, point out how to use menus, options and an index to find information ina well-structured site.

Ask pupils to try out the same techniques themselves. Ask them to load their webbrowser, go to www.bbc.co.uk and find the weather forecast for today in yourtown. Allow 2 to 3 minutes for this paired task.

If any pupils are confident and experienced in navigating websites, ask them tofind the five-day forecast for your town and to find out which town or region inthe UK is expected to have the highest temperature today.

Discuss findings with the whole class. Ask one or two pairs:

• How easy was it to find the information you wanted?

• What helped you to find the information?

• What route did you take to locate it?

There are several options: pull down a list of towns, search by place name, searchby postcode, click on an interactive map. Discuss the merits and ease of use foreach option, and the information needed to use it.

Now ask pupils to go to www.amazon.co.uk and to find a list of all the HarryPotter books that have been published to date, and the titles of books that havebeen written about the novels themselves. Ask them to find out how many booksare listed. Allow 3 to 4 minutes for this task.

Discuss with the whole class the route that they took to find the requiredinformation and how easy it was to navigate the website. Compare and contrastthe ease of finding information – once you have reached a website – with findinginformation in a book.

10 minutesUnit 3 Narrowing down a search for a website: demonstration

With your browser software still loaded on the large display, go directly towww.google.com. Tell pupils that the first page of a website is known as itshome page. Demonstrate how to find information by using a simple search forLondon. Point out the number of references: over 25 million hits.

Tell pupils that you are really looking for the opening times of the Tower ofLondon but that the search comes up with too many sites for you to examinethem all. There is simply too much information. Say that the name of a website isknown as its URL, or uniform resource locator. Point out the URL of one of thefirst few sites listed and go to it to show that it is not relevant to your search.

Return to the Google home page and ask pupils:

• How can we make our search more precise so that the information is morerelevant?Search for London Tower or, more precisely, “Tower of London”.

Explain that putting double quotation marks around “Tower of London” makesthe search engine identify websites that contain the complete phrase, rather thanthe separate words. Show them that this search still produces about 106 000 hitsbut that the first few that are listed appear to be more relevant. Go tohttp://www.toweroflondontour.com/, one of the first few on the list. Scrolldown the home page to find the opening hours of the Tower of London.

Ask the class:

• Does this look like the type of site you would expect for a national monument?Are there any clues about this site and its source?

Go back to the page with the results of the Google search. Point out thedescription given by Google: ‘Unofficial guide to the Norman royal castle by twoAmerican enthusiasts, with pages for children’.

Now scroll down the search results, looking at the descriptions. Find the one thatsays: ‘Official guide to the Tower of London, Hampton Court, Kensington Palace,the Banqueting House and …’ Select this site: http://www.hrp.org.uk/webcode/home.asp.

Access the site, then select Tower of London, demonstrating and describing aloudthe actions you are taking so that pupils can follow your moves. Ask:

• Where might we find the opening hours from the options on the website?Go to “tickets” and the relevant information is shown.


Remind pupils that special websites that let you search the whole Internet, or web,are called search engines. This kind of search for websites is different from asearch on an individual site, such as the Amazon website, which only findsinformation contained in the site itself. The search engine helps to track downwebsites that might be useful. This is more like the catalogue for a whole library,which helps you to track down which books might be useful. Ask:

• Have you used a search engine, either at school in Year 6 or at home?

Find out which pupils know how to narrow down a search. Use the discussion toidentify pupils who may need further support, and to adjust what you do in thenext section.


15 minutesUnit 4 Narrowing down a search for a website: practical work

Ask pupils to work in pairs, to load their Internet browser and go towww.google.com. Tell them that they are to find out the date of the last totaleclipse of the moon that could be seen in England. Keep them working togetheras a class and ask them to search for moon, then to add England, and then toadd total eclipse.

Ask pupils to say how many hits are returned for each new search, to illustratehow they are narrowing down their search. Go to the first website listed andidentify the date of the last total eclipse (9 January 2001). While pupils do this,take the opportunity to identify pairs of pupils who are likely to need moresupport in the next activity.

Now ask the pairs to work independently, to try narrowing down a search forthemselves. Show slide 2 from Teacher resource 2.ppt and ask them to find theinformation listed on the slide.

