Year 5 & 6

Years 5 & 6 - Module 1

Review •

Years five and six are a critical time to move your students to a point of being able to operate in the school library independently. The following modules are designed to strengthen and extend their existing skills through a range of learning contexts.

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Before launching into the modules please read through the previous years modules to ensure all necessary skills are in place. Any of the Years 1 – 4 modules can be reviewed with your students if necessary.

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Establish your class library maintenance plan. Refer to the ‘Keeping Our Library Tidy’ chart on the wall. Discuss and demonstrate the tidying process for the areas on the list. Please select appropriate areas for students to take responsibility for and assist them in doing a quality job. Students may take on these tasks individually or in pairs. You may wish to laminate your own copy of the chart to use in your class as a reference list.

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Regularly review procedures and behavioural expectations with your class and set appropriate goals.

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Introduce / refamiliarize your class with the Library staff. Have them explain their roles and how the class can assist them in keeping our library looking good for everyone to use.

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Ask your students to have a brief discussion in small groups to see if they can come up with any other bright ideas that would help keep our library tidy and organised. If valid suggestions are made that the class agrees with, build them into your library chart.

Years 5 & 6 - Module 2

The Dewey Decimal System Revisited The following activities will lead on from Years 3/4 module 4. understanding of the aspects covered within this module.

Please ensure the class has a sound

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Review the Dewey Decimal system with your class. Either visit: Visit the following Kidcyber web page to review the Dewey Decimal system with your class: http://www.kidcyber.com.au/topics/ deweyquest.htm or read the story of Mr Dewey to the class (Library Alive – p. 30). The students will have heard the story before but should benefit from hearing it again.

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Discuss with the class the broad categories and remind them that all non-fiction books are numbered and placed on shelves with books of the same number group. Number Range

Category

Types of Subjects

000 - 099

General Subjects

100 - 199

Philosophy

200 - 299

Religion

Bible, God, all religions

300 - 399

Social Sciences

Law, education, politics

400 - 499

Language

500 - 599

Pure Science

600 - 699

Technology

700 - 799

The Arts

Art, architecture, music

800 - 899

Literature

Literature in all languages

900 - 999

History and Geography

Computers, libraries, journalism Things people think about

About languages Mathematics, astronomy, biology Medicine, engineering, manufacturing

Earth and the Universe

Activity: Have the class work through the following activity with you or independently to decide which broad category the specific subjects would belong in. In which category would you find information on: •

Japanese language

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Classical music

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Hieroglyphics

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World War II

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Space travel

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Festivals around the world

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Inventions

Test your knowledge: Try out the Dewey Decimal test at: http://thrall.org/dewey/levels.htm

Years 5 & 6 - Module 3

Information Search This module provides a range of activities to strengthen student use of catalogue based resources. •

Review Access It, if necessary, using modules provided for Years 3/4 to assist you.

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This activity requires computer access. The class may complete it individually using the library or classroom computers or alternatively all at once using the computer suites. You may wish to assign one landmark to a group or all of the listed landmarks to each student. Activity: Famous landmarks in Hong Kong

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Use Access It to locate resources to assist you in identifying the features of the following landmarks in Hong Kong: - The Peak tram - The Star Ferry - Happy Valley Racecourse - Tsing Ma Bridge - Western Market

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Explore the different search functions including: - subject search - title search - keyword search

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Present your findings on two pages including: - a picture of each landmark (printed, photocopied or hand drawn) - a brief list of points about each landmark (note: reference to source will be addressed in a following module.)

Years 5 & 6 - Module 4

Creating a Bibliography Having completed the literature search to find information about landmarks in Hong Kong, your students now need to create their bibliography. Definition: A bibliography is an alphabetical list of the sources of information such as books, CD Roms, the Internet, that you have referred to in your writing. When you use any information from other published materials you must list them in a bibliography. This shows where you have looked for the information, and allows the reader to look further into the subject. (Source: www.kidcyber.com.au/bibliog.html) •

Discuss the need to note your sources to acknowledge the work already done by others that has supported your writing. Explain to the class that they need to make this standard practice as it is otherwise considered to be ‘stealing’ other people’s ideas and work.

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Refer to www.kidcyber.com.au/bibliog.html for a full list of bibliography examples covering: books / CD Roms / the Internet / magazines / newspapers / something from an encyclopaedia.

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Demonstrate forming an entry in a bibliography for your class:

Schreyer, K. (2006). Hong Kong Surprise! Hong Kong: SCMP Book Publishing Ltd (Author / year of first publication / Title (underlined) / place of publication / Publisher ). •

Explain that there is a number of accepted ways in which to formulate your bibliography. This is just one of them. Activity: Build Your Bibliography Work together as a class to form a bibliography for five of the books / resources used to support your investigation into Hong Kong landmarks.

