Anchorage School District TTL 4 Unit of Instruction

Transcription

1 Anchorage School District TTL 4 Unit of Instruction Unit Overview Title: Taming The Information Beast Author: Christine Maxwell Grade Level: 5/6 Subject(s) Addressed: Please check all that apply Arts (Visual and Musical) Communication English/Language Arts X Library/Information Literacy Mathematics Science Employability Skills for a Healthy Life x Technology Geography Government and Citizenship History World Language Other: Duration: 14 to 16 weeks Synopsis: The purpose of this unit is to introduce students to the The Big Six research skills, and to apply these skills to their life as researchers and life long learners. They will use the information gathered to synthesize and organize a visual product using Power Point. Students will learn to research printed resources in the library, on the Internet using search engines, SLED and Webquests. Students will keep track and organize this information and present it to the class. These are skills that will be invaluable to them in many aspects of their working careers, in their pursuit for higher education and as informed productive citizens. Desired Results Enduring Understanding: The students should understand and use the research processes necessary to locate, evaluate and communicate information and ideas. Essential Question: Why do I need to know the research process? How do I research effectively? How do I communicate what I ve learned? Standards: Content, Cultural, Performance, &/or Grade Level Equivalents Standard: Text & Reference Number (if applicable) Method of Assessment: Written Product, Quiz, Model, etc. LIBRARY/INFORMATION LITERACY A. A student should understand how information and resources are organized. A3. understand how information in print, non-print, and 3. Handouts and worksheets, electronic formats is organized and accessed; A4. search for information and resources by author, title, 4. Observation and worksheet subject, or keyword, as appropriate; and A5. identify and use search strategies and terms that will 5. through the use of an electronic journal to keep track of produce successful results. information and resources. B. A student should understand and use research processes necessary to locate, evaluate, and communicate information and ideas. B1. state a problem, question, or information need; B2. consider the variety of available resources and determine which are most likely to be useful; B3. access information; 1 & 2. through class activity of defining the questions and though the use of an electronic journal to keep track of information and resources. 3. through the use of an electronic journal to keep track of information and resources, observation. KWL Page 1 of 21

2 B5. organize and use information to create a product; and B6. evaluate the effectiveness of the product to communicate the intended message. TECHNOLOGY B. A student should be able to use technology to locate, select, and manage information. B2. choose sources of information from a variety of media; and B3. select relevant information by applying accepted research methods. D. A student should be able to use technology to express ideas and exchange information. D1. convey ideas to a variety of audiences using publishing, multi- media, and communications tools; 5. Through the creation of a power point project 6. comparing the project to a rubric. 2 & 3. Electronic journal, saved visuals in a picture folder review and seen in their presentation. 1. Story board and Through the completion of a power point presentation that meets the rubric provided. Knowledge & Skills: Knowledge & skills students will need in order to successfully complete the Culminating Task Students Need to Know: Searching and synthesizing information, file management, word processing, internet, Powerpoint and inspiration. Evidence of Understanding Culminating Performance Task: X Scoring Guide Attached Types of Understanding Culminating Performance Task Emphasizes: Student Self-Assessment, Logs, and Peer Reviews: Written, Oral, or Visual Products: Formal Observations or Interviews of Students: Quizzes & Tests: Public Performances, Exhibits, &/or Models: Students Need to be Able to: Research through various sources, information about a beast or wild animal and present their findings to the class through a Powerpoint presentation. Students will make an informative slideshow and will share it with the class. X Application X Interpretation Empathy X Perspective X Self-Knowledge Explanation Students will first identify the questions through group discussion, creating an idea web using Inspiration. Students will gather information and log it into an electronic log (document) periodically reviewed by me. Students create a Powerpoint presentation and will have a basic rubric to compare their final presentation too. Inspiration idea web, worksheets to complete in class, electronic journal, final presentation. Ongoing during class time Pre and post questioner Final Power point presentation Page 2 of 21