Slide 2

You may wish to prepare a help sheet for pupils to help them to structure theirthinking before they tackle the search. For example:

To find the departure times from Pier Head, Liverpool, for a cruise on the Manchester Ship Canal between 09:30 and 18:30 on a Saturday

First step:

Second step:

Third step:

Fourth step:

10 minutesUnit 5 Plenary: Summary of learning

Bring the class together and take brief feedback from pupils about what they havefound out during the last activity. You could show them a clustering engine, suchas www.vivisimo.com, and compare its results, which are classified intocategories, with results from a listing engine such as Google. For example, arecent search for “Olympic Games” using Vivisimo resulted in 185 references, ofwhich 19 were for the Sydney Olympic Games.


Homework: Identifying relevant information

Set this task.

We’re all going on a summer holiday

What criteria would help you to choose a holiday for you and your family fornext summer?

Remember to consider the interests of each member of the family and theirindividual needs.

List at least 10 criteria as a series of bullets. For example:

• two adults and three children

• baby-sitting facilities

• wheelchair access

• self-catering…

Conclude the lesson by stressing that:

• it is often necessary to narrow down a search so that it results in (a) lessinformation, and (b) more relevant information;

• finding the right website is important;

• the search engine, which helps you to find a relevant website, is equivalent tothe library catalogue, which helps you to find a relevant book;

• once you reach a website, its menus and lists of options have the samepurpose as a contents list and an index in a book.

3Assessing the reliability of information


FINDING THINGS OUT

Using data and information sources• Understand how someone using an information source could be misled by

missing or inaccurate information.

Searching and selecting• Assess the value of information from various sources to a particular task.

• Acknowledge sources of information used.

Key vocabulary

From Year 6: browse, home page, identify, information, Internet, search, web page,website, World Wide Web (WWW)

From Year 7: information source, locate/location, reliable, search engine, uniformresource locator (URL), web browser

Other: relevant

Preparation and planning• Make copies of Pupil resource 6.pdf, one per pair of pupils. Alternatively, place the

file in the shared area of the network so that pupils can access it.

• Place Pupil resource 7.doc and Pupil resource 8.doc in the shared area of thenetwork. You may also wish to make copies of Pupil resource 8.pdf for pupils tokeep a paper record.

• Add any new words to the display of key vocabulary.


• Have ready any help sheets that pupils might need to support their use of theInternet browser.

• Make copies of 7.2 homework tasks.pdf for the homework task for this lesson, oneper pupil.

• Review all the websites you intend to use in this lesson. Shortly before the lesson,check that they are still available. Make sure that those that you intend to show tothe whole class can be viewed on the large display. If necessary, substitutealternatives.


Lesson




• Printer







– Pupil resource 6.doc, A news story from April 1957

– Pupil resource 7.doc, The other side of the story

– Pupil resource 8.doc, Evaluating websites


1 Starter: Recognising that not Whole-class activity 5 minutesall information is accurate Paired activity

2 Recognising that missing or Whole-class discussion 25 minutesinaccurate information can Paired activitymislead

3 Comparing information sources Whole-class activity 25 minutesDemonstrationPaired activity

4 Plenary: Acknowledging Whole-class discussion 5 minutesinformation sources

Homework: Judging the Individual workrelevance and reliability of a website



5 minutesUnit

ActivitiesBefore the start of the lesson, load Teacher resource 3.ppt ready to show on thelarge display.

1 Starter: Recognising that not all information is accurate

Tell pupils that during this lesson they will learn how to judge the reliability ofinformation. Show slide 1 of Teacher resource 3.ppt to explain the lessonobjectives, or refer to the displayed objectives.

Slide 1

Quickly distribute Pupil resource 6, A news story from April 1957. Alternatively,ask pupils to load it from the shared area of the network.

Give pupils 2 or 3 minutes to study it, then ask for their comments. By this timethey should recognise the absurdity of the story.

Make the point that, on first reading, the document gives the impression of beingreliable. The story originated with the BBC and was broadcast on 1 April 1957 asan April Fools’ Day spoof. Stress that an ‘official’ appearance does not on its ownguarantee reliability.

Pupil resource 6

A news story from April 1957

A Bumper Harvest for Spaghetti GrowersThis year’s spaghettiharvest has been oneof the best for over adecade. This has beenmainly due to dampweather and no frostin the winter. Anotherreason is that the PastaFly has been virtuallywiped out this yeardue to new controls onimports of pasta seedsfrom infected regions.

hardening just in time forharvest.

The harvest of other

Spaghetti harvester

25 minutesUnit 2 Recognising that missing or inaccurate information can mislead

Activity 1 (5 minutes)

Tell the class that you will now look at another news story, this time about acouncil meeting. Explain that a council meeting will be chaired, that members ofthe council will give their views on proposals put to them and that a vote will betaken. Show slide 2 of Teacher resource 3.ppt, and read it through with the class.


