- Ask the children to look around the classroom and point out anything that provides them with information. Discuss how the information is communicated. Extend the search beyond the classroom walls but still within the school grounds. Ask the children to collect samples and sort them into text, pictures and sound. They may have samples that include pictures and text - this will provide the foundation for a multimedia group under the next activity.
- Ask the children to consider how information is communicated in the wider world, eg road signs, traffic lights, shop signs, road directions, instruction labels such as 'PUSH' and 'PULL'. Record the findings, perhaps by drawing pictures. Sort these out into text, pictures, sound and multimedia.
- On paper, children should record various objects that communicate information in different ways, eg fold a sheet of paper into six sections and ask children to draw, or collect, pictures of things that communicate information using text, sound, still pictures, icons, text and pictures together, or symbols, which might include pictures of books, magazines or newspapers, alarm clocks, kitchen timers, microwave ovens, computer icons for printers, word processors, painting programs, comics, social signs, television cartoons or videos, warning signs.
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- identify materials that provide information
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