Unit Name: Informational Writing and Research Skills

Title: The Universe at your Fingertips Topic: The Universe Grade: 5th Subject/Course: Language Arts/Research Designer(s): Emily Harn (as Media Specialist) and Tiffany Field (Classroom Teacher)

BIG IDEA: I collaborated with a fifth grade teacher about a unit on teaching the research process. The CRCT scores from the previous year showed a weakness in understanding sources and citing them properly. We agreed that the main focus of the three day unit would be to concentrate on locating sources of information, documenting each source, and paraphrasing or quoting supporting information. The students have been taught a variety of writing styles throughout the semester. They have also completed the Big Six research guide. The students were provided a list of possible research topics on the universe. The topics they could choose from included: a list of famous astronomers and astronauts as well as various universe topics such as constellations, galaxies, asteroids, comets, stars, the Sun, and craters. The instructional goal is for the students to become independent researchers by knowing what research tool to use in order to efficiently and effectively gain knowledge. They will also acquire the skills necessary to evaluate a website properly. The students will utilize this knowledge in the research project requiring citation of various print and online sources. The end result will be a written research paper that has been cited properly.

STAGE ONE: DESIRED RESULTS ESTABLISHED GOALS (State and/or National Content Standard (s)): ELA5W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speakers voice, and otherwise developing reader interest. b. Develops a controlling idea that conveys a perspective on a subject. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials. h. Provides a sense of closure to the writing. i. Lifts the level of language using appropriate strategies including word choice. ELA5W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources. b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information. c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize information and thoughts. e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check). g. Uses a thesaurus to identify alternative word choices and meanings.
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AASL Standards for the 21st Century Learner

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.2.6 Display emotional resilience by persisting in information searching despite challenges. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
Newport Publilc Schools www.newportrischools.org/tlpd.html Adapted from Wiggins and McTighe Understanding by Design 2

2.3.1 Connect understanding to the real world. 2.3.2 Consider diverse and global perspectives in drawing conclusions. 2.3.3 Use valid information and reasoned conclusions to make ethical decisions. 2.4.1 Determine how to act on information (accept, reject, modify). 2.4.2 Reflect on systematic process, and assess for completeness of investigation. 2.4.3 Recognize new knowledge and understanding. 2.4.4. Develop directions for future investigations. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others. 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 3.3.7 Respect the principles of intellectual freedom. 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.8 Use creative and artistic formats to express personal learning. 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.3.2 Recognize that resources are created for a variety of purposes. UNDERSTANDINGS: Students will understand that -Researching topics helps us learn about the world we live in -The research process helps us to communicate what we learn about a topic -There are many types of resources available to find information from on my topic -There are many search engines that can be used for research -There are various types of resources to provide information during the research process -Evaluating information while researching helps you to determine the relevance of the source -Citation is important
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ESSENTIAL QUESTIONS: Why do we research things? How can the research project help us to answer questions about our universe? How can we use the research process to communicate what weve learned? What resources can be used to find information on my topic? How can I use technology to communicate ideas and information effectively? How can I evaluate websites correctly? How will I record the information I find and give credit to my sources? How will I know if my information is relevant to my topic?
Adapted from Wiggins and McTighe Understanding by Design 3

KNOWLEDGE: Students will know -How to search for relevant information using various sources -How to decide what information is useful in writing about their topic -How to locate a variety of sources for their research -Recall note-taking skills

ESSENTIAL VOCABULARY: Key terms: technology, internet, research, citation, websites, content evaluation, informational writing

SKILLS: Students will be able to -Evaluate a number of informational sources for relevancy and accuracy -Develop, collect, and analyze various kinds of information related to a topic -Document correctly each source using a consistent format for citations -Paraphrase or quote supporting information -Plan and conduct multi-step information searches by using computer networks -Distinguish between researched information and original ideas. -Write a clear, concise research paper on a specific topic.

Newport Publilc Schools www.newportrischools.org/tlpd.html

Adapted from Wiggins and McTighe Understanding by Design

STAGE TWO: ASSESSMENT EVIDENCE

PERFORMANCE TASK (S): (STUDENTS WILL DEMONSTRATE STANDARD BY)

Students will

OTHER EVIDENCE: (FORMATIVE) Self-assessment using rubric Peer-assessment using rubric Teacher-assessment using rubric

use reference materials to research topic use wiki resource page to carry out research on their chosen topic write a research paper by using a variety of resources and including correct citations

Newport Publilc Schools www.newportrischools.org/tlpd.html

Adapted from Wiggins and McTighe Understanding by Design

STAGE THREE: LEARNING PLAN Learning Activities The students will Choose from the list of topics we brainstormed as a class on the Universe. Write in journals what they know and would like to know about their topic. Complete Research Scavenger Hunt Activity. Complete the Big Six Assignment graphic organizer. Research and evaluate different types of reference materials and when/how to use them. Complete Internet Detective sheet on evaluating websites correctly. Take notes and record citations on their research topic. Write a complete rough draft using the information they have acquired. Edit and revise rough draft. Have their paper assessed by a peer using the rubric. Type their final research paper. Self-assess paper using the rubric.