Years 5 & 6 - Module 5

Resource Evaluation: A Focus on Books Having spent time utilising search tools and a range of resources, this module allows for time to review the resources for quality and appropriateness. •

Once the Hong Kong landmark information search projects are complete, have the class review the appropriateness and quality of resources available to them in the school library.

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Demonstrate the process by evaluating a selection of books that may or may not have been used by the class for their investigative work. Ensure the books selected provide a range of examples for evaluation purposes.

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Have an A3 sized copy of the evaluation master on hand (available in library).

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Select the first book and introduce it to the class. Refer to the evaluation sheet categories and visit each one in turn. Provide feedback and grade accordingly.

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Have the class assist you in evaluating a further selection of resources. When you feel they are able to assess the value of a resource both quickly and accurately using the evaluation sheet as a guide, set them the following task:

Activity: Resource Evaluation - Complete a resource evaluation for each resource noted in your Hong Kong landmarks bibliography. - If more than one individual or group used the same resource compare evaluations and discuss.

Years 5 & 6 - Module 6

Investigative Studies

Having worked through the previous modules your students should now be reasonably confident in using the catalogues available to them, in locating information in resources and in developing a bibliography as they go. This module looks to reinforce these skills. An example context is noted below, you may wish to select another context to support your current topic study. •

Select several resources to share with the class that focus on The Great Wall of China. They may address the past, the present or may even be about developments underway for the future.

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Share one or two aspects and allow the students time to explore the resources themselves.

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Explain to the class that collectively you may well have a very good knowledge base. Give them time to discuss (as a class or in groups) and record the things they already know about The Great Wall of China that others should be aware of by way of general knowledge.

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Review together to decide whether you know a lot about The Great Wall of China in the past, present and possible future or whether you should investigate further to extend your own knowledge and perhaps share your findings with other students and their families.

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Due to the limited time in the library suggest to the class that you work together to research The Great Wall of China's significance in the past, present and then conject on the future.

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Formulate investigative questions together. Focus on forming questions that require more than just a ‘yes’ or ‘no’ answer. Work towards questions that will lead to extensive rather than minimal research. It may be of value to give students some question starters such as: - What do...? - What will ...? - How is ...? - Why...? - What might...? - How did...? - How do...? - Why should...? - What is...? etc.

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Consider formulating one past, one present and one future question with your students. Your input here is critical as it is essential they have question formulation modelled to them regularly to assist them in strengthening their own question building skills.

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Work together as a class to formulate a research plan. This assists students in seeing what they are going to do and how they are going to go about it.

Years 5 & 6 - Module 6 cont.

Investigative Studies •

The plan may involve brainstorming the range of resources / sources available that need to be accessed in order to gather information. Decide which students will access which resources to then report back to a central information collection point. It may be easier to complete the investigative part of this module while in the computer suite to allow for maximum access to all resources.

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Organise the students so that small groups of them each have responsibility for accessing specific resources. You may need to call on the library staff to help out at this stage.

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Support your students as they access catalogues, form faxes or emails, script phone calls, search through internet reference sites, books, magazines and articles etc.

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Each time a piece of useful information is found record it alongside the appropriate question and share the findings with others so that they can focus on finding new information rather than that which has already been collected by others.

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Discuss with the students the need to regularly cross reference ie: confirm or add to what they have found out by noting another resource in our library, at our school or elsewhere to support their findings.

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Formulate a bibliography as you go. Consider having a central recording place for all sources so that the bibliography develops as information is found.

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Review developments regularly with the class, look for ways to assist them in feeling successful about their investigations.

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When you and the class believe you have enough information to answer your questions fully, discuss the best way to put your findings to good use eg: large posters for the library for other classes to read, inserts in the school newsletter, sharing via your class web page, information reports, a brief presentation at assembly etc.

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To conclude the investigative study spend a little time as a class discussing each of the stages of the process. - Why was it important to discuss the things we already knew about The Great Wall of China? - What types of questions led us to big research rather than just finding small easy answers? - How much information is enough information? - Which stage of the investigation was the hardest? Why? - What things could I do in a smarter way during my next study? Etc.

Years 5 & 6 - Module 7

Mapping and Atlas Skills This module is designed to build on the introductory mapping and atlas skills addressed during the Year 3/4 modules. Each activity stands alone and can be covered quickly in a library session. You will require a set of atlases or an electronic atlas for these activities. Street Maps: • Discuss the value of maps with your class. Ask them to come up with a list of different situations in which a map would be of help. Eg: To locate an address in another suburb, to find another country, to find certain places such as a school or hospital, to plan a holiday etc. •

Provide each student with a photocopy of a Central Hong Kong street map (master held on file in the library). Discuss the layout, the grid locations and any key reference available. Ask your students what they can locate at specific grid locations.

