Complete the Research!

Transcription

1 Published on AASL Learning4Life Lesson Plan Database Complete the Research! Created by: Sherry Shewmaker Title/Role: Information Technology Specialist Organization/School Name: Pine Grove Elementary Location: South Carolina Grade Level: 5 Type of Lesson: Lesson in a unit Type of Schedule: Combination Collaboration Continuum: Moderate Content Area: Educational technology Language Arts Social studies Content Topic: Virtual Research/Historical Fiction Standards for the 21st-Century Learner Skills Indicator(s): Find, evaluate, and select appropriate sources to answer questions Demonstrate mastery of technology tools for accessing information and pursuing inquiry Use writing and speaking skills to communicate new understandings effectively. Dispositions Indicator(s): Demonstrate creativity by using multiple resources and formats Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. Responsibilities Indicator(s): Contribute to the exchange of ideas within the learning community Participate in the social exchange of ideas, both electronically and in person Recognize that resources are created for a variety of purposes. Self-Assessment Strategies Indicator(s): Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary Reflect on systematic process, and assess for completeness of investigation Assess the quality and effectiveness of the learning product. Scenario: The teacher (T) and teacher librarian (TL) met and planned a unit which involves the students reading a historical fiction novel, researching historical topics, creating new informational projects. The T instructs students over several sessions on note-taking, citing sources and synthesizing their notes into informational text. Students concurrently read the historical fiction book and select from teacher chosen research topics. They write 4-5 research questions about their topic. Students meet with the TL who instructs students on resources within the virtual library and instructs students on selecting and citing appropriate resources. Teacher informs students they will use the virtual library to complete their research to make an informational powerpoint and students are given the grading rubric.

2 Overview: What is my research plan and how do I complete it? Students will learn the foundation of the research method and apply the process to research within a virtual library. They will record facts required answer their research questions. Students will produce their research projects and meet the highest level of the grading rubric. Final Product: Students will share a powerpoint to reveal the historical facts they have learned. Library Lesson: Students will be able to describe parts of the research plan informally. Students will learn that historical fiction is based on researchable facts. Students will learn how to use technology databases efficiently and complete research by following a research plan. The TL will instruct students on six steps of research to answer?what is my research plan and how do I complete it? The TL will model how to use databases to answer various types of research questions. Focusing on their notetaking worksheet, students will start research on historical facts, later to be synthesized into a technological project. Students will choose an appropriate database and complete answers to their research inquiries. T and TL will stress use of citations, previously learned. Students will take notes and write down citations. Estimated Lesson Time: 60 minutes Assessment Product: Students/TL/T informally will check their research progress using the research plan, ensuring that it is completed. Formally, T will assess student products by using the grading rubric. Process: Following the TL introduction to the research plan, students will determine the task definition, information seeking strategies, location within the databases, using the information, and synthesis of information. Students will demonstrate completion of facts on their research note-taking sheet. Students know they will ultimately create a product of a powerpoint that they will self-evalute in another lesson. Student self-questioning: Students will self question, focusing on step six of the research process, by asking if they did what was required to complete the steps of the research process, thereby recording research additional research information as needed. Instructional Plan Resources students will use: Dataset (ie. lists, tables, databases) Software Resources instructor will use: Projector Smart board Instruction/Activities Direct instruction: TL explains that to finish all steps of exploring a historical topic it is necessary to have an efficient research plan. TL asks essential question - What is my research plan and how do I complete it? and provides the research plan handout. TL uses the Smart board to share the research plan demonstrating examples of six steps; task definition, information seeking, location and access, use of information, synthesis and, finally evaluation. TL interacts with students regarding all steps. The T explains the expectations on the rubric for the powerpoint and research completion. TL and T direct

3 students to the virtual library with databases and students use computers to conduct research. The teacher and TL assist students in research. Modeling and guided practice: Using the desktop, projector, and smartboard, the TL will demonstrate researching for historical facts. T and TL will assist students during the research process. Independent practice: Students will search for information to answer independently created research inquiries. Students will use inquiry note-taking sheets to write information. Students will independently create the powerpoint to demonstrate what they have learned. Sharing and reflecting: Students will reflect on the completion of their research, based on their research plan, as a basis to meet the expectations of the grading rubric. Students will share their powerpoint projects in the classroom to demonstrate what they have learned. Have you taught this lesson before: Yes Strategies for differentiation: TL assists students in finding both print and nonprint reading on their reading levels. AASL/Common Core State Standards Crosswalk English Language Arts: CC.5.SL.5» English Language Arts» Presentation of Knowledge and Ideas» 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5) CC.5.W.7» English Language Arts» Research to Build and Present Knowledge» 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5) CC.5.SL.1.b» English Language Arts» Comprehension and Collaboration» b. Follow agreed-upon rules for discussions and carry out assigned roles. (5) CC.5.SL.1.d» English Language Arts» Comprehension and Collaboration» d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (5) CC.5.W.6» English Language Arts» Production and Distribution of Writing» 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (5) CC.5.R.I.7» English Language Arts» Integration of Knowledge and Ideas» 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5)

4 CC.5.W.8» English Language Arts» Research to Build and Present Knowledge» 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5) CC.5.W.1» English Language Arts» Text Types and Purposes» 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information (5) CC.5.W.2» English Language Arts» Text Types and Purposes» 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (5) This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

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6 Guiding Your Research Handout 1A What is your topic? Cite Source PROPERTY OF RCSD #1 Advanced Academic Programs August 2013 This page can only be photocopied by Richland One employees for use with Richland One students and staff.

7 Cite Source Cite Source PROPERTY OF RCSD #1 Advanced Academic Programs August 2013 This page can only be photocopied by Richland One employees for use with Richland One students and staff.

8 Cite Source Cite Source PROPERTY OF RCSD #1 Advanced Academic Programs August 2013 This page can only be photocopied by Richland One employees for use with Richland One students and staff.

9 Teacher Name: Mrs. Dunagan Student Name: CATEGORY Content - Accuracy All content throughout the presentation is accurate. There are no factual errors. Most of the content is accurate but there is one piece of information that might be inaccurate. The content is generally accurate, but one piece of information is clearly flawed or inaccurate. Content is typically confusing or contains more than one factual error. Spelling and Grammar Presentation has no misspellings or grammatical errors. Presentation has 1-2 misspellings, but no grammatical errors. Presentation has 1-2 grammatical errors but no misspellings. Presentation has more than 2 grammatical and/or spelling errors. Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation. A few graphics are not attractive but all support the theme/content of the presentation. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Several graphics are unattractive AND detract from the content of the presentation. Sequencing of Information Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. Most information is organized in a clear, logical way. One card or item of information seems out of place. Some information is logically sequenced. An occasional card or item of information seems out of place. There is no clear plan for the organization of information. Sources Sources are documented in the presentation for all images. At least 3 resources are listed on the resource slide for research. Most sources are documented in the presentation for images. At least 3 resources are listed on the resource slide for research. Some sources are documented in the presentation for images. At least 2 resources are listed on the resource slide for research. Some images are used from sites without copyright or most sources are not listed for images. Only one resource was used for research.