3 Learning Experiences & Instruction Handouts Attached Activity: Guiding Question: Why do I need to know the research process? Activity: Overview of the project. Kids need to choose a partner to work with and an animal to study. Student s will fill in an index card which states partner names and animal of study on it, so that I may track students and their information on it. Pre-assessment essay. Anticipatory Video Information Beast. As a class students will brainstorm reasons to use for good research. I will use inspiration to create an idea web so to introduce students on how this software forks. Technology: Introduction to Inspiration. Assessment: unit pre-assessment essay & index card filled in with group names and research topic. Guiding Question: (Big six #1) Define the the information problem.. What would be good questions to answer about your topic, so you can write a better research paper and use in a presentation? Activity: Partners assigned computer. Using Inspiration the class will brainstorm a couple general questions about their chosen topic to start an idea web. Once students seem sure about the process they and their partner can brainstorm a couple of more on their own. Technology: Using Inspiration to create an Idea Web and saving a document to network folder. Assessment: An Inspiration Web of question ideas turned in and saved to network folder. Timeline: (2) x 30 minutes 30 minutes Guiding Question: (Big six # 2) Information Seeking Strategies. Determine the range of possible sources.. What resources can we use to help us research? Activity: Pre-assessment of what kids know about available resource. Good ingredients can make for a good Ice cream Sunday. By determine the range of possible sources for gathering the basic required ingredients one can create a wonderful presentation (or Ice cream Sunday). You might actually see me make a tiny ice cream Sunday s with my chef s hat on. As a class students will brainstorm resources for acquiring good information, both in print and electronic. We will create a list. Technology: Review of Webcat library catalog system? Assessment: A pre-assessment of what kids know. 30 minutes Page 3 of 21

4 Guiding Question: (Big 6 #3) Location and Access: Nonfiction.. How and where will we locate our resources? Activity: Using the Web Cat software students will begin to search for books in print and available in our library. Students will check them for content and check them out to use for gathering information for their presentation. Technology: Using the Web Cat online library catalog system. Assessment: Worksheet filled in with book titles listed. 30 minutes Guiding Question: (Big 6 #3&4) Location and Access: Nonfiction cont.. How and where will we locate our print resources? How will I keep track of what I ve found? Activity: Students will locate information from their nonfiction books to log in to their word processing document, which answer the questions, they have from their Inspiration idea webs. Technology: Using The Word Processor to make notes and track bibliography information. Assessment: Electronic Log 30 minutes.. Guiding Question: (Big 6 #3&4) Location and Access: Reference.. How and where will we locate our print resources? Activity: Students will locate information from a Reference book to log in to their word processing document which answers a question they have from their Inspiration idea webs. Also log in Bibliography information, Lesson on BIBLIOGRAPHY of reference. Technology: Using The Word Processor to make notes and track bibliography information. Assessment: Electronic Log Guiding Question: (Big 6 #3&4) Location and Access: Internet.. How and where will we locate our electronic resources? Activity: I will instruct students about using specific search engines and search techniques. I will guide them to the library home page to access links to sites and search engines of interest. Students will continue to locate information, which answer important questions, to copy and past to e-journal and will now begin looking for images that can be used in a presentation. (2) x 30 minutes.. (2) x 30 minutes.. Page 4 of 21

5 Technology: Web navigation and search tools, use of library website for links. Save pictures to picture folder, saving important text to word processor and network folder navigation and management. Assessment: observation, final printout of e-journal for review of content and feedback. Guiding Question: (Big Six #5) Synthesis What does a good presentation look like and how do you turn all of this information you ve collected into a one? Activity: Present to student s examples of good slide show presentations. Teach students how to use Power Point to create a simple slide show to displaying the collected information and printed bibliography. Students will first need to create a Storyboard of their presentation. Technology: Word processing, graphics, PowerPoint presentation software, templates, cut/paste and transitions And network folder navigation and management. Assessment: Storyboard Guiding Question: #6 Evaluation Activity: Students will present during one of two class periods. Presentations will be shown one after another with popcorn served and lights out. Students will introduce their project. Presentation should contain all the required information and bibliography. Rubric below. Technology: Run and present a slideshow using the projector. Assessment: Rubric for project and presentation. (3) x 30 minutes.. (2) x 30 minutes.. Accommodations to be Inclusive of All Students: Author s Reflection: Why is this a good Unit? It is Important for our students to both understand the research process and create a presentation from their findings. We currently have little technology instruction in our school and I feel it is extremely important for our 5 th and 6 th graders to have some exposure to this before moving on to middle school., thus my focus for this year. In the up coming years I would like to take this all the way down to 3 rd or 4 th grade and with various topics. Materials Needed: Index cards, Nonfiction books, reference books, 15 computers with Internet and software, printer, projector, popcorn and movie tickets. Resources: Library, Internet and Library web page on site builder. Page 5 of 21

