Revolutionary War Leaders (Using Search Engines Effectively)

Transcription

1 Revolutionary War Leaders (Using Search Engines Effectively) Grade Level(s): 5th Grade Subject Area(s): History/Social Studies, Information Literacy Description: In small groups, students will research one of seven Revolutionary War Leaders (John Adams, Benjamin Franklin, King George III, Alexander Hamilton, Thomas Jefferson, James Madison, and George Washington) using print & online resources. Students are often overwhelmed by the information presented through Google (and other search engines). By working with students to develop strong keywords & phrases before hand, students will be better able to find relevant information in print (index/glossary) and online (through multi modal content). Sharing information in the form of Glogster presentations will motivate students to learn about each of the leaders identified. Essential Questions: Why is (name of Revolutionary War leader) considered a significant leader during the U.S. Revolutionary War? What significant achievements and/or decisions did (name of Revolutionary War leader) contribute during the time of the U.S. Revolutionary War? Goals & Objectives: Instructional Goals: Students will successfully find the information they need from library resources print and online. Students will become efficient and effective at researching and using the library for resources. Students will be able develop strong keywords & phrases to enable them to use search engines more effectively. Students will become experts on their assigned Revolutionary War Leader. Students will effectively be able to relay what they have learned about their Revolutionary War Leader to their classmates and teachers. Students will give a brief oral presentation with the aid of Glogster sharing important facts about their Revolutionary War Leader. Performance objectives: Fifth grade students will use at least 3 different sources and media to find information (books, print encyclopedias, Internet websites, online databases, etc). Students will attain relevant information and take 2 column notes and paraphrase. Fifth grade students will learn at least 4 new facts about each Revolutionary War leader. Fifth grade students will be able to work collaboratively with their group members to create a Glogster online and present their project to the class. Materials: Multiple books on different Revolutionary War Leaders Online subscription, World Book Encyclopedia

2 Rubric for project Social Studies/History requirements (developed by classroom teacher & LMS) Rubric for project Glogster requirements (found online in Kathy Schrock s Assessment Rubrics) Access to LCD project, laptop, library computers and computer lab Procedure: Day One: The 5th graders are brought to the library and are introduced to the topic/assignment. Students pick names of Revolutionary War Leaders out of a hat. Those will the same name will work together in groups, switching seats accordingly. The teacher and LMS clearly explain what is expected of students in the time frame allotted & review rubric with student. Groups will remain at library tables with teacher and LMS and begin taking notes with print resources. Day Two: Class will be broken into three groups. LMS & teacher will speak briefly to all 3 groups about developing strong keywords and phrases to help them find relevant information in print (index/glossary) and online. LMS will model using search engines effectively by presenting Glogster project to students ( with laptop & LCD projector in the table area. LMS will then search for relevant information/reputable websites using Google demonstrating the difference between strong keywords and vague searching. One group will remain at library tables with teacher and continue taking notes with print resources. Second group will go to the computers with Library paraprofessional or Instructional Technology teacher. Library paraprofessional or Instructional Technology teacher will work with World Book Online (students already have familiarity with this resource). Students will take notes. Third group will go to the computers with LMS who will provide a mini lesson on developing strong keywords and phrases and assessing reputable websites text, video, images, etc. Students will use Google to find information and take notes. LMS provides assistance, as necessary. Days Three Four: Groups will continue to switch locations and gather information. Days Five Six: Students will meet in computer lab with all available teachers. Teachers will discuss the requirements (review Glogster rubric). Teachers will work with students to create Glogster accounts and presentation. Days Seven Eight: Students will present to class and teach one another about each of the Revolutionary War Leaders. Groups not presenting will use graphic organizers to write 4 important facts about each leader. Assessment: During the presentations, students will fill out a graphic organizer with 4 important facts for each of the seven Revolutionary War Leaders introduced. Classroom teacher will review the organizers. LMS will review the 5 W s of evaluating web sites worksheet to make sure students are using reputable websites with appropriate information. The groups oral presentations and Glogster will be graded based on rubric presented.

