- Group students heterogeneously by reading ability and technology skills.
- Direct students to resources appropriate to their reading levels; reading levels or Lexiles are labeled on database articles.
- Have students use assistive tools embedded in the BCPS Databases, such as dictionary links and audio read-aloud.
- Allow students to choose from a variety of research presentation formats.
TOOLS & TUTORIALS
Grades 6-12 Information Literacy Process Model & Interactive Research Guide
TIME FRAME
- One class period for research.
- One class period for creating research projects/presentations.
- One class period for sharing research presentations.
Field Independent
Global Understanding
Analytical Understanding
Active Reflective
Visual Auditory Tactile
TEACHER NOTES
- Collaborate with your school’s Library Media Specialist to implement this Online Research Model.
- To facilitate the collaborative nature of this project, consider creating a project-based wiki or using another collaborative Web 2.0 tool (VoiceThread, MindMeister, Groupsite.com, etc.) to use as a workspace. Consult your Library Media Specialist or visit http://bcpslibraryinformationservices.pbworks.com/.
- Teacher set-up is required for the following student presentation formats; see the directions linked below:
- Wiki page, VoiceThread, Glogster interactive poster
- Consider creating a template for students to use for these presentation formats; provide access via the Students L:/drive:
- PowerPoint presentation Publisher handout/brochure
- For information about other digital presentation formats and Web 2.0 tools, see the BCPS Office of Library Information Services Resource Wiki for Software, Assistive Technologies, Web 2.0 Tools, Digital Content, and Resources; scroll down to the Presenting/Sharing section.
- If a computer lab is not available, this lesson may be implemented in the classroom or Library:
- Use an LCD projector to display the Online Research Model
- Provide students with access to print Library resources and printouts of the digital resources.
- Use these teacher-created Power Point presentatations to provide students with background information:
Grade Level
Content Area
Unit
Lesson Objective
Grade 6 Language Arts - Unit 1: Individual Identity
Students will analyze information from research and preview the text in order to make and support predictions about the novel The Cay.
Essential Question
Maryland State Curriculum for Grade 6 Reading/English 1.E.2 Use strategies to prepare for reading (before reading)
a. Survey and preview the text
b. Set a purpose for reading the text
c. Make predictions and ask questions about the text
d. Make connections to the text from prior knowledge and experiences
2.A.1 Develop and apply comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
a. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, research and historical documents, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
2.A.2 Identify and use text features to facilitate understanding of informational texts
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps, other features characteristic of online texts
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.
1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
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.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.1 Conclude an inquiry-based
research process by sharing new understandings and reflecting on the learning.
3.1.6 Use information and technology ethically and responsibly.
2.0 – Digital Citizenship: Practice ethical, legal, and responsible use of technology.
3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.
4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.
5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.
6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.