6 INTRODUCTION CREATING 'TALES OF THE BEAST' To tackle-n-tame the Information Beast here at Bayshore, students will, with a partner be selecting a wild animal or 'BEAST' to create an informative slideshow presentation about. Kids can have fun with this, be creative and be imaginative if they like. You will need at least three resources for your presentation, one from each of these areas; 1) Nonfiction, 2) Reference 3) and an online resource possibly chosen from the list provided on this WebQuest. With all your information gathered you will create the most incredible slideshow 'The Tale of a Beast', your beast. Your presentation must include at minimum the answers to these 4 questions; 1) Body characteristics 2) Feeding habits 3) Where do they live? 4) Some unique characteristics and must also include a TITLE slide WOW! That s might already be 5 whole slides for your presentation. The presentation will be created using PowerPoint and will include the use of templates, background colors, text, pictures and transitions. They will be beautiful and fun to watch. You may even choose to add sound if you have time. Once completed the presentation will be viewed by the classes and graded by a rubric which I have attached. Students will need to introduce and run their slide show when presentation day arrives, I will provide the movie tickets and popcorn. Page 6 of 21

7 INFORMATION BEAST Scoring Guide Group Members: Planning Poor Good Excellent Storyboard approved and completed on time Research is accurate and interesting Use of at least 3 references Consistency The slides reflect consistency and creativity Fonts and transitions are consistent Slideshow Design Slides reflect planning for intended audience Text is easy to read Pictures are appropriate and visually pleasing Backgrounds are subtle and appropriate Content Understanding of the topic is shown Proper use of sentence structure, spelling and grammar Project includes a minimum of 7 slides Slides include pictures, clipart and/or original art Title slide has required information Bibliography slide uses proper citation Page 7 of 21

8 What teachers need to know Why Research Skills Are Important Improved Critical Thinking Skills Creating a large document focusing on one topic requires sustained and systematic thought. It requires the author to refine the thesis statement, organize the train of thought, gather sufficient resources to support the thesis statement, synthesize the knowledge gleaned from resources, and create a document that actually follows the train of thought in a logical and readable style. Critical thinking can happen only when you have enough knowledge to make an informed judgment. That's where research comes in. Take, for example, the issue of stem cell research using cells obtained from embryos. What is your position on this issue? How would you support your position? Do you have the necessary facts and knowledge for an informed decision? Where would you go for that information? What sources are authoritative? Do you truly understand the arguments offered by the other side? Can you recognize biases? To engage in critical thinking on this issue, you need knowledge. For knowledge, you must do research. Improved Writing Skills Writing well is a skill valued in every aspect of life. Creating an error-free sentence that is part of a finely honed paragraph that, in turn, supports a major point is a skill that brings personal satisfaction and tangible rewards. This can only be done by struggling with the mechanics of writing; working and reworking a piece until it is right. Research is intimately tied to writing. The more good quality sources you have to back up your argument, the easier will be the writing. Page 8 of 21

9 Spark An Interest In The Subject This is the unspoken desire of every professor. Your professor has a passion for the subject being taught. And perhaps the research paper you are assigned will spark an interest and you too will develop a passion for the subject. This can only happen if you dig deep and truly understand the intricacies of a discipline. Learn How To Do Research You will be performing research during your entire college experience and for two to four years beyond that if you attend graduate school. Many of you will go on to jobs that require diligent and systematic investigation into a topic. Why not make life easier and learn the fundamentals of research now? Get Good Grades If your research skills are finely honed, you will be able to efficiently produce good research assignments. Not only does that improve your performance in the course requiring the assignment, it also gives you more time for your other courses. Page 9 of 21