Slide 2

Ask pupils:

• What sort of image do you have of this meeting?

Prompt their thinking with questions such as:

• Was it an orderly meeting? Was it packed out? Was the proposal to build 30new houses passed without difficulty? Why do you think the Press came along?

Tell pupils that what they have just seen is in fact an incomplete version of thetext. Some words and phrases are missing. Say that you will now show them thecomplete text. Show slides 3 and 4, and read these through with the class.

Slide 3

Slide 4

Ask the class:

• How does this change your view of the meeting? What are the issues that younow know about?

Stress that incomplete information can be very misleading. It can be important toget different viewpoints on the same event to make sure that you have the fullpicture.



Show pupils that it is very easy to use ICT to add, delete or amend information,and so present an incomplete or different version of a story. Ask pupils to work inpairs and to load Pupil resource 7.doc, The other side of the story. By deletingor amending only the words in red they should alter the description ofTyrannosaurus into a description of a very different dinosaur.

Round off the activity by asking one or two pairs to read out their newdescriptions. Stress how easy it was to change the information. Had theinformation been on the page of a book, rather than in an electronic file, it wouldnot have been possible to change it.


Now ask the pairs to load their Internet browser. Show slide 5 of Teacherresource 3.ppt.

Slide 5

Tell pupils to go to http://www.lakedistrictwalks.com/scalan.html. Tell pupilsthat this website is a reliable source. When they are ready, show slide 6.

Slide 6

Pupil resource 7

Name(s) …………….............................…… Date .....................

The other side of the story

Change the description of the Tyrannosaurus on the right into adescription of the dinosaur on the left.

Alter only the words in red, either by deleting them or changing themto something else.


Tell pupils that this information has been taken from a book. Ask the pairs tocheck whether the book information shown on slide 6 reflects the information onthe website. If they find that the information on slide 6 is incomplete or wrong,they should consider whether the missing or inaccurate details might misleadanyone using the book.

Take feedback, drawing out pupils’ views of how the information on the slide (i.e.in the book) could be misleading and the ways in which it is inaccurate.

25 minutesUnit 3 Comparing information sources

Explain to the class that when they are seeking reliable information, they may bepresented with more than one possible source. They will need to choose betweenthe sources to find which of them provides the most relevant and reliableinformation for their purpose. Ask the class:

• When may you need to compare the value of information from differentinformation sources?When choosing a holiday, or anything else that you want to buy; when choosing material for a report you want to write; when you are interested in a different perspective or point of view onsomething (for example, how local newspapers in Leeds and Southamptonreport a match between their two football clubs);when you want something that is as up-to-date as possible (for example,weather or road conditions, the arrival time of an aeroplane).

Load your Internet browser on the large display and use Google to search for theTower of London. Look first at the website pages for the ‘official’ site,http://www.hrp.org.uk/webcode/home.asp. Ask:

• Besides the Google description, what clues are there to indicate that this is anofficial site?The suffix ‘.org’ on the URL suggests an organisation. (This is not sufficient onits own but is backed up in the Google description.) A simple scan of the texts and links shows that the official site is part of alarger ‘Royal Palaces’ site and provides official ‘contact’ information.

Now look at the ‘unofficial’ site, http://www.toweroflondontour.com/. Askagain:

• Besides the Google description, what clues are there to indicate that this is anunofficial site?The URL ‘toweroflondontour’ suggests that it does not contain all informationabout the Tower of London but is simply a tour, and the suffix ‘.com’ suggestsa commercial interest.Scrolling to the end of the unofficial site will show when it was last updated.

In the discussion, draw out these points.

• A more recent website or text is not automatically more accurate than an olderone. The older site may contain correct information and the more recent textcould be incomplete or inaccurate in some way.

• The style of presentation (layout, use of sound and colour) cannot on its ownbe taken as an indicator of whether or not a site is ‘official’ or reliable, since aparticular style is easy to mimic.


• Lengthier information sources may contain information that is more accuratesimply because there is more space to go into detail and to includephotographs, diagrams, examples and case studies.

• A site that has links to changing information, such as current news, weatherinformation, financial information (e.g. railway fares, currency rates) is morelikely to be up to date.

Tell pupils that when they judge how relevant a website is they will need to keepin mind why they are looking for the information.

