Trivia Research Project

Intended Grade Level: 9th-12th Grade Subject: English By: Anissa Bigler
Understanding by Design Final Project EDCI 718 Learning Technologies Fall 2009 Dr. Talab

Understanding by Design Lesson Template:

Content
Standards for Kansas, Grades 9-12:
Standard/Benchmark: R.HS. 1.4.2 Understands the purpose of text features, and uses features to locate information in and to gain meaning from appropriate-level texts. R.HS.1.4.5 Uses information from the text to make inferences and draw conclusions. R.HS.1.4.9 Uses paraphrasing and organizational skills to summarize information from appropriate-level narrative, expository, technical, and persuasive texts in logical or sequential order, clearly preserving the authors intent.

Technology
ISTE* Standards: Teacher:
1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness 2. Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to

Stage 1: Desired Results

R.HS.1.4.10 Identifies the topic, main ideas, supporting details, and themes in text across the content areas and from a variety of sources in appropriate-level text. R.HS.1.4.15 Distinguishes between fact and opinion, and recognizes propaganda, bias, and stereotypes in various types of appropriate-level texts.

promote student learning and creativity. c. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources. 3. Model Digital-Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. 4. Promote and Model Digital Citizenship and Responsibility: Teacher understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. b. Address the diverse needs of all learners by using learnercentered strategies providing equitable access to appropriate digital tools and resources. c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.

Student:
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes. 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. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. 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. 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.

b. Plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions.

Understandings:
Students will understand:
Selecting effective sources is critical. Each must be current, relevant, and credible. Organization is crucial to an effective research paper. How to correctly document the final paper MLA format The severity of plagiarism and how to properly paraphrase and document to avoid it. The complete answer to their Trivia question and be prepared to teach it to their classmates.

Understandings:
Students will understand:
How to use Easybib, Citation Machine, or an alternative website to correctly site sources. The proper MLA format the paper should be typed in and how to use Word to accomplish it. How to incorporate alternative media sources into their research papers. How to document pictures, YouTube, other alternative media correctly

Students will know:

How to select credible sources. How to use parenthetical references and works cited correctly. How to find and select sources that will meet their needs How to organize the information they acquired to teach it to their classmates.

Students will know:

How to incorporate media sources to catch their audiences attention. How to use technology to present research information. A new form of technology to teach the class the answer to their trivia question.

Students will be able to:

Confidently incorporate MLA format into their writing Organize a presentation to appeal to a specific audience

Students will be able to:

Navigate and troubleshoot a new form of technology Insert a variety of media formats into their selected vehicle for their presentation Create an account in Diigo and use it effectively

Essential Questions:
What makes a research paper a research paper? What makes a presentation interesting and gets an audience to listen?

Essential Questions:
How can technology be used to find answers to a question? How can technology be used to present information to an audience in an entertaining yet educational way? How can information I find on the internet be saved easily so I can find it again?

Stage 2 - Assessment Evidence

This assignment will take approximate eight class periods to complete. Students will randomly draw a trivia question to answer. They will research their topic, write a paper using MLA format to thoroughly answer the question and then become the teacher and create, present, and assess their audience for learning. Both the final written research paper and the presentation will be assessed. The outlined performance tasks will be required and the attached rubrics will be used for assessment.
KEY for Following the Table: BT = Blooms Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) MI = Multiple Intelligences (Bodily/Kinesthetic, Interpersonal, Intrapersonal, Logical/ Mathematical, Musical, Naturalistic, Verbal/Linguistic, Visual/Spatial) DCE = Dales Cone of Experience (People remember: 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they hear and see, 70% of what they say and write, 90% of what they do)

Performance Tasks: 1. Student will draw a

random trivia question.

Performance Tasks:
1. Students will use the internet to find credible sources to answer their trivia question.

2. Student will find three

credible sources to support his topic. BT- Analysis MI-Intrapersonal, Logical DCE-30% of what they see

2.

3. Key information in the

sources will be highlighted and categorized. BT-Synthesis MI-Intrapersonal, Logical DCE-10% of what they read

3.

