Quebec Competencies Chart - Scientific Detectives

Author: Shelagh Wallace/Chris Worsnop
Level: Elementary Cycle Three, Secondary Cycle One
Subject Area: English Language Arts, Science
Lesson Link: Scientific Detectives

Description: In this lesson, students use science and critical thinking to test the legitimacy of advertisers' claims about their products. The lesson begins with students viewing and discussing a series of ads that make claims about their products. Students read a case study about two girls who replicated experiments from advertisements as a science fair project, and discuss their findings. Then students conduct their own experiments to see if products live up to their claims.

This lesson satisfies the following English Language Arts Competencies from the Quebec Education Program:

Competency 1: To Read and Listen to Literary, Popular and Information-Based Texts

Essential Knowledges:

• Uses prior knowledge and personal experience of the content of a text
• Questions and talk with others to clarify and enrich interpretations
• Makes predictions, confirmations and inferences, when prompted by the teacher
• Makes connections to prior knowledge or to other texts
• Uses different reading strategies according to the text type
• Reads, listens to and views a range of self-selected and personally relevant texts that include:
  • Use of personal, social and cultural background and experiences to interpret texts
• Develops a personal response process in the context of a community of readers through:
  • Discussion of responses with others individually, on small groups and in the whole class
  • Recount of the story and, with guidance, outline of information in a text
  • Development of opinions on literary or popular texts
  • Sharing of responses with others to clarify meaning and enrich interpretation
  • Comparing own responses with those of others at a beginner's level
  • Discussing own response process at a beginner's level
• Moves beyond the initial response through:
  • Responses to texts in a variety of ways that include talking, writing, the Arts, Media
  • Early attempts to explain own views of a text
  • Support for own views with references to the text in small and large group discussions
  • Discussions of structures and features of text and their impact on the reader
  • Discussion of the structures and features of a text and their influence on the meaning of a text
  • Returning to a text to confirm interpretations and understandings in discussions with peers
  • Adjustment of own interpretations in the light of the responses of others at a beginner's level
• Understands the influence of familiar structures and features on the meaning of text through:
  • Identification of some structures and features of familiar text types
• Begins to identify the view of the world presented in a text through:
  • Making of inferences, when prompted, about the view of the world presented by the text
• Recognizes self as a member of a reading audience

Competency 2: To Write Self-expressive, Narrative and Information-based Texts

Essential Knowledges:

• Writes to a familiar audience in order to express meaning(s):
  • Specific structures and features of familiar texts incorporated into own writing
  • Selection of ways to influence a familiar audience in self-expressive and narrative texts
• Experiments with familiar structures and features of different text types in own writing:
  • Based on wide repertoire of texts read, viewed in the media and encountered in her/his community
  • To suit own purpose and audience
• Develops concept of writer's craft:
  • Guided discussion and questioning of texts read, listened to and produced in order to discover how the text works

Competency 3: To Represent Her/His Literacy in Different Media

Essential Knowledges:

• Uses a repertoire of strategies to unlock messages/meanings in various media texts:
  • Use own questions in order to predict and confirm
  • Draw on prior experience with familiar media texts to understand how they are constructed
  • Rereads/looks again in order to clarify and extend understanding of a text
• Uses structures and features of texts:
  • Compare structures and features of familiar media texts
  • Uses visual texts to communicate information in group productions of media texts
  • Locates similar structures and features in media texts (i.e. a movie and a poster)
  • Uses familiar structures and features to respond to and produce media texts
  • Applies her/his understanding of the structures and features of a range of familiar (media) texts to unlock their messages/meanings
• Makes meaning of a media text by:
  • brainstorming
  • drawing on prior knowledge
  • sharing responses with peers
  • making connections to own experiences
  • returning to text
  • considering some of the functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
  • Using structures and features of the medium and text type in order to clarify meaning and explain her/his response, in collaboration with peers
  • Confirming, in collaboration with peers and teacher, that a media text can contain more than one meaning or message
• Consider some of the functions of the media through:
  • Collaboration with peers in pairs, small groups and whole class to clarify, decode and respond to media texts
  • Recognizing and naming of familiar media: television, radio, film, magazine, video, Internet, CD-ROM, children's magazines
  • Identifying her/his understanding of the messages/meanings of familiar media texts
  • Looking at some functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
• Understands that texts are social and cultural products through:
  • Own response and responses of others:
    • Compares own response with those of peers in order to support and enrich own understanding
    • Investigates, with teacher's guidance, how different media text types construct reality for us
    • Explores, with guidance, some of the structures and features for communicating and presenting information in age-appropriate popular and information-based media texts

Production Process

• Pre-Production:
  • Selection from the following text types (NOTE: The texts listed below are the same as those that are referred to throughout the Production Process):
    • short research project (with guidance)
    • Immersion in the text type to be produced and discussion of its structures and features
    • Creation of criteria for guiding production:
      • Initial consideration, based on her/his knowledge of familiar text type
    • Exploratory planning in a risk-taking environment that promotes trial and error and includes:
      • Discussion about purpose, audience and context, in collaboration with teacher and peers
      • A familiar audience of peers, family and teacher
      • Writing of script, storyboard or rough draft of project
• Production:
  • Production of the texts listed above in groups with peers that:
    • Incorporate appropriate communication strategies and resources given the text type and the context
    • Function as information-based text type:
      • Communicates information to familiar audience
      • Follows an appropriate, prescribed procedure to locate, organize and present information, with guidance, on a familiar topic
      • Gathers and sorts information, as a beginner and with guidance, on a familiar topic from various media
• Post Production:
  • In collaboration with group members:
    • Review of texts produced in order to focus on message/meaning
    • Seeking of feedback from peers
    • Presentation of text to intended audience
    • Self-evaluation of text produced

Competency 4: To Use Language to Communicate and Learn

Essential Knowledges:

• Shares information with peers and teacher
• Talks about responses and point of view with peers and teacher
• Asks and answers questions from peers and teacher
• Participates in collaborative improvisation and role-playing activities to communicate experiences and responses:
  • Spontaneous creation of a scene
  • Creation of a scene, given a framework
  • Enactment of a specific solution or problem, during a process of discussion or problem solving
• Responds to the ideas and points of view of others with sensitivity and interest
• Talks through new ideas and information
• Examining of alternative points of view and providing reasons for choosing one over the other
• Uses language (talk) for learning and thinking by:
  • Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities:
    • Writing, producing and reading together
    • Planning of a project
    • Brainstorming
    • Planning of a cross-curricular or mixed media project
  • Participating in role-playing, improvisation and storytelling activities to try out new ideas in new situations and for other purposes
  • Questioning and challenging of different points of view/perspectives
• Use of technology resources for collaborative writing, producing and publishing projects for peer audiences
• Listens critically