Say that on a site about a place of interest, the information might be very relevantto a researcher who is looking for historical facts. However, it might not be usefulto a tourist who wants to know whether it is open on Sunday. Ask the class:

• On a website about a place to visit, what features would make it useful andrelevant to tourists? Is the information up to date? Is it reliable (‘official’ or ‘unofficial’)?Is the vocabulary used easy to understand?Is it easy to find your way around the website?Is the information relevant to a tourist? (Does it provide opening hours, price oftickets and facilities for the disabled, rather than a potted history of the place?)Do the photographs help you to decide whether you would like to go there?

• What features would make the site useful and relevant to someone doinghistorical research? Would the features be the same or different? Some would be the same and some would be different. For example:Is the information reliable (‘official’ or ‘unofficial’)?Is it easy to find your way around the website?Is the information relevant to a researcher? (Does it provide details of who haslived there, what events are associated with it through history, how thebuilding has changed over the years?)Do the photographs provide details of the architecture, the furniture,furnishings, wall decorations, and so on?

Stress that when they are judging the value of a website pupils always need tothink about who needs the information, and why.

Ask pupils to work in pairs and to load Pupil resource 8.doc, Evaluatingwebsites. Distribute hard copies, one per pair of pupils, if you want them to keepa paper record.

Pupil resource 8

Name(s) ……………....................................................…… Date ....................

Evaluating websites

Evaluate each site against each of the criteria. Score them on a scale of 1 to 4: 1 – very good, 2 – good, 3 – satisfactory, 4 – poor.

1 Would these sites about the warship, Mary Rose, be useful to tourists?A http://www.maryrose.org/B http://www.stvincent.ac.uk/WfS/Tourism/Portsmouth/HistShips/

A B

Is the information up to date?

Is the information reliable (‘official’ or ‘unofficial’)?

Is the vocabulary used easy to understand?

Is it easy to move around the website? Do menus and lists help you to find your way?

Is the information relevant to a tourist (e.g. opening hours, price of tickets, facilities for disabled)?


Ask pupils to use their Internet browser to compare, from the perspective of atourist, the information provided by two different websites for the Tudor warship,Mary Rose. They should give a score to each site against the criteria, scoring themon a scale of 1 to 4: 1 – very good, 2 – good, 3 – satisfactory, 4 – poor.

They should then move on to compare the other pairs of sites.

Allow about 15 minutes for pupils to do the task. While they are working, moveround the groups to intervene in discussions and help pupils to focus on atourist’s purpose in seeking the information.

Bring the class together and use pupils’ findings and conclusions to discuss why itis important to select an information source just as carefully as the informationitself. Invite pupils to use examples from the activity to back up their opinions.

5 minutesUnit 4 Plenary: Acknowledging information sources

Remind pupils that they have learned how important it is to check theirinformation sources to make sure that:

• the source itself is likely to be reliable;

• the information contained in the source is accurate and presents the wholepicture, not just one side of a story.

Show slide 7 of Teacher resource 3.ppt. Tell pupils that it shows four quotesabout the weather for this afternoon, from four different sources.

Slide 7

Ask pupils:

• Which of the four quotes do you think is the most accurate? Why?It is hard to tell from the information provided.

Then show slides 8 to 11, which are the same four quotes but with the sourcesnamed.

Slide 8


Slide 9

Slide 10

Slide 11

• Now that you know the sources of the quotes, which of the four do you think is the most accurate forecast? Why?

Stress that this shows how important it is to give the source of any information.

• Are there any other reasons why you should acknowledge a source ofinformation on the Internet?Authors of material published electronically have the same rights to theirincomes and growing reputations as authors who publish in books ormagazines. Copyright laws for electronic materials are new, but are upheld.


Homework: Judging the relevance and reliability of a website

Set this task.

The Gunpowder Plot

Imagine that you are seeking information about the history of Guy Fawkes andthe Gunpowder Plot to include in a magazine for the whole of Year 7.

List five features that you would look for and use to judge the suitability of awebsite and its information.

Keep in mind the criteria that you used to judge the suitability for tourists ofthe Mary Rose websites.

You may wish to substitute another historical topic that would be of particularinterest to your pupils, perhaps one that is relevant to their current study inhistory lessons.

Slide presentation for lesson 1

Slide 1

Slide 2

Slide 3

Slide 4


Teacher resource 1

Slide 5

Slide 6

Slide 7

Slide 8


Teacher resource 1 cont.