Newport Publilc Schools www.newportrischools.org/tlpd.html

Adapted from Wiggins and McTighe Understanding by Design

Lesson Timeline SESSION ONE

1. Students will come to the media center with their topics picked out for their research paper. 2. Review the topics with the class orally. Discuss if topics are too broad or too narrow. 3. Students will write in their journals what they already know about their topic and what they would like to know. 4. Students will participate in a research scavenger hunt activity. This activity reviews where to find sources such as books, encyclopedias, internet, magazines, and newspapers in the media center. 5. Distribute the Big Six handout to the students. The Bix Six Assignment Organizer Instruct the students to answer questions #1-5 before they come to the next session.

SESSION TWO AND THREE These activities were time consuming and required more than one session to complete researching sources in order to write their paper. 1. Begin looking at different sources with the students. Stress the importance of only looking for sources that can help them write about and stay on their topic. 2. Show students the Evaluating Websites wiki at Evaluating Websites Wiki. 3. Discuss quality information checklist and how to correctly evaluate websites. 4. Look at both website examples on the Wiki as a group and have the students fill out Internet Detective Sheet as they are evaluating the sites. 5. Using this information and their Big Six research guide, the students will start researching their topic using the sources they have listed. 6. Review with students how to take notes. Emphasize that answers to questions should be in phrases, not copied word for word. Model on board using one of the students sources. 7. Discuss the various ways to cite different resources such as books, encyclopedias, and internet sites. Make sure the students understand that you cite these sources in different ways. Model on board example of each source citation. 8. Using note cards, the students will cite information from the three sources they have chosen. 9. Students will continue note taking and students will assist students as needed.
Newport Publilc Schools www.newportrischools.org/tlpd.html Adapted from Wiggins and McTighe Understanding by Design 7

10. During session three, the students continued note taking and citing their sources. 11. After the students finished their research, they went back to class and wrote a rough draft of their research paper. They will bring their rough drafts to session 3. SESSION FOUR 1. The students will edit their rough drafts for errors. They will add and change words to improve their writing. 2. After the students have edited and revised their papers, the students will have a peer edit and revise their paper. 3. After the students peer edit each others paper, they will type their final drafts in Microsoft Word. 4. The students will self-assess their paper using the rubric. EXTENSIONS Students may extend their research skills by displaying their work in a visual medium such as a poster, PowerPoint presentation, or brochure.

STUDENT ASSESSMENT/REFLECTIONS Observe students and provide feedback as they complete research activities. Provide a safe environment where students will want to take risk in exploring ideas. Offer feedback and guidance to those who need encouragement. Involve students in using the rubric for final evaluation of the research paper. This rubric (shown below) will be used for self-evaluation, peer-evaluation, and teacher-evaluation.

RESOURCES
Evaluating Websites Wiki Resource Project Resources

MATERIALS AND TECHNOLOGY

SMART Board Media Center Computers Encyclopedias, thesauruses, magazines, dictionaries, and other reference materials (see Research Project Resources) for online reference materials The Big Six Assignment Organizer and Internet Detective Sheet handouts

Newport Publilc Schools www.newportrischools.org/tlpd.html

Adapted from Wiggins and McTighe Understanding by Design

Lesson Reflection
This unit was developed to go along with the Fifth Grade curriculum, requiring a research paper. My main focus of the lessons was to successfully teach research skills. My goal was to introduce them to various sources and help them determine what information was the most relevant on their topic. Citing their work correctly was another focus of the unit. The class, as a whole, performed well. I was impressed with the technology skills that the students had as well as their ability to evaluate sources. All students took pride in their finished products.

Rubric:

Research Report for __________________

Point Value Excellent 5 *Exceptional development of background information *strong thesis statement Report *Strong topic sentences *sentence variety *full of well written elaboration and details * Used a wide variety of information sources, both print and nonprint, and took meaningful notes *Organized information to support thesis and kept careful bibliographic Strong 4 *Good background information *good thesis statement *Good topic sentences *some sentence variety *contains elaboration and details *Used at least varied sources and took notes as needed Emerging 3 *Contains background information *thesis statement *Topic sentences needs work *some sentence variety *some details *Organized information and kept bibliographic records Undeveloped 2 Contains an introduction, but needs to introduce the topic to the reader more clearly and descriptively. *inadequate amount of information needs more complex sentences *Did not find enough sources of information even though they were available *Information organized and bibliographic records not kept

Introduction and Thesis Statement

Gathering Information

Organizing Information

*Used varied sources and took notes as needed

*Needed help finding and using adequate sources of information

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Adapted from Wiggins and McTighe Understanding by Design

CUPS Caps, Use Punctuation Spelling

records of all sources used No nonnegotiables, limited errors

Some nonnegotiables, some errors

Several errors

Presentation Typing font: Times New Roman Comic Sans Or Courier Font size 1214

*Neatly typed in proper font *or neatly written in blue or black ink

Neatly typed or neatly written in pen

Able to read but not neat

Basic punctuation, spelling and capitalization errors interfere with the readers ability to understand the writing. Complete, but hard to read

Total Points ______ Percentage: ______ Grade: _____

Newport Publilc Schools www.newportrischools.org/tlpd.html

Adapted from Wiggins and McTighe Understanding by Design

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