10 What is the Big6? "Data collected from thousands of students showed that students who were taught informative nonfiction using the Big6 approach with a combination of analytical, creative, and practical activities, outperformed students who were taught two alternative approaches (see materials at: -- Linda Jarvin, Ph.D., Associate Director, PACE Center, Yale University Developed by educators Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world. The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools - K through higher education. Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task. Here are the six stages we call the BIG6. Two sub-stages are part of each main category in the Big6 model: 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2. Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) People go through these Big6 stages consciously or not when they seek or apply information to solve a problem or make a decision. It s not necessary to complete these stages in a linear order, and a given stage doesn t have to take a lot of time. We have found that almost all successful problem-solving situations address all stages. Page 10 of 21

11 Technology as a Tool: Applications in a Big6 Context Computer Capabilities and the Big6 Technology Word processing, graphics, desktop publishing Spelling and grammar checking Information Retrieval and Search Systems Spreadsheets, Database management systems Hypermedia Electronic resources (on CD-ROM, servers, WWW) Big6 Skill Synthesis (writing) Use of Information (notetaking) Evaluation Information Seeking Strategies Location & Access Synthesis Use of Information Synthesis Information Seeking Strategies Location & Access Internet Capabilities and the Big6 Technology Big6 Skill Task Definition Information Seeking Strategies , listservs, chat, video conferencing, instant messaging Location & Access Use of Information Synthesis Evaluation Information Seeking Network navigation (WWW Netscape, Internet Explorer, Strategies Portals) Location & Access FTP, download/upload Use of Information Yahoo, Google, Yahooligans, Lycos, AltaVista, portals Location & Access Web authoring Synthesis Web sites Use of Information Adapted and reprinted with permission from Eisenberg, M.B. & Berkowitz, R.E. (1999). The New Improved Big6 Workshop Handbook. Worthington, OH: Linworth Publishing, Inc. p.43. Page 11 of 21

12 Activity 1: Pre & Post Assessment Guiding Question: Why do I need to know the research process? Overview: This lesson will provide a clear demonstration of why thorough research we can improve the quality of any paper or presentation. First students will attempt to write a short paragraph about their chosen topic on the spot, without any research. Then in the last lesson, they will write a paper on the same topic after having accessed print resources in the library, applicable online resources and creating a presentation about it. The student's second essay should be a vast improvement over the first one, showing that the paper was carefully researched, and the student included quite a bit of new information acquired through research. INSPIRATION DEMO from AtomicLearning.com Page 12 of 21

13 Activity 2: Inspiration Web (turn in assignment) Guiding Question: (Big six #1) Define the information problem.. What would be good questions to answer about your topic, so you can write a better research paper and use in a presentation? Activity: Partners assigned computer. Using Inspiration the class will brainstorm a couple general questions about their chosen topic to start an idea web. Once students seem sure about the process they and their partner can brainstorm a couple of more on their own. Technology: Using Inspiration to create an Idea Web and saving a document to network folder. Assessment: An Inspiration Web of question ideas turned in and saved to network folder. Overview:. The student as a group will be assigned a computer and will create an idea web of important questions to answer about their chosen topic. Activity 3: Inspiration Web (turn in assignment & KWL) Guiding Question: (Big six # 2) Information Seeking Strategies. Determine the range of possible sources.. What resources can we use to help us research? Activity: Pre-assessment of what kids know about available resource (KWL). DEMO: Good ingredients can make for a good Ice cream Sunday. By determine the range of possible sources for gathering the basic required ingredients one can create a wonderful presentation (or Ice cream Sunday). You might actually see me make a tiny ice cream Sunday s with my chef s hat on. As a class students will brainstorm resources for acquiring good information, both in print and electronic. We will create a list. Technology: Review of WebCat library catalog system? Assessment: A pre-assessment of what kids know. (KWL) Post-assessment at end of unit. Page 13 of 21

14 Activity 4: WebCat (turn in assignment) Guiding Question: (Big 6 #3) Location and Access: Nonfiction.. How and where will we locate our resources? Activity: Using the Web Cat software students will begin to search for books in print and available in our library. Students will check them for content and check them out to use for gathering information for their presentation. Technology: Using the Web Cat online library catalog system. Assessment: Worksheet filled in with book titles listed. (attached) Page 14 of 21