4. A 2 page research paper

will be written using MLA format complete with parenthetical references and works cited. BT-Application MI-Intrapersonal, Visual, Logical DCE-90% of what they do 4.

5. Acquired information will

be put into a presentation to teach the class the answer to the selected question. BT-Synthesis MI-All of them (Student may select presentation method to meet his MI. DCE-90% of what they do

6. Presentation needs to
include one alternative media resource, audience involvement, and some form of assessment to

5.

BT-Synthesis MI-Intrapersonal, Logical DCE-10% of what they read Diigo will be used to highlight, sticky note, and categorize key information. BT-Synthesis MI-Intrapersonal, Logical DCE-10% of what they read Word will be used to type the collected information into a research paper. BT-Application MI-Intrapersonal, Visual, Logical DCE-90% of what they do A presentation to teach the class the answer to the trivia question will be created with new technology of the students choice. Digital cameras, flip recorders, etc. may be used. Some suggested sites are: Glogster Wetpaint Xtranormal Prezi Poster Wizard ToonDoo Weebly BT-Synthesis MI-All of them (Student may select presentation method to meet his MI. DCE-90% of what they do At least one alternative media source needs to be

check audience understanding. BT-Evaluation MI-Any of them (student may select format to assess, how to involve the audience, and what alternative source to incorporate. DCE-50% of what they hear and see

incorporated in the presentation. BT-Evaluation MI-Any of them (student may select format to assess, how to involve the audience, and what alternative source to incorporate. DCE-50% of what they hear and see

Other Evidence:
Practice paraphrase worksheet BT-Application MI-Intrapersonal, Visual, Logical DCE-70% of what they say and write Highlighted categorized notes BT-Comprehension MI-Intrapersonal, Visual, Logical DCE-70% of what they say and write Outline of research paper BT-Comprehension MI-Intrapersonal, Visual, Logical DCE-70% of what they say and write

Other Evidence:
Rough Draft of Works Cited created from Easybib, Citation Machine, etc. BT-Application MI-Intrapersonal, Visual, Logical DCE-90% of what they do Sample assignment using Diigo. BT-Application MI-Intrapersonal, Visual, Logical DCE-90% of what they do

Stage 3 Learning Plan

Learning Activities:
Students will read a relevant magazine article and practice (with teacher guidance) how to select key information. BT-Application MI-Verbal, Visual DCE-90% of what they do Students will take sample key information and incorporate it into a paragraph with correct parenthetical references. BT-Application MI-Verbal, Visual DCE-90% of what they do A model works cited will be shown and discussed by the teacher. BT-Knowledge MI-Verbal, Visual DCE-50% of what they hear and see Students will find a sample article and practice highlighting and categorizing. BT-Application MI-Visual, Intrapersonal DCE-90% of what they do

Learning Activities:
Students will create a Diigo account following teachers directions. BT-Knowledge MI-Verbal, Visual, Logical DCE-90% of what they do Students will use Diigo to highlight and categorize a sample article following the modeling of the teacher. BT-Application MI-Verbal, Visual DCE-90% of what they do Teacher will model the use of a number of different sites to use for the vehicle to use for the presentation. BT-Knowledge MI-Verbal, Visual DCE-50% of what they hear and see

Assessment Rubrics:
http://boe.ming.k12.wv.us/teachers/di/di_rubrics/rubric.gif

Senior Trivia Research Project Paper Rubric

Criteria Question is answered thoroughly and relevant additional information all fits together to make an effective paper. A=5 Question is answered completely, but additional information could have been more relevant or concise to keep the make the paper complete. B=4 MLA Heading is in the correct order. Yes No MLA Heading is double spaced. Yes No Question is answered, but little to no additional information is given. The reader is left feeling like there should be more. C=3 Question is not answered completely or the answer is not clear or accurate. The paper is left with numerous gaps in information. D=2 Not Done Pts. Earned

The trivia question is answered completely.

5 4 3 2 1 0

Layout of the paper is accurate.

MLA Header is authors last name and the page number. Yes No

Paper is the proper length. Yes No

Works Cited sheet is attached on a separate sheet. Yes No

5 4 3 2 1 0

Parenthetical references are accurate and complete.

