Unit Context

Unit: Survival Through Words (Lesson 27 of 30)
Year Level: 8
Class size: 20 students
Duration: 50 minutes

Lesson Overview

This lesson introduces and develops students' research skills, specifically focusing on locating and selecting relevant resources about survival themes and survival techniques for their final project. The session will explicitly teach effective research strategies, including keyword use, source evaluation, and ethical use of information. Students will engage in collaborative and individual activities to practice these skills with digital and print resources.

Victorian Curriculum Alignment

Relevant Content Descriptions and Elaborations (English, Year 8):

AC9E8LY05: Use comprehension strategies to interpret and evaluate ideas in texts, including applying criteria for evaluating website content and its effectiveness.
AC9E8LY06: Plan, create, edit and publish written and multimodal texts by organising and expanding ideas and selecting appropriate structures and language features.
AC9E8LA03: Explain how texts are structured depending on purpose and how language features vary.
AC9E8LA08: Identify and use vocabulary typical of academic texts; understand and apply relevant academic language for research.

Elaborations for these content descriptions include:

Evaluating credibility of online sources and selecting relevant, trustworthy information.
Planning and reflecting on stages of creating texts, including research and note-taking.
Using text structures and features that suit research and presentation purposes.

Learning Objectives

By the end of the lesson, students will be able to:

Identify key survival themes and techniques as research topics for their final project.
Use digital and print tools to locate relevant and credible resources on survival topics.
Apply basic criteria to evaluate the usefulness and reliability of information sources.
Organise research notes effectively to prepare for the final project.

Victorian Curriculum Focus: Students employ comprehension, planning, and evaluative strategies to research and gather information for informed writing and presentation purposes.

Lesson Structure and Timing

Time	Activity	Description	Resources	Victorian Curriculum Links
0-5 min	Introduction and Context	Brief recap of the unit theme Survival Through Words. Outline today's lesson purpose about researching survival themes and techniques. Set expectations.	Whiteboard, projector	AC9E8LA03 - explain text purpose and structures
5-15 min	Teacher Modelling: Research Strategies	Demonstrate effective research on survival themes using guided keywords and reputable sources. Show how to evaluate websites for credibility. Highlight keywords and academic vocabulary relevant to survival research.	Computer with internet access, projector, example websites	AC9E8LY05 - strategies for evaluating websites and interpreting ideas; AC9E8LA08 - academic vocabulary
15-30 min	Paired Research Task	In pairs, students select survival themes/techniques and use tablets/computers to find 2-3 credible resources. They evaluate each source briefly using a checklist (authorship, currency, purpose). Pairs record notes focusing on key ideas and vocabulary.	Device per pair, printed evaluation checklist, note templates	AC9E8LY05, AC9E8LY06 - gathering and organising ideas; AC9E8LA03
30-40 min	Group Sharing and Discussion	Each pair briefly shares one resource found and why they chose it, discussing credibility and relevance. Teacher facilitates reflection on effective strategies.	Whiteboard or poster paper to jot key points	AC9E8LY05 - reflecting and evaluating ideas; AC9E8LY06
40-48 min	Individual Planning	Students individually list survival themes/topics and potential research questions for their final project, using vocabulary and notes from earlier activities. Teacher assists with vocabulary and planning.	Student notebooks, vocabulary list	AC9E8LY06 - planning and organising texts; AC9E8LA08
48-50 min	Plenary and Homework Explanation	Recap key research skills learned. Assign homework: find one additional credible source on a chosen theme and bring notes next lesson.	Verbal summary	AC9E8LY05

Materials Needed

Computers or tablets with internet access (enough for pairs)
Projector and screen
Printed research evaluation checklist (criteria such as author credibility, date, domain, bias)
Note-taking templates with headings (source, key ideas, vocabulary)
Vocabulary list of academic terms related to research and survival (e.g. technique, resource, evidence, consequence)
Whiteboard or poster paper and markers

Differentiation and Engagement Ideas

For students needing additional support, provide pre-selected websites or articles.
Encourage advanced students to explore multiple kinds of sources (videos, articles, podcasts).
Use pair and group activities to scaffold research skills collaboratively.
Incorporate a mini “research hack” where students brainstorm effective keyword searches.
Encourage critical thinking by asking students why some websites might be unreliable or biased.
Consider a quick interactive polling activity on what makes a credible source to engage students.

Assessment

Informal formative assessment during paired internet research, checking effective use of search strategies and source evaluation.
Observation of discussions and sharing for understanding of credibility and relevance.
Review of individual planning notes to confirm application of academic vocabulary and clarity in topic focus.
Homework to check independent research skills and ability to select appropriate resources.

Extension (For teachers interested in extending learning)

Introduce students to referencing basics to prepare for academic honesty in final projects.
Have students create annotated bibliographies for their sources.
Explore cross-curriculum connections to science or geography with specific survival contexts.

Summary

This lesson explicitly teaches Year 8 students how to research survival-themed information for their culminating project, aligning tightly to Victorian Curriculum standards around comprehension strategies, source evaluation, planning, and academic vocabulary development in English. A balance of teacher modelling, collaborative research, discussion, and individual planning supports diverse learners in developing essential literacy and critical thinking skills for their final project.

If you would like, I can also prepare detailed handouts and resources to accompany this lesson plan.

Research Skills Focus

Teaching Instructions