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Information Literacy Lesson Plan

Lacey Phillips Georgia Southern University FRIT 7136 Reference and Information Sources Spring 2013

Research Pathfinder: http://middleeastpathfinder.pbworks.com

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Information Literacy Lesson Plan

GRADE: 7 CONTENT TOPIC: Southwest Asia
ST

SLMS: Lacey Phillips TEACHER: Paula Todd

STANDARDS FOR THE 21 -CENTURY LEARNER GOALS Standard: 1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicator(s): 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. Benchmark(s): 1.1.4 -Understand the librarys organizational scheme and what main topics are included in each section. -Select and use appropriate sources, including specialized reference sources and databases, to answer question. -Use multiple resources, including print, electronic, and human, to locate information. -Use the organizational structure of a book (for ex., table of contents, index, chapter headings) to locate information to answer questions. -Use text features and illustrations to decide which resources are best to use and why. 1.1.5 -Skim/scan to locate information that is appropriate to age and ability level. -Identify facts and details that support main ideas. -Evaluate facts for accuracy. -Distinguish between fact and opinion. -Interpret information taken from maps, graphs, charts, and other visuals. -Select information to answer questions or solve a problem.

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Dispositions Indicator(s): 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. Responsibilities Indicator(s): 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.5 Use information technology responsibly. Self-Assessment Strategies Indicator(s): 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. CONNECTION TO LOCAL OR STATE STANDARDS: SS7G5 The student will locate selected features in Southwestern Asia (Middle East). a. Locate on a world and regional political-physical map: Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip. b. Locate on a world and regional political-physical map the nations of Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey. SS7G6 The student will discuss environmental issues across Southwest Asia (Middle East). a. Explain how water pollution and the unequal distribution of water impacts irrigation and drinking water. SS7G7 The student will explain the impact of location, climate, physical characteristics, Distribution of natural resources and population distribution on Southwest Asia (Middle East). a. Explain how the distribution of oil has affected the development of Southwest Asia (Middle East). b. Describe how the deserts and rivers of Southwest Asia (Middle East) have affected the population in terms of where people live, the type of work they do, and how they travel. SS7G8 The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East). a. Explain the differences between an ethnic group and a religious group. b. Explain the diversity of religions within the Arabs, Persians, and Kurds. c. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity. d. Explain the reason for the division between Sunni and Shia Muslims. e. Evaluate how the literacy rate affects the standard of living. SS7CG4 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation:

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autocratic, oligarchic, and democratic. c. Describe the two predominant forms of democratic governments: parliamentary and presidential. SS7CG5 The student will explain the structures of the national governments of Southwest Asia (Middle East). a. Compare the parliamentary democracy of the State of Israel, the monarchy of the Kingdom of Saudi Arabia, and the theocracy of the Islamic Republic of Iran, distinguishing the form of leadership and the role of the citizen in terms of voting rights and personal freedoms. SS7E5 The student will analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command. c. Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey. SS7E6 The student will explain how voluntary trade benefits buyers and sellers in Southwest Asia (Middle East). a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c. Explain the primary function of the Organization of Petroleum Exporting Countries (OPEC). d. Explain why international trade requires a system for exchanging currencies between nations. SS7E7 The student will describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Iran. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c. Explain the role of oil in these countries economies. d. Describe the role of entrepreneurship. OVERVIEW: Seventh grade students at AWMS will practice research skills to identify sources of information that will produce data about the location, climate, natural resources, population distribution, and cultural characteristics as well as government structure and economic system of a randomly selected country in Southwest Asia (the Middle East). Using this information and data, groups of students will create a two-sided pamphlet to be used as a travel brochure for prospective tourists. Brochures will be created using Microsoft Publisher. FINAL PRODUCT: Students learn how to find print resources within the library and electronic resources using the schools databases and the SLMScreated Pathfinder (http://middleeastpathfinder.pbworks.com) to gather information to create travel brochures containing the various aspects of their selected country.

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LIBRARY LESSON(S): Students will receive an overview of how to locate books and materials within Destiny, and in turn find the materials in the library. Students will also be introduced to the school databases with a tutorial on searching using keywords. Students will also be instructed on how to take proper notes and the ethical use of information, and how to properly cite sources to give credit where credit is due. Media Specialist will also give a lesson on Internet safety when searching for resources and information online.

ASSESSMENT: Product: 1) The teacher, SLMS and students will use the instructor-designed rubric (Attachment #1) to guide the search for information and the creation of the pamphlet to ensure all required elements are included. The rubric will be explained to the students, and students will be instructed to aim for the most points possible on the rubric. 2) Students will use the Web Site Evaluation Form (Attachment #2) to determine if Internet sites (other than the school databases) are reliable. 3) Students will use the note-taking handout (Attachment #3) to take relevant notes and organize their information. Process: 1) The teacher and SLMS will use the rubric to assess student progress in finding and using appropriate sources to find information. 2) The teacher and SLMS will use the Web Site Evaluation form to assess whether students are selecting appropriate and reliable Internet sources. 3) The teacher and the SLMS will use the note-taking handout to assess students ability and progress in taking notes in their own words and citing sources. 4) The teacher and SLMS will observe to see