At least 4 parenthetical references are use. 4 or more 2 2 or 3 of them 1 1 or fewer 0 (If none are present, the paper will be returned to be rewritten.) All sources are in alphabetical order. Yes No

All key pieces of information are cited with a parenthetical reference. Yes No

Parenthetical references are in the correct format. Yes No

Punctuation on the parenthetical reference is accurately places. Yes No

5 4 3 2 1 0

Works Cited is accurate and complete.

All sources cited are actually used in the paper. Yes No

Punctuation is accurate. Yes No

Indentation is accurate. Yes No

5 4 3 2 1 0

Paper is well organized.

A good attention getter is present in the introduction. Yes No

A clear guiding thesis statement is present. Yes No

Body is well laid out with each idea being in its own paragraph. Each idea builds on the next idea.
Yes(2) Usually(1) No(0)

Conclusion sums up the paper well and does not leave the reader hanging. Yes No Transitions have been taken into consideration. The paper flows smoothly most of the time. Yes No

5 4 3 2 1 0 5 4 3 2 1 0

Paper is error free and easy to read.

There are almost no grammatical errors in this paper. It has been proofed is easy to read. 4

This paper has very few grammatical errors. The reader does not really notice them. 3

There are numerous grammatical errors. They are distracting to the reader. 2

Trivia Research Project Presentation Rubric

Criteria Excellent Good Question is answered completely, but additional information could have been more relevant or concise. A good media source has been added. The audience may wonder why it was put where it was, but it is relevant and adds to the presentation. An attempt was made to interact with the audience, but it may have been predictable or the easy way to fulfill assignment. Some extra elements were added. They were used effectively but at times the audience was left wanting more. Adequate Needs Improvement Not Done Pts. Earned

The trivia question is answered completely.

Question is answered thoroughly and relevant additional information keeps the audiences attention. A creative media source is added. It is relevant and fits naturally into the presentation adding to the overall effectiveness.

Question is answered completely, but little to no additional information is given.

Question is not answered completely or the answer is not clear or accurate.

5 4 3 2 1 0

At least one alternative media source is incorporate.

A media source is added, but the audience is not sure of its relevance. It may seem like it was forced to fit and does not add to the overall effectiveness of the presentation. An attempt was made but not implemented well. It may have not been prepared well or effective to fulfill the assignment. A few extra elements were added to keep the audience interested but more were needed. At times it got a little hard to stay focused.

A media source is present, but it is not relevant to the presentation and leaves the audience wondering why it was there.

5 4 3 2 1 0

Interaction with and involvement of the audience is effective.

An obvious and creative attempt was made to interact with the audience. A variety of extra elements were added to keep the audience interested and focused on presentation. Well done.

Presenter had the assignment but it may have been forgotten or the presenter may have chosen not to use it. Extra elements were random and left the audience confused as to why they were added. The audience had a hard time staying focused.

5 4 3 2 1 0

Creativity Use of technology: sound, pictures, etc.

5 4 3 2 1 0

Sources were documented accurately.

All sources and pictures were documented with credible sources.

All sources were documents, but some of the pictures may have not been documented. This presentation has been worked on. A few details (grammar, overlapping items, etc.) may have needed to be tended to but it is not distracting. Very nice. It may have been a little predictable at times, but still kept the audiences attention. The voice of the presenter peeks out every once in awhile.

Most of the sources and pictures were documented. A few were missing citation. Details that have been overlooked. The grammar, layout, etc. has enough errors that it begins to become distracting. A little more time needed to be spent on using the technology to its fullest. The assignment is completed. It may have been pretty safe but it fulfilled the assignment. I am proud of you for getting up there. The voice of the presenter is rarely seen.

The citation was splotchy. Some information was cited, but most of it was not. Details (grammar, layout, etc) are extremely distracting. This may not have been proofed first. The technology was not truly used to its fullest. It really added little to the presentation. The assignment was fulfilled, but it was very predictable and/or hard to follow. The presenters personality did not shine through.

5 4 3 2 1 0

Technology was used to its fullest advantage.

The hard work put into this presentation is obvious. The technology has been used to truly bring the presentation to life. Wow! This was really well done. It far exceeds the audiences expectations. The voice of the personality is evident in every part of the presentation.