15 WEB CAT your tool for finding books and other The Bayshore Elementary Library. Follow these directions; Go to Click on WebCat: Library Catalog Enter the two letter login code for Bayshore BA Type in the search window the topic you are searching for and click on the button Follow the directions on the bookmark above to help you find two books about your topic. Each member of the team should check one out to use for the next couple class periods, as we research and prepare our slide shows. Name of the team members? What is your topic? What Dewey number is your topic located? Write down the title of the two books you found Page 15 of 21

16 Activity 5: Microsoft Word Guiding Question: (Big 6 #3&4) Location and Access: Nonfiction cont.. How and where will we locate our print resources? How will I keep track of what I ve found? Activity: Students will locate information from their nonfiction books to log in to their word processing document, which answer the questions, they have from their Inspiration idea webs. This will be the beginning of creating their electronic log, were students will enter in information about their topics. Technology: Using The Word Processor to make notes and track bibliography information. Assessment: Electronic Log Page 16 of 21

17 Activity 6: Bibliography (turn in bibliography on presentation day) Guiding Question: (Big 6 #3&4) Location and Access: Reference.. How and where will we locate our print resources? Activity: Students will locate information from a Reference book to log in to their word processing document which answers a question they have from their Inspiration idea webs. Also log in Bibliography information, Lesson on BIBLIOGRAPHY of reference. Technology: Using The Word Processor to make notes and track bibliography information. Assessment: Electronic Log Your Bibliography A bibliography is a listing of the books, magazines, and Internet sources that you use in designing, carrying out, and understanding your research project. You develop a bibliography only after first preparing a research project. You should have a minimum of three written sources of information about your topic from books, encyclopedias, and periodicals. You may have additional information from the Web if appropriate. There are standards for documenting sources of information in research papers. Following are standard formats and examples for basic bibliographic information. Examples Books Format: Author. Title: Subtitle. Place of publication: Publisher, Date. Examples: Allen, Thomas B. Vanishing Wildlife of North America. Washington, D.C.: National Geographic Society, Searles, Baird and Martin Last. A Reader's guide to Science Fiction. New York: Facts on File, Inc., Page 17 of 21

18 Website or Webpage Format: Author (if available). "Title of page." Editor (if available). Date (if available). Institution. [cited Access Date]. URL (web address) Examples: Devitt, Terry. "Lightning injures four at music festival." August 2, The Why? Files. [cited 23 January 2002]. Article from an Encyclopedia Format: Author. "Title of Article." Title of Encyclopedia. Date. Examples: Pettingill, Olin Sewall, Jr. "Falcon and Falconry." World Book Encyclopedia Page 18 of 21

19 Activity 7: Internet Resources Guiding Question: (Big 6 #3&4) Location and Access: Internet.. How and where will we locate our electronic resources? Activity: I will instruct students about using specific search engines and search techniques. I will guide them to the library home page to access links to sites and search engines of interest. Students will continue to locate information, which answer important questions, to copy and past to e-journal and will now begin looking for images that can be used in a presentation. Technology: Web navigation and search tools, use of library website for links. Save pictures to picture folder, saving important text to word processor and network folder navigation and management. Assessment: observation, final printout of e-journal for review of content and feedback. Page 19 of 21

20 Activity 8: Slide Show Introduction (turn in storyboard for feedback) Guiding Question: (Big Six #5) Synthesis What does a good presentation look like and how do you turn all of this information you ve collected into a one? Activity: Present to student s examples of good slide show presentations. Teach students how to use Power Point to create a simple slide show to displaying the collected information and printed bibliography. Students will first need to create a Storyboard of their presentation. Technology: Word processing, graphics, PowerPoint presentation software, templates, cut/paste and transitions, network folder navigation and management. Assessment: Storyboard Page 20 of 21

21 Activity 9: Presentation Day Guiding Question: #6 Evaluation Activity: Students will present during one of two class periods. Students will introduce their project. Presentation should contain all the required information and bibliography. Presentations will be shown one after another with popcorn served and lights out. Rubric on page 7. Technology: Run and present a slideshow using the projector. Assessment: Rubric for project and presentation. Page 21 of 21