Slide 1

Slide 2


Teacher resource 2



Slide 1

Slide 2

Slide 3

Slide 4

Teacher resource 3


Slide 5

Slide 6

Slide 7

Slide 8



Slide 9

Slide 10

Slide 11



Pupil resource 1

Purposes of information

Imagine that you are seeking information to help you to do the tasks in the left-handcolumn. Join each task to the purpose of the information that you are looking for.

Tasks Purpose of information

History: to recount:Write a short pamphlet recording the to retell eventsevents of 5 November 1605.

Science: to report:Describe the process of flower to describe the way things arepollination.

English: to instruct:Compare how the Australian and to describe or instruct how English media report an international something is done cricket match between the two countries.

Music: to explain:Compare the major events and to explain a process or how influences in the lives of two something workscomposers.

Mathematics: to persuade:Describe the likelihood of winning to argue the case for a point of view the National Lottery. or to attempt to convince the reader

Geography: to discuss:Produce a holiday guide to promote to present arguments and a seaside town. information from different view

points


Pu

pil

reso

urc

e 2

Nam

e(s)

……

……

…...........................................................................…

…D

ate

.....................

Ch

oo

sin

g a

sam

ple

A r

esea

rch

tea

m w

ants

W

hat

so

rt o

f p

eop

le

Ho

w m

any

peo

ple

sh

ou

ld

Wh

ere

wo

uld

th

e te

amto

fin

d o

ut

if t

hes

e

sho

uld

th

e te

am a

sk?

the

team

ask

?fi

nd

su

itab

le p

eop

le?

stat

emen

ts a

re t

rue.

11-y

ear-

olds

spe

nd 3

5% o

f th

eir

pock

et m

oney

on

mus

ic

CDs

and

audi

o ta

pes.

Teen

ager

s lis

ten

to m

usic

m

ore

than

any

oth

er g

roup

sin

soc

iety

.


Pu

pil

reso

urc

e 3

Nam

e(s)

……

……

…...........................................................................…

…D

ate

.....................

Eval

uat

ing

qu

esti

on

s fo

r a

qu

esti

on

nai

re

Thes

e qu

estio

ns a

re d

esig

ned

to f

ind

out

whe

ther

peo

ple

thin

k th

at t

he q

ualit

y of

sou

nd a

nd im

ages

tha

t yo

u ge

t fr

om a

DV

D is

bet

ter

than

the

sou

nd a

nd im

ages

tha

t yo

u ge

t fr

om a

vid

eo c

asse

tte

tape

.

Say

wha

t yo

u th

ink

are

good

fea

ture

s an

d w

hat

are

poor

fea

ture

s of

eac

h qu

estio

n.

Qu

esti

on

Go

od

fea

ture

s o

f th

e q

ues

tio

nPo

or

feat

ure

s o

f th

e q

ues

tio

n

AD

o yo

u th

ink

that

DV

Ds

are

bett

er

than

vid

eo c

asse

ttes

?

BD

VD

s gi

ve b

ette

r so

und

than

vid

eo

cass

ette

s.�

agre

e�

disa

gree


Pu

pil

reso

urc

e 3

con

t.

Nam

e(s)

……

……

…...........................................................................…

…D

ate

.....................

Qu

esti

on

Go

od

fea

ture

s o

f th

e q

ues

tio

nPo

or

feat

ure

s o

f th

e q

ues

tio

n

CD

o yo

u ag

ree

that

DV

Ds

have

bet

ter

soun

d qu

ality

tha

n vi

deo

cass

ette

s?

DW

hich

of

the

follo

win

g do

you

thi

nk

give

s th

e be

tter

sou

nd a

nd im

ages

?

�D

VD

s

�vi

deo

cass

ette

s

�no

diff

eren

ce

�do

n’t

know

ETi

ck t

he s

tate

men

t th

at y

ou a

gree

with

.

�D

VD

s ha

ve b

ette

r so

und

and

imag

es

than

vid

eo c

asse

ttes

.

�vi

deo

cass

ette

s ha

ve b

ette

r so

und

and

imag

es t

han

DV

Ds.

�th

ere

is n

ot m

uch

diff

eren

ce b

etw

een

them

.


Results of an actual survey of a sample of Year 7 pupils

Number Male/female Own Own mobile Own bicyclecomputer telephone

1 M Y Y N

2 M Y N N

3 F N Y N

4 F Y Y N

5 M Y N

6 Y N

7 M N

8 F Y N

9 F Y N

10 F Y N

11 F Y Y

12 F N N

Pupil resource 4


Pupil resource 5

Name(s) ……………....................................................…… Date .....................