Points of the compass: • Organise your students into groups and provide each group with a photocopy of a compass rose (Master held on file in the library). Find out which of the compass points they already know. Teach them about any they are unsure of and have them note the points on their worksheet. (N, NE, E, SE, S, SW, W, NW.) •

Discuss the value of being able to indicate directions using the points on the compass. Provide each group with atlases containing a map of the world. Ask the groups to locate Hong Kong on the map.

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Ask the students to locate a country in the world that lies in each of the directions of the compass from Hong Kong. They may require a ruler to assist them in tracking each direction accurately.

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Ask the students to identify the directions they would travel in if travelling from Hong Kong to: - London - New York - Capetown - Sydney - Singapore - Beijing

Legends and Keys: • Explain / discuss with the class the use of a legend or key ie: it is used to represent objects on a map (eg: a small symbol of a tree could represent a forest). •

Ask the students to use their atlas to identify the symbols used to represent these things (they could draw each symbol if time allows): - A city with a population over 1 000 000 people - A railway line - A city with a population less than 1 000 000 people - A major road - A boundary between two countries - A swamp - A boundary within a country (eg: a state) - A mountain - A river - An airport - A lake

Years 5 & 6 - Module 7 cont.

Mapping and Atlas Skills Physical and political maps: • Discuss: The two main types of maps found in an atlas are ‘physical’ and ‘political’ maps. - A physical map includes all the natural objects and uses colour to show the varying height of the land and / or depth of water. - A political map includes the human elements, such as states, countries, cities and towns. •

Ask the class to look in an atlas and find a physical map. Have them consider when you would refer to a physical map.

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Ask the class to look in an atlas and find a political map. Have them consider when you would refer to a political map.

Latitude and longitude: • Explain to your class that the grid used to divide the world is made up of lines of ‘latitude’ and ‘longitude’. A grid coordinate of latitude combined with a grid coordinate of longitude can be used to identify any location on Earth. (You may wish to use a smartboard and a large atlas to assist you with your explanations). •

Explain / discuss: a line of latitude is named after its distance north or south of the equator (0 degrees latitude). Lines of latitude are parallel to each other. A line of longitude runs in a north / south direction connecting to the North and South poles.

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Ask the students to locate lines of longitude and latitude on a map.

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Identify the equator and have your students locate countries in both the Northern and Southern hemispheres (above or below the equator).

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Select a range of well known cities and work with the students to identify the latitude and longitude coordinates: - Tokyo - New York - London - Shanghai

Years 5 & 6 - Module 7 cont.

Mapping and Atlas Skills World Geography •

Ask your students to use an atlas to locate the information on this page and place it on a blank physical map of the world (copy master in library).

Continent

Highest Points

Lowest Points

Africa

Mt Kilimanjaro

Lake Assai

Antarctica

Vinson Massif

Sea level

Asia

Mt Everest

Dead Sea

Oceania

Mt Kosciuszko

Lake Eyre

Europe

Mt Elbrus

Caspian Sea

North America

Mt McKinley

Death Valley

South America

Mt Aconcagua

Valdes Peninsula

River

Seas

Oceans

Nile

Arabian Sea

Pacific

Amazon

Mediterranean Sea

Atlantic

Yangtze

South China Sea

Indian

Congo

Carribean Sea

Arctic

Amur

Tasman Sea

Mississippi Danube

Years 5 & 6 - Module 8

Alphabetical Order: Review and Extension This module is designed to provide a range of practise activities to strengthen students knowledge of alphabetical order and shelving pratices in the library. •

In the fiction section of the library, the books are arranged alphabetically according to the author’s name. ie: Surname, first name(s) or initial(s).

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Authors are arranged by surname or by other names if there is more than one author with the same surname.

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Non - fiction books are arranged according to their Dewey number. Books with the same Dewey number are arranged alphabetically according to their author. The first three letters of the author's surname are placed on the spine label. Eg: ‘Pottery for Beginners’ by K. Bryant would be shelved at: 738 BRY Activity 1: Arrange these authors of fiction books in alphabetical order: -

French, Anne Cormier, Robert Martin, Anne M. Kipling, Rudyard French, Simon Kerr, M.E. Rubenstein, Gillian Zindel, Paul Lowry, Lois Jennings, Paul Morpurgo, Michael Martin, Robert

Activity 2: These books would all be found at 387.2 (books about ships). Complete a spine label for each book and place them in the correct shelf order: -

Sailing Ships Ocean Liners Container Ships Hovercrafts and Ferries

by Charles Brown by P.D. Henry by Mary Allen by David L. Zee

387.2 BRO

Years 5 & 6 - Module 9

General Knowledge and Fiction Finder Quiz The following quizes give students the opportunity to apply their library search skills to find specific resources or information in the library. •

Explain to the class that the activities are intended to be a fun and cooperative way to check their ability to find books / resources / information in the library. You may wish to demonstrate a search for the first couple of questions to model the process, or alternatively, administer the quiz as a test.

