La consommation d’une substance illicite – Un projet de recherche
Familiarize students with the effects of substance use and to give them scientific well researched information from which to make lifestyle choices.
- Chemical properties, molecules and symbols
- Chemical reactions and reaction types
- WHMIS safety symbol recognition
- Cells and cell division
- Specialized cells, Tissues, Organs, and Systems
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);
B1. analyse some current technologies or substances that have an impact on human tissues, organs, or systems, and evaluate their effects on human health;
C1. analyse how chemical reactions are employed in common products and processes, and assess the safety and environmental hazards associated with them;
- Introduction to research (1 day)
- Bibliography and annotation
- Presentation preparation
End of Day 1 – Document generated with highlights from Google Read and Write is due
End of Day 4 – Research organiser is due (hand written), Self-evaluation is preformed
End of Day 5 – Bibliography is due
Day 8 – Student present their research
Phase I involves two lessons where students are explicitly taught about note taking and the identification of a credible source. The next lesson is in Phase III and relates to formatting in APA and writing the annotation for the bibliography. This lesson serves as a review of the C.R.A.P criteria.
Phase IA - Explicit teaching of note taking
Students use Google Read and Write in combination with the encyclopedia Britannica to begin their research. After choosing a substance, students are instructed to log on to the Encyclopedia Britannica and search for their substance. Using the highlighting feature in google Read and Write, students highlight in different colours (e.g. yellow - chemistry information, green – biology information, pink – society). They can then gather all this information using the ‘collect highlights’ tool and create a google document that includes all this information. From this newly created google document students then transcribe the necessary facts in French on to their research organizer.
- Computers (1 per student)
- Encyclopedia Britannica
- Google Read and Write
- Google Drive
- Research organizer (1 per student)
Phase IB - Explicit teaching of credible source identification through C.R.A.P
After students have taken the available information from Encyclopedia Britannica, students are then given a mini lesson on how to identify a good source using the C.R.A.P criteria. After this lesson, students are given the freedom to identify credible sources and to gather information from these sources to complete their research organizer.
C- Current timelines. Unless you are looking for an historical perspective, you want the most up to date information you can find.
R- Reliability of the source. Who is the source? What are their credentials? Who houses the information and are there any connections to possible biased influences?(advertising/funding etc.)
A- Authority. Check both the authority of the author and the credibility of the host/ site. What are the author's credentials? Are they an expert on the topic? Also what authority does the host/site have to be sharing this information? Check the history of the site as an accurate host of information. This connects to the reliability of the information; Check more than one source and compare.
P- Purpose. Be aware of the perspective of the article or source. For what purpose was the information written? Is there an opinion being given? Collect a variety of perspectives to see the biases that may be present.
Phase III – APA formatting and C.R.A.P Review
Firstly, students are taught how to use Citation Machine when creating a bibliography in APA format. The location of information such as author, publication date and citation permissions is reviewed with students and they are shown how to add this information to the citation that Citation Machine will already create.
Secondly, a review of the C.R.A.P criteria is performed. Students must select one source and explicitly describes how it follows the criteria.
Phase IV – Presentation Preparation
Criteria for a good presentation is co-created and reviewed with students. A possible list of criteria includes:
- A title slide (Includes the topic and student name)
- Introduction to topic (Why was your topic selected? What should we know about it?)
- A chemistry slide introducing the substance from a chemical standpoint
- A chemistry slide introducing possible chemical reactions
- A biology slide describing interactions of your substance with various biological systems
- A society slide discussing your substance in society
- A conclusion slide describing what was learned and lessons to take away
Students begin to create their presentations. An email is sent home to parents to encourage them to have students explain their project and what will be presented.
Phase V – Presentations
Students present their topics. During the presentations, students who are not presenting are evaluated on the learning skills of Responsibility and Self-Regulation.
To accommodate for students with presentation anxiety, all students are given the option of also creating a video instead of presenting to the class. The option of presenting to the Teacher only was NOT provided intentionally in order to emphasize the importance of creating a presentation for their peers.
Initially this source was chosen because it is both reliable and can be accessed in English and French. This last part was important since students were in a FSL (French Immersion) classroom setting. Most students chose to do their research in English and translate it afterwards.
This lesson was delivered in the library from the Teacher librarian