{"activityType":[{"id":38377,"name":"Practical skills"}],"activityCategory":"Activity","completionTime":"30","cost":"Free","energy":"Energiser","equipmentList":[{"id":38358,"name":"Scrap paper","description":"","type":"general"},{"id":38295,"name":"Pens or pencils","description":"","type":"general"},{"id":0,"name":null,"description":"Devices with access to the internet","type":"specific"},{"id":0,"name":null,"description":"Books, newspapers or magazines","type":"specific"}],"adjustments":"\u003Cp\u003EThe person leading the activity could set mini research topics that allow each group to succeed and understand the pros and cons of their methods. Things like: create a poll to find out which game is the most popular with the group (online poll versus hands up), find the address of the nearest GP surgery (local leaflets or online search), find out the name and height of the tallest building in the world (online would probably win this one as print information can go out of date quickly).\u003C/p\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cp\u003EThe person leading the activity should make sure that the devices and books are accessible to everyone in the group by ensuring there are some large print or braille sources.\u003C/p\u003E","groupSize":"Teams","guide":null,"meetsRequirements":[{"notes":"\u003Cp\u003EYou must use a mixture of online and offline tools, and discuss which you preferred and why.\u003C/p\u003E","subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":44639,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Digital Citizen Stage 2","sections":["Squirrels","Beavers","Cubs","Scouts","Explorers"],"supportedBy":null,"badgeType":{"id":39508,"name":"Staged"},"activityTypes":[],"settings":[],"browserTitle":"Digital Citizen Stage 2","url":"/staged-badges/digital-citizen/digital-citizen-stage-2/","id":44619,"nodeName":"Digital Citizen Stage 2","type":"badge","image":{"url":"/media/4457/staged-digital-citizen.png","caption":"Staged Digital Citizen","type":"png","size":9470,"width":347,"height":350,"altText":""},"assets":null,"headerOptions":{"headerTitle":"Digital Citizen Stage 2","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80NDYxOSJ9","canonicalUrl":"https://www.scouts.org.uk/staged-badges/digital-citizen/digital-citizen-stage-2/"}],"outcome":[{"id":38399,"name":"Problem solve","outcomeLabel":"Problem solve","outcomeDescription":"Find it easier to understand challenges, consider your options, and find solutions."},{"id":38404,"name":"Communicate","outcomeLabel":"Communicate","outcomeDescription":"Learn to express your own views, listen to others, and understand what they\u2019re trying to tell you."}],"preparation":null,"preparationTime":"15","reflection":"\u003Cp\u003EThis activity helped everyone think about the pros and cons of researching online and offline. While finding things out using the internet is faster, it can be confusing and may not be accurate. The person leading the activity should ask the group to think about how they interacted with each other while researching. Did they search online individually, or did they collaborate? Did the offline groups interact or work together? Perhaps the research method depends on the topic people need to find out about. The person leading the activity should encourage everyone to discuss the pros and cons further and consider the social implications of working together.\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003ECreate a list of websites that are the most reliable for researching. For example, National Geographic, NASA, educational or government websites (those ending in ac.uk or gov.uk), museum and gallery websites. Decide which you would use to research the history of democracy in the UK, climate change and global warming or the latest developments in space travel.\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"\u003Cp\u003EYoung people should work together to come to their own conclusions about research sources so they understand that there are pros and cons to all methods.\u003C/p\u003E","activityTags":[{"id":38499,"name":"Digital"},{"id":38502,"name":"Researching"},{"id":38506,"name":"Sharing"},{"id":38507,"name":"Evaluating"}],"roles":[{"id":39231,"name":"Helpers"},{"id":38724,"name":"Section Teams"},{"id":38725,"name":"Young Leaders"}],"sections":[{"name":"Explorers","id":39276,"logo":"","colour":null,"ageRange":""},{"name":"Scouts","id":39275,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38469,"name":"Teamwork"},{"id":38473,"name":"Problem solving"},{"id":38475,"name":"Communication"}],"searchEngineDescription":"Research different topics using online and offline resources in a race against the clock to find the winner.","plannerTimeSlot":30.000000,"safetyAlerts":[{"title":"Online safety","alert":"\u003Cp\u003E\u003Cspan\u003ESupervise young people when they\u2019re online and give them advice about staying safe. Take a look at our\u003C/span\u003E\u003Cspan\u003E\u00A0\u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safeguarding-in-the-programme/scouting-online-safely/\u0022 title=\u0022Staying safe online\u0022\u003Eonline safety\u003C/a\u003E\u003C/span\u003E\u003Cspan\u003E or \u003C/span\u003E\u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022http://nspcc.org.uk/bullying\u0022 target=\u0022_blank\u0022 