Unit Name
Finding, Evaluating and Accessing the Information Needed
Unit Overview
Students will apply and extend their knowledge of the organizational conventions of the library, text clues, and digital search strategies to locate a variety of information resources identified when they analyze an information need requiring research. Students will be guided through the different criteria used to evaluate information, especially when the information is found online through an open search engine like Google Chrome. Using a combination of teacher modeling, online tutorials, and class discussion, students will see how the criteria are applied when evaluating a specific website. Then students will independently evaluate the information they gather to decide if they can use it for their project. Finally, students will evaluate the inquiry-based research process they followed to assess what was successful and what can be improved in future inquiry-based research assignments. They will reflect on the ways intellectual freedom is a defining principle of a democratic society.
Essential Question
In today's information rich society, why is it critical that I understand a variety of research strategies and know how to evaluate information sources in all media when I am building my understanding and knowledge of a topic?
Curriculum Integration
Humanities: Civil Rights
Days
60
Key AASL Shared Foundations and Key Commitments
1 - INQUIRE Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. 4 - CURATE Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.
5 - EXPLORE Discover and innovate in a growth mindset developed through experience and reflection.
6 - ENGAGE Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.
Key AASL Domains and Competencies
I.A.1.
Learners display curiosity and initiative by: Formulating questions about a personal interest or a curricular topic.
I.A.2.
Learners display curiosity and initiative by: Recalling prior and background knowledge as context for new meaning
I.B.1.
Learners engage with new knowledge by following a process that includes: Using evidence to investigate questions.
I.B.2.
Learners engage with new knowledge by following a process that includes: Devising and implementing a plan to fill knowledge gaps.
CCSS
Text Types and Purposes:
W.7-8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Production and Distribution of Writing:
W.7.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Key Ideas and Details:
R.7.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Comprehension and Collaboration:
SL.7-8.1.a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Presentation of Knowledge and Ideas:
SL.7.5 Include multimedia components and visual displays in presentations to clarify claims, and findings and emphasize salient points.
ISTE
1. Empowered Learner: 1a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. 2. Digital Citizen:
2b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
2c. Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual
3. Knowledge Constructor
3a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
3c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. 4. Innovative Designer
4a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
5. Computational Thinker
5b.Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. 6. Creative Communicator
6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
"I Can" Statements
I can apply keyword search strategies to find the information I need.
I can select resources in different formats that are relevant to my research needs.
I can gather information from more than one point of view in a variety of sources and media.
I can recognize the social or cultural context of an information source based on currency, accuracy, authority, and point of view.
I can draw and present conclusions that are clearly stated and supported by evidence.
Teacher Resources
Subject area assignment
computers with internet access
online public access catalog
online tutorials
print and digital guide sheets
Google Drive
online subscription databases
general digital and print reference sources
digital and print guide sheets
Common Sense Media
presentation tool.
Student Materials and Tools
Subject area assignment
computers with internet access
online public access catalog
online subscription databases
general digital and print reference sources
online tutorials
print and digital guide sheets
Google Drive
Vocabulary
appropriate
bias
conventions
database
define
determine
Dewey decimal classification
encyclopedia
fact/s
"free" website
hierarchy
identify
journal
keyword/s
search terms
magazine
media/medium
online public access catalog
perspective
point of view
primary sources
reference, relevant
research, resources
secondary sources
source
search engine
search strategies
search terms
text clues
web address/URL
authority
bibliography/works cited
cite
citation
copyright
credibility
relevance
readability
evaluate
claim
clarify
compare
counterclaim
credible
critique
point of view
intellectual freedom
in-text citation
last update
publisher
publication date
Key Concepts and Skills to Be Developed
What Students Need to Know and Be able to Do
Students will practice accessing a variety of relevant information sources using appropriate search strategies (e.g. online public access catalog, keywords, subject headings, etc.).
Students will practice developing and revising keywords to find information online.
With support students will revise and refocus their preliminary research questions as they learn more about their research topic.
Students will gather information that represents more than one point of view about the topic they are researching.
Students will begin to recognize the social or cultural context of an information source based on currency, accuracy, authority, and point of view.
Students will begin to draw and present conclusions that are clearly stated and supported by evidence.
Learning Progressions
Instructional Strategies
Teacher modeling
online video and keyword search game on BrainPop
hands on practice with personal reflection log of process
co-teaching
librarian/teacher support for individual students
class discussion
co-teaching
teacher modeling
small group collaboration
self reflection
students work individually and share with others
teacher support individual students
leveled resources to fit the needs of individual students
provide additional scaffolded when needed to meet the needs of individual students
Conferencing with students
Observational data
Student notes
Subject area rubrics and assessments.