3 Standards: ELA Frameworks Strand Composition/Research, Grade: 5, Apply steps for obtaining information from a variety of sources, organizing information, documenting sources, and presenting research in individual and group projects: use an expanded range of print and non print sources (atlases, data bases, electronic, on line resources); follow established criteria for evaluating information; locate specific information within resources by using indexes, tables of contents, electronic search key words; organize and present research using the grades 5 6 Learning Standards in the Composition Strand as a guide for writing; and provide appropriate documentation in a consistent format. Technology Literacy Standards and Expectations, Strand: Research, Problem Solving and Communications 3.1 Explain and demonstrate effective searching and browsing strategies when working on projects. 3.3 Use a variety of computing devices (e.g., probeware, handheld computers, digital cameras, scanners) to collect, analyze, and present information for curriculum assignments. 3.4 Collaborate with classmates and teacher in creating a multimedia presentation to communicate learning with others. History & Social Studies Frameworks, Grade 5 Learning Standards: The Revolution and the Formation of a Federal Government under the Constitution 5.18 Describe the life and achievements of important leaders during the Revolution and the early years of the United States. (H, C) A. John Adams E. Thomas Jefferson B. Benjamin Franklin F. James Madison C. King George III G. George Washington D. Alexander Hamilton Chelsea Public Schools Library Standards: Students will be able to define problems completely and identify information needs. Students will be able to develop strategies to find information relevant to their question or personal need. Students will be able to access and gather information efficiently and effectively. Students will be able to evaluate resources for their appropriateness, select the best and extract the most relevant information. Students will organize new information from multiple sources to construct a product that communicates the results of their research. Students will participate effectively in groups to pursue and generate information. Students will evaluate both the research process and the final product. This may include both self and peer evaluation. 21 st Century Learning Skills: Communicate clearly. Access & evaluate information. Use & manage information. Apply technology effectively. Make judgments & decisions. Communicate clearly. Interact effectively with others. Work effectively in diverse teams. Produce results. Guide and lead others. Be responsible to others.

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5 THE FIVE W S OF WEB SITE EVALUATION WHO Who wrote the pages and are they an expert? Is a biography of the author included? How can I find out more about the author? WHAT What does the author say is the purpose of the site? What else might the author have in mind for the site? What makes the site easy to use? What information is included and does this information differ from other sites? WHEN When was the site created? When was the site last updated? WHERE Where does the information come from? Where can I look to find out more about the sponsor of the site? WHY Why is this information useful for my purpose? Why should I use this information? Why is this page better than another? Kathy Schrock. All rights reserved. Page may be reproduced for classroom use.

6 The 5 W s to Website Evaluation Name: Date Name of website: What is the address? Web address (URL): WHO wrote it? The site should provide information about the author s expertise and how to contact him/her. Is the author connected to a university or organization? Check the bottom of the site OR contact info. Name: Contact info: Connected to: WHAT kind of information is presented? Is the site tying to sell something or persuade the reader? A credible site will present full coverage of the information. The information is accurate. Check one: Information is one sided (biased) Information is two sided (gives pros and cons or full coverage of topic) Information is accurate WHEN was the article written? Good websites should include a date that indicates the site is current. Year Regularly Updated WHERE was this site? Was it linked to a good site? Good information is often hyperlinked to good sites. Random Googling can lead to poor information. How did you find this Website? HOW can I use this information? Check the following: Site follows common sense Pictures make sense/not altered Isn t falsely official looking

7 Graphic Organizer for Presentations: WHO? Why is this person considered a significant leader during the U.S. Revolutionary War? What significant achievements and/or decisions did this person contribute during the time of the U.S. Revolutionary War? Things to listen for: Where & when was this leader born? What is this leader most famous for? How did this leader help or hurt our country? What is one interesting fact about this leader? What is one thing you like about this leader? What is one thing you don't like about this leader?

8 Name Per. GLOGSTER RUBRIC Category Required Elements Labels Graphics Relevance Attractiveness Grammar The Glog includes all required elements as well as additional information. All items of importance are clearly labeled with labels that can be read from at least 3 feet away. All graphics are related to the topic and make the Glog easier to read and understand. exceptionally attractive in terms of design, layout, and neatness. There are no mistakes on the Glog. All required elements are included on the Glog. Almost all items of importance are clearly labeled and labels can be read from at least 3 feet away. Almost all graphics are related to the topic and most make it easier to read and understand. attractive in terms of design, layout, and neatness. There is 1 mistake on the Glog. All but 1 of the required elements are included. Some items of importance are clearly labeled and labels can be read from at least 3 feet away. Some graphics are related to the topic and make it easier to understand. fairly attractive, but a bit messy. There are 2 3 mistakes. All but 2 3 elements are included. Few items of importance are labeled and labels are difficult to read. Few graphics relate to the topic. poorly designed and very messy. There are 4 mistakes. More than 3 required elements are missing from the Glog. Labels are too small to view or no important items were labeled. No graphics relate to the topic. distractingly messy and unattractive. There are more than 4 mistakes.