Information needed for particular tasks

Identify the information needed to carry out these tasks.

The first one is done for you.

Task Possible information required

Plan a rail journey from Train timetables from London to YorkLondon to York. Day, date and time of travel

Book tickets to view a film at the local cinema, for you and your friends.

Help the school canteen to match pupils’ choices of favourite foods to the menu for next week.

Choose a book as a birthday present for a friend.

Plan a visit to a local tourist attraction for some family friends or relatives who are staying with you.


Pupil resource 6

A news story from April 1957

A Bumper Harvest for Spaghetti GrowersThis year’s spaghettiharvest has been oneof the best for over adecade. This has beenmainly due to dampweather and no frostin the winter. Anotherreason is that the PastaFly has been virtuallywiped out this yeardue to new controls onimports of pasta seedsfrom infected regions.

In previous years thePasta Fly has beenresponsible for thedestruction of almost 50%of the crop.

There had been concernsthat some of the spaghettihad been drying out tooearly before it had grown toits premium length of 43centimetres. Luckily thedamp weather enabled thepasta to hang freely before

hardening just in time forharvest.

The harvest of othervarieties of pasta is also setto increase in volume. Thesouth of Italy has largeplantations of ravioliparcels ready for harvest intwo months while anexperimental plantation innorthern England hasmanaged to produce asmall amount of macaronifor the first time on theseshores.

Picture source © BBC Panorama 1957

Based on a report by Richard Dimbleby

Spaghetti harvester


Pupil resource 7

Name(s) …………….............................…… Date .....................

The other side of the story

Change the description of the Tyrannosaurus on the right into adescription of the dinosaur on the left.

Alter only the words in red, either by deleting them or changing themto something else.

This ferocious dinosaur roamed the Earth 100 million yearsago. It was the largest meat-eating animal that has everlived on land. It looked something like a huge kangaroo,and had leathery skin. It was taller than a giraffe, andlarger than a bull elephant. Its head was flat and ugly,with two tiny eyes, and a mouth with 64 serrated teeth. Itwalked on its two strong back legs. It used its small frontlegs to grab food.


Pupil resource 8

Name(s) ……………....................................................…… Date .....................

Evaluating websites


1 Would these sites about the warship, Mary Rose, be useful to tourists?A http://www.maryrose.org/B http://www.stvincent.ac.uk/WfS/Tourism/Portsmouth/HistShips/

A B






Do the photographs help you to decide whether you would like to go there?

There are more sites to compare over the page.


2 Would these sites about the City of Bristol be useful to tourists?A http://www.visitbristol.co.uk/B http://www.about-bristol.co.uk/

A B







3 Would these sites about the City of York be useful to tourists?A http://www.york-united-kingdom.co.uk/B http://www.york-tourism.co.uk/

A B








Pupil resource 8 cont.


Unit 7.2 Lesson 1

Lost and found

Your friends have just telephoned you from a mobile telephone to say that they are lostand are trying to find your home. You want to give your friends some detailed directions.Write down:

• the information that you need to get from your friends;

• the question(s) you would ask to gather that information from them.

It might be useful to start by getting information on ‘exact location’ by asking: ‘Whereexactly are you at the moment?’

Unit 7.2 Lesson 2

We’re all going on a summer holiday

What criteria would help you to choose a holiday for you and your family for next summer?

Remember to consider the interests of each member of the family and their individual needs.

List at least 10 criteria as a series of bullets. For example:

• two adults and three children

• baby-sitting facilities

• wheelchair access

• self-catering …

Unit 7.2 Lesson 3

The Gunpowder Plot

Imagine that you are seeking information about the history of Guy Fawkes and theGunpowder Plot to include in a magazine for the whole of Year 7.

List five features that you would look for and use to judge the suitability of a websiteand its information.

Keep in mind the criteria that you used to judge the suitability for tourists of the MaryRose websites.

7.2 Homework tasks


browse

contents list

find

hits

home page

identify

7.2 vocabulary cards


7.2 vocabulary cards cont.

index

information

informationsource

Internet


locate

location

menu

opinion

opinion poll



purpose

questionnaire

relevant

reliable

representative



sample

samplecomposition

sample size

search



search engine

survey

uniformresource

locator (URL)

viewpoint



web browser

web page

website

World WideWeb (WWW)


Documents

9050 Teaching unit 7 - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/8e4d0c65c4c20889a6f...Lesson 2 Selecting sources and finding relevant information 18 Lesson 3 Assessing