Collaborative Information Literacy Unit

FRIT 7737: Practicum in School Library Media Centers Spring 2013

Created by Stacey Dunlap

Title of Unit Curriculum Area

Evaluating Web Resources - Presidents Social Studies

Grade Level Time Frame

3 9 weeks (7-8 meetings)

Stage 1 Identify Desired Results

ISTE Standards for Students: 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. Common Core Standard: CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Gwinnett County AKS: identify and use primary and secondary sources (GPS) (3SS_B2008-15) identify social studies reference resources to use for a specific purpose (GPS) (3SS_B2008-17) explain the importance of the basic principles that provide the foundation of a republican form of government (GPS) (3SS_C2008-25)

Understandings
Students will understand that: Basic principles provide a foundation of our republican form of government. Each president has had an impact on where our country stands today. Research resources can provide information that supports or refutes ideas. Resources must be carefully evaluated before accepted as fact.

Related Misconceptions: All information found on the internet is true. All presidents were popular.

Essential Questions
Overarching Questions: How can we find the best information to answer our research questions? How can we use the information we have to help prove/disprove and support/refute our ideas about the world? How do we evaluate the resources we find? Topical Questions: What are potential sources of information to answer my presidential research questions? What questions must I ask to evaluate my reference resources? How did my president impact our country? What are the positives and negatives about my president?

Knowledge and Skills Knowledge

Students will know: Key terms research, reference resource, support, refute, evaluate, authenticity, validity, campaign, republican, democrat, key word, search, bibliography, primary sources, secondary sources The first source is not always the best source. It is important to seek out different differing points of view to create balanced understanding.

Skills
Students will be able to: Create a research question Determine sources credibility and relevance Properly cite sources within a bibliography Conduct internet and database searches to find specific information. Support/refute ideas with specific facts from sources.

Stage 2 - Evidence Performance Task

Goal: Your goal is to create a Wordle that shows a balanced view of your president. Role: You are a campaign newspaper reporter. Audience: The audience is the voters and newspaper subscribers. Situation: You have been asked to create a Wordle campaign ad that presents a balanced view of your presidential candidate. You will do some investigative reporting to research positives and negatives about your candidate. Like any good reporter, you will also need to cite your primary and secondary sources (bibliography): Determine the president you wish to research. Create a plan for your investigation that follows the research process. Develop a specific research question. Compile a list of potential reference resources (books, websites, databases, etc.) Determine what notecard headings (including bibliography) you will need to answer your research question. Conduct a reference resource evaluation on each of your sources. Discard sources that dont meet the evaluation criteria. Take notes using the resources that meet the evaluation criteria. Create your Wordle. Create your Bibliography. Product Performance and Purpose: You need to create a Wordle based on accurate resources that presents a balanced point of view of your president. Balanced means the Wordle includes both the positive and negative aspects of your president. You will also need to be sure your resources are accurate and authentic. Finally, you will need to cite your resources in a bibliography. Standards and Criteria for Success: Plan includes each step of the research process. Resources are authentic and accurate and present differing viewpoints on your president. Notecard headings support your research question and include a bibliography. Notecards are neat and free of spelling errors. Each resource includes a resource evaluation form. Wordle includes positives and negatives about your president. Wordle is free of spelling errors. Bibliography includes all resources used and is in the correct format.

Performance Task(s) Rubric(s)

Presidential Wordle Rubric Name:
CATEGORY 2 1 Research plan addresses most of the elements of the GCPS research process. 0 Points Earned

PLAN

Research plan addresses each element of the GCPS research process.

No research plan completed

RESOURCES

Resources have been evaluated with the checklist and meet the checklist requirements.

Resources have been evaluated with the checklist, but do not meet the checklist requirements.

Resources were not evaluated against the checklist.

NOTECARDS

Notecard headings support research questions. Notecards are neat and free of spelling errors.

Notecard headings support research questions, but notecards are messy contain spelling errors. Wordle is skewed positively or negatively toward the president and might contain spelling errors.

Notecards do not address research questions.

WORDLE

Wordle includes both positives and negatives about president and is free of spelling errors.

Wordle is incomplete, offtopic, or hard to understand due to spelling errors.

BIBLIOGRAPHY

Bibliography includes all sources and is in the correct format.

Bibliography does not include all sources or is not in the correct format.

There is no bibliography.

