7 — Writing an information report
This sequence focuses on students completing their information reports. It may take two or more lessons, or additional time elsewhere during the day, for students to research their animals, draft and edit their reports and then publish them.
Support for Assessment task 1 will consist of a teacher-led, jointly constructed rubric and the joint construction of an information report on crocodiles. The students may have selected their animal and begun to research it and enter notes into their information report. This sequence will build on previous work and enable them to complete their information reports in teams.
- Developing a rubric information
- material for students to research: books, charts and websites
- students’ science journals.
Begin with a review of what the students know or have learnt about information reports in the last two sequences. Record their responses on the board and tell them that they are going to put all this knowledge together to write their own information reports. First the class will jointly construct an information report about crocodiles and then they will work in their teams to construct their own report.
Activity 1: Constructing a report on crocodiles
Jointly construct a rubric (see the information on Developing a rubric) that will support students in the composition of their information reports. Jointly construct the first paragraph of the information report on crocodiles (this gives the crocodile’s classification, or the group they belong to) and allocate different stages to each team (keep the same teams of two or three that worked on the life cycles). Teams who have been allocated the same stage can then combine to read their texts to each other, comment on each other’s work and edit their own text. The class then regroups and you can call on a representative from each stage to add their paragraph to complete a jointly constructed information report on crocodiles. The groups dealing with reproduction will support their verbal text with a diagram of the life cycle. ACELY1671, ACELY1672
Activity 2: Assessment task 1
Staying in the same teams, the students can now research the animal of their choice (the same animal about which they constructed the life cycle). Allow enough time for the students to research from one or two sources. However, the emphasis should be on organising the information into the relevant paragraph and using appropriate technical language.
The completed information reports could be in hard copy for a book, or as posters or charts or as a PowerPoint or other computer presentation and can be presented to another class and/or parents and caregivers. ACSSU030, ACELY1671, ACELY1672
The students could write a reflection on their team work using the Self-reflection worksheet and then paste it in their science journals.