5 4 3 2 1 0

Presentation was effective, educational, and entertaining. The personality of the presenter shown through.

5 4 3 2 1 0

Rationale

I will begin this unit when I get back from Christmas break, and it will be the first time I have attempted to do a research paper without taking my students to the library. In fact it will be the first time I have done a research paper in eleven years of teaching using only the internet. Times are changing; technology is changing; and research needs to change too. Students have already begun the change. In a recent survey of U.S. teens with Internet access, 94 percent reported using it for school research and 71 percent said it was a major source of information for their latest school project (Simon, Graziano, & Lenhart, 2001). So whether we as educators like

it or not, the internet is here to stay, and it is a permanent part of our students lives. We need to adjust our methods of research to incorporate Blooms Taxonomy, the Multiple Intelligences, and Dales Cone of Experience all through the vehicle of technology. Using the internet for research projects lends itself naturally to the HOTS (Higher Order Thinking Skills) in Blooms Taxonomy. According to Standard 2 in the Information Literacy Standards for Student Learning by the American Library Association (1998) finding and using information on the Internet is a relatively new literacy skill; one that requires students to know how to evaluate information critically and competently. The student who is information literate weighs information carefully and wisely to determine its quality. That student understands traditional and emerging principles for assessing the accuracy, validity, relevance, completeness, and impartiality of information. The student applies these principles insightfully across information sources and formats and uses logic and informed judgment to accept, reject, or replace information to meet a particular need (American Association of School Librarians, 1998). This is a broad list for our students to accomplish, and a list that will send them straight to the top of Blooms pyramid. This is why my research project will teach students how to test sources for validity, relevance, etc. To teach this skill in a simple assignment will give them the skills to use it later in life with more complex issues. This simple assignment can also be adapted to reach all of the Multiple Intelligences (MIs). The research paper will be in a traditional format, but the presentation can be made to fit each students strengths. I will teach my students the different MIs and encourage them to find the one that speaks most strongly to them. Though I have given them a number of presentation web tool possibilities, it will be fun to see what some of them come up with on their own. They

always impress me when I open up assignments and let them adapt it to fit their personal ideas and MIs. As students adapt and mold the presentation to fit their strengths, they will be doing. This is the highest level for retention that Dales Cone of Experience gives. Students that hear, see, write, and doremember. That is what I am shooting for with this assignment. It is not the answer to the trivia question I am hoping students retain; it is how to find credible sources, select key information from these sources, and then be able to create a new product with the information. Standard 3 in the Information Literacy Standards for Student Learning states that the student who is information literate uses information accurately and creativelythis student organizes and integrates information from a range of sources and formats in order to apply it to decision making, problem solving, critical thinking, and creative expression. The student communicates information and ideas for a variety of purposes, both scholarly and creative; to a range of audiences, both in school and beyond; and in print, nonprint, and electronic formats (American Association of School Librarians, 1998). Having students take the gathered information and turn it into a presentation, they are learning how to communicate the information into a creative, useful product. Yes, the world of today is a new arena for research. The institution of academia is going to have to adapt and embrace the changes. As Tom Abeles says research is changing because of the wiring of the world (1999). Institutions will come to see their role as depositories of knowledge will decrease in importance as knowledge becomes decentralized. Research programs will become stronger as institutions are forced to maintain their status by strengthening their efforts to provide new knowledge (Abeles, 1999). This new decentralized knowledge is coming

to us via the world-wide web. Change is here, and this research project was designed to give my students a small taste of it.

References References
Abeles, Tom. (1999). The Paradigmatic Example. The Technology Source Archives. Web. 12 December 2009. <http://technologysource.org/article/paradigmatic_example/>. American Association of School Librarians. (1998) Information Literacy Standards for Student Learning. Web. 12 Dec 2009. <http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/informationpower/infor mationpower.cfm>. Simon, Maya, Graziano, Mike and, Lenhart, Amanda. (2001). The Internet and Education. Pew Research Center, Web. 12 Dec 2009. <http://www.pewinternet.org/Reports/2001/The-Internet-and-Education.aspx>.