(e.g. tests, quizzes, work samples, observations)

Journal Responses: Why might a website author create a hoax website? What questions can you ask to determine if website is a hoax? Why is it important to search for information that both supports and refutes a research idea? Student Work Samples (Portfolio): Website Evaluation Checklists Notecards TRAILS Assessment: Online assessment (see attached)

Other Evidence

Student Self-Assessment and Reflection

Performance Task Rubric: Have students complete the Wordle Rubric on self. Student Work Samples: Have students review their work sample portfolio and respond to reflective questions such as: How does your work show how you have improved? What task assignment was the most challenging and why? In what areas do you need to improve? (Facet Self-Knowledge)

UbD Stage 3 Stage 3 The Learning Plan

Title of Unit

Evaluating Web Resources Presidents

Grade Level

3rd Grade

ISTE Standards for Students: 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. Common Core Standard: CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Gwinnett County AKS: identify and use primary and secondary sources (GPS) (3SS_B2008-15) identify social studies reference resources to use for a specific purpose (GPS) (3SS_B200817) explain the importance of the basic principles that provide the foundation of a republican form of government (GPS) (3SS_C2008-25) Students will understand that: Basic principles provide a foundation of our republican form of government. Each president has had an impact on where our country stands today. Research resources can provide information that supports or refutes ideas. Resources must be carefully evaluated before accepted as fact.

Related Misconceptions: All information found on the internet is true. All presidents were popular.

Essential Questions: Overarching Questions: How can we find the best information to answer our research questions? How can we use the information we have to help prove/disprove and support/refute our ideas about the world? How do we evaluate the resources we find? Topical Questions: What are potential sources of information to answer my presidential research questions? What questions must I ask to evaluate my reference resources? How did my president impact our country? What are the positives and negatives about my president?

Stage 3: Plan Learning Experiences

Day 1: Hoax Website Activity: Tell students we will are conducting a short research project today. Each group will be studying a different topic. At the end of our time together, you will report on the 5 Ws (Who? What? Where? When? Why?) for your topic. Then have students visit the following hoax sites to see how long it takes them to catch on: http://zapatopi.net/treeoctopus/ www.allaboutexplorers.com http://www.thedogisland.com/index.html Day 2: Create research plan with small group using GCPS research process: http://sesmediacenter.onmycalendar.com/?PK=A1T46163T361L&IK=A6S21446S3332O A. Select a topic 1. discuss ideas about a specific topic, problem or phenomenon 2. brainstorm possible questions B. Focus/narrow the topic 1. gather background information Discuss how websites can be misleading, and not everything you find on the web is necessarily true. Watch Power Point : http://www.slideshare.net/jlwv/website-evaluation-lesson-elementary Choose a president: http://georgewbush-whitehouse.archives.gov/kids/presidents/

2. cluster ideas by using key words 3. select/formulate research questions 4. make predictions about answers to research questions C. Select/locate resources 1. brainstorm and identify specific sources for finding answers to questions 2. gather and select appropriate resources to answer questions Use QueSPER form to create plan (see attached) Use Media Catalog, WebPath Express, and Online Research Library to gather resources. Label notecards.

Day 3-5: Visit websites and complete evaluation checklist (attached) for each one. Review notetaking Power Point on my website: http://sesmediacenter.onmycalendar.com/?PK=A1T46163T361L&IK=A6S21826S337QK Begin taking notes Create citations using Kids Citation Maker: http://infotech.spsd.org/EL/el_kids_citations.html Add citations to bibliography card

Day 6: Review notes Create t-chart with positive/negative facts Determine Wordle text and importance rating

Day 7: Create Wordle: www.wordle.org Self-Assessment Presentation to class

Follow-Up Activities/Instructional Resources:

http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2fitzgerald http://kathyschrock.net/eval/pdfs/evalelem.pdf http://kathyschrock.net/abceval/5ws.pdf http://kathyschrock.net/eval/pubs/weval_02.pdf http://www.schrockguide.net/critical-evaluation-lesson-plan.html http://www.schrockguide.net/critical-evaluation.html http://owl.english.purdue.edu/owl/resource/553/01/ http://www.usg.edu/galileo/skills/unit09/ https://ubdeducators.wikibspaces.com/Research+UBD+Unit http://sddial.k12.sd.us/esa/doc/teachers/DiffInstruc/lessons0405/kemnitz_di_lesson2.pdf http://its.guilford.k12.nc.us/webquests/presidents/pres.htm
http://www.internet4classrooms.com/grade_level_help/identify_reliable_resource_language_arts_third_3rd_grade.htm

Third Grade Evaluate sources and information

1. Trails Category: Common Core: TRAILS Objective:

Evaluate sources and information CC.3.W.8

21st Cent. Learner Std: 1.1.4 Given a list of items, the student will correctly identify whether the list consists of primary or secondary sources. You are looking for facts about your grandmother. Here is a list of places to find information: Letter Diary Piece of clothing Photo What kind of sources are these? CHOOSE ONE ANSWER. Primary sources Secondary sources 2. Trails Category: Common Core: TRAILS Objective:

Evaluate sources and information C.3.R.I.2

21st Cent. Learner Std: 1.1.5 Given three related statements about a topic, the student will correctly select the statement that best summarizes the statements from a list of four statements. Here are three facts about parks: Parks are a nice place to have a picnic. Parks have lots of space where you can play games. Many parks have trails for taking a walk. Which statement below summarizes these facts? CHOOSE ONE ANSWER. A park has grass. Parks are found in cities. Baseball games can be played in a park. You can do many things in a park. 3. Trails Category: Common Core: TRAILS Objective:

Evaluate sources and information CC.3.W.8

21st Cent. Learner Std: 2.1.2 Given a main topic and three choices of three-part outlines, the student will correctly identify the three-part outline that matches the main topic. Item: You are writing a report about owls. Which of the three outlines below would be best to use for this report? CHOOSE ONE ANSWER.