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Organise the class (individuals, pairs or small groups). Ensure students have access to the quiz questions either by way of their own copy or via the electronic whiteboard. Activity 1: Fiction Finder Quiz: Find a fiction title for each of the following subjects. The title must contain a word related to the clue. Write down the name of the author too. -

A boy's name A girl's name An animal A season or time of the year A member of the family The time of day Somewhere in space A city or country A vehicle An imaginary thing Food or drink A number A job or occupation A flower or plant An action A gadget or machine

Activity 2: General knowledge quiz: Use your knowledge of the library to provide answers to these questions. - What is jute? - How long is the River Nile? - What is the modern name for the country previously called Burma? - How do peanuts grow? - Who invented the saxophone? - What is a fez? - Which country has Tagalog as its official language?

Years 5 & 6 - Module 9

General Knowledge Quiz Activity 3: More general knowledge: How many answers can you find in our library? -

What does Kosher mean? What was Lewis Carroll's real name? Where is the Sargasso Sea? Name two assassinated American presidents. Where does a pheasant lay her eggs? To what family of fish does the anchovy belong? Over what distance is a marathon run? What is the unit of currency in Thailand? What is a spring tide? What are the characteristics of mammals? Which country has the largest number of lakes? Name the two types of camel. How fast does light travel? Which nursery rhyme character was interrupted from eating her yoghurt by an arachnid? Where was General Custer's Last Stand?

Years 5 & 6 - Module 10

Access It Extras - New Arrivals, Advanced Searches, Composing Electronic Book Reviews By this stage students should be able to navigate their way around the electronic catalogue, using the ‘fast find’ and ‘visual search’ functions with confidence. This module looks at a couple of additional features within the Access It programme. •

Introduce the ‘New Arrivals’ section to your students. This section of the database records recent purchases and their general information. It would be of value for students to regularly check the new arrivals listings. To locate the new arrivals listings: - Launch ‘Access It’ - Click on ‘New Arrivals’

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If teaching a Year six class, scan through the list with the class to see if there are any new resources in the ‘Year Six Only’ section of the library.

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Introduce the ‘Advanced Search’ function to the class. This search tool is usually only used if you are searching for a specific edition or media release. The ‘Fast Find’ function will usually suffice.

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Discuss the value of these book reviews within an electronic catalogue with the students. They provide you with a quick reference to specific books that may have been read by your peers. This is particularly helpful when seeking further material written by a favourite author.

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Demonstrate the process of entering a book review onto Access It: - Launch ‘Access It’ - Click on ‘Fast Find’ - Selct the book you would like to review by using the 'Fast Find' function - Click on the title of the book once it appears in the search list. The information screen about the book will appear. - Click on the 'reviews' tab - Click 'write review' - Enter you name (first and last name) when prompted - Rate you book with care and consideration - Select the category the book falls into - Enter your review noting: why you enjoyed or didn't enjoy the book, highlights, your thoughts on the way it was written, use of illustrations etc. - Complete the 'who would enjoy this' section noting: the age range you think would most enjoy reading the book, interests the reader might have etc. - Click 'save'

Years 5 & 6 - Module 11

Author Study This module gives the students opportunity to find out a little about some of the talented authors works available to us in our library. For consistency it would be of value to apply the investigative process addressed in Module 6 when researching. •

Demonstrate the following process with the students before having them begin their own reports. Teachers may choose to have a list of authors pre selected for this activity, alternatively they may prefer students select an author themselves.

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Activity: select an author that you enjoy reading or that you would like to know more about. Prepare a one page report on your chosen author including the following: - Introduction: what you found enjoyable or interesting about the author’s writing - Other titles written by the same author - Listed reviews available about recent books - Interesting facts about the author – life, motivation, challenges etc.

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Consider the best use of the resources available to you eg: Access It, The Internet etc.

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Useful web sites: - http://www.amazon.co.uk/gp/community-content-search/results?ie=UTF8&flatten=1&search-alias=rplistmania&query=books%20for%2010%20year%20olds - http://www.amazon.co.uk/gp/community-content-search/results?ie=UTF8&flatten=1&search-alias=rpistmania&query=books%20for%209%20year%20olds - http://english.unitecnology.ac.nz/jabberwocky/

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Decide on a way to publish your report so that it can be displayed in the school library to encourage others to read works by the same author.