title=\u0022Bullying (NSPCC)\u0022\u003Ebullying\u003C/a\u003E guidance. The \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.nspcc.org.uk\u0022 target=\u0022_blank\u0022\u003ENSPCC\u003C/a\u003E\u00A0\u003C/span\u003E\u003Cspan\u003Eoffers more advice and guidance, too\u003C/span\u003E\u003Cspan\u003E. If you want to know more about specific social networks and games, \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.childnet.com/\u0022 target=\u0022_blank\u0022 title=\u0022Childnet\u0022\u003EChildnet\u003C/a\u003E\u00A0\u003C/span\u003E\u003Cspan\u003Ehas information and safety tips for apps. \u003C/span\u003EYou can also report anything that\u2019s worried you online to the \u003Ca rel=\u0022noopener\u0022 tabindex=\u0022-1\u0022 href=\u0022https://www.ceop.police.uk/safety-centre/\u0022 target=\u0022_blank\u0022 title=\u0022Safety centre (CEOP)\u0022\u003EChild Exploitation and Online Protection Command\u003C/a\u003E\u003Cspan\u003E.\u00A0\u003C/span\u003E\u003Cspan\u003EAs always, if you\u2019ve got concerns about a young person\u2019s welfare, including their online experiences, follow the \u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Young People First - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E to make a report\u003C/span\u003E\u003Cspan\u003E.\u003C/span\u003E\u003C/p\u003E"}],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":2,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":30,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EIn this activity, everyone will research some simple topics offline and online and decide which sources were the easiest, most accessible and most reliable, to work out what this tells us about researching important topics.\u003C/li\u003E\n\u003Cli\u003EHalf of the groups should have local and national newspapers, information books or recipe books. The other groups can have access to the internet.\u003C/li\u003E\n\u003Cli\u003EThis activity can also be done between meetings with groups researching at home using a wider variety of sources and reporting back the following week.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003EStart researching\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003ESplit the group into groups of five or six people and give them some tasks such as: find a recipe for carrot cake, find out about a local charity and what it does, find 10 facts about another country, identify a blackbird\u2019s song, find out how much waste is currently recycled in your area or how to tie a certain knot.\u003C/li\u003E\n\u003Cli\u003EThe person leading the activity should use a stopwatch to time how long the research for each task took, with winning groups sharing their information with the rest of the groups. Did the online research win every time? Was a slower method more reliable or accurate?\u003C/li\u003E\n\u003Cli\u003EThe person leading the activity should then swap the groups around so that everyone has a chance to research online and offline.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003EDecide which is better\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EThe person leading the activity should ask the groups to go back to their original method of research and decide as a team some pros and cons of their research method, write them on a piece of paper, and share these with each other.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EFor example, internet searching is easier but there\u2019s loads of information to sift through. Researching offline is slower but you have a chance to read all the info and discuss it. When it comes to online recipes, you often have to sift through a lot of text and pictures until you get to the actual recipe but in a recipe book you can look up a recipe and find it straight away.\u003C/aside\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003EEveryone should talk about the implications this activity has on how we form our views and ideas.\u003C/li\u003E\n\u003Cli\u003EEveryone should work together to make a plan about how to accurately research a topic of interest and how to double-check facts first.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EThere\u2019s lots of information about this online, look for: \u2018Checking if what you\u2019re reading is an advert or biased\u2019. Or \u2018Researching two opposing views, so you can form your own opinion\u2019. Or, \u2018looking out for overly shocking statements or buzzwords, which might be trying to draw you in\u2019.\u003C/aside\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":50175,"nodeName":"Search me!","title":"Search me!","type":"activity","image":{"url":"/media/19839/fdl-02-01.png?width=800\u0026height=450\u0026v=1db165cc7fc61d0","caption":"FDL 02 01","type":"png","size":15417,"width":1902,"height":1100,"altText":""},"assets":[],"headerOptions":{"headerTitle":"Search me!","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Research different topics using online and offline resources in a race against the clock to find the winner.","subHeader":"Research different topics using online and offline resources in a race against the clock to find the winner.","browserTitle":null,"silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC81MDE3NSJ9","canonicalUrl":"https://www.scouts.org.uk/activities/search-me/"}