A. How big is an owl? B. Do owls eat mice? C. What do mice eat? A. Where do owls live? B. Where do robins live? C. Where do ducks live? A. What do owls look like? B. What do owls eat? C. Where do owls live? 4. Trails Category: Common Core: TRAILS Objective: Evaluate sources and information CC.3.W.8

21st Cent. Learner Std: 2.1.2 Given a topic outline of two subtopics and four choices for the third subtopic, the student will correctly identify the third subtopic for the outline. You are writing a report about mountains. You will have three parts to your report. Part 1 What are mountains? Part 2 How are mountains formed? Part 3 - _______________________________ Choose the best question that should be Part 3 of your report. CHOOSE ONE ANSWER. How are valleys formed? What are some famous mountains in the United States? What animals live on the Great Plains? What is a hill? 5. Trails Category: Common Core: TRAILS Objective:

Evaluate sources and information CC.3.SL.2

21st Cent. Learner Std: 1.1.6 Given four statements about a topic the student will correctly identify the statement that is opinion. You have to find facts about Mexico. Here is what you found: There are deserts in the north. Mountains cover much of Mexico. The Pacific Ocean is to the west of Mexico. Mexican food tastes good. Which is an opinion? CHOOSE ONE ANSWER. There are deserts in the north. Mountains cover much of Mexico. The Pacific Ocean is to the west of Mexico. Mexican food tastes good. 6. Trails Category:

Evaluate sources and information

21st Cent. Learner Std: 1.1.6

Common Core: TRAILS Objective:

CC.3.R.L.1

Given a selection about a topic and a research question, the student will correctly identify the fact that best answers the research question. Your teacher wants you to find out why farms are important. Here is information about farms: Farming is a very important job. We get most of the food we eat from farms. Many farmers grow fruits and vegetables that we eat. We get our meat from the cows, pigs, and chickens that are raised on farms. Which of the following is the best answer to the question: Why are farms important? CHOOSE ONE ANSWER. Farmers raise cows. Fruits and vegetables are grown on farms. Most of the food we eat comes from farms. Farming is an important job. 7. Trails Category: Common Core: TRAILS Objective:

Evaluate sources and information CC.3.R.I.7

21st Cent. Learner Std: 1.1.6 Given three categories for a research topic and six facts, the student will correctly identify the chart which displays the facts correctly sorted into the three categories. You found these facts about the three branches of government: 1. 2. 3. 4. 5. 6. The legislative branch makes the laws. Congress makes up the legislative branch. The executive branch makes sure people follow the laws. The President and Vice-President make up the executive branch. The judicial branch helps people understand the laws. Courts make up the judicial branch.

Which chart shows these facts under the right headings? CHOOSE ONE ANSWER. A.

B.

C.

8. Trails Category: Common Core:

Evaluate sources and information

21st Cent. Learner Std: 1.1.5 Given the name of a children's literary award, the student will correctly identify the description of that award from a list of three choices. Each year, one childrens book wins the Newbery Award. People choose this book because they think it is: CHOOSE ONE ANSWER. The best chapter book written for children. A book with a famous author. The book with the best pictures. 9. Trails Category: Common Core: TRAILS Objective: TRAILS Objective:

Evaluate sources and information CC3.R.I.7

21st Cent. Learner Std: 1.1.4 Given simple definitions of information and data and one example, students will correctly identify the example as either information or data. Information is facts in sentences. Data are numbers in lists, charts, or graphs. You need to find out why people put their money in banks. Here is what you found. People put money in banks so the bank will keep their money safe. Is this statement information or data? CHOOSE ONE ANSWER. Information Data 10. Trails Category: Common Core: TRAILS Objective:

Evaluate sources and information CC.3.W.8

21st Cent. Learner Std: 1.1.4 Given a list of four choices, the student will be able to correctly identify the best resource for finding the answer for their information needs. You read a book about looking for owls. You want to learn more facts about how owls hunt for their food at night. Which book would be the best one to use to find the answers to your question? CHOOSE ONE ANSWER. Birds of the Woods Nocturnal Animals Where Owls are Found in the United States

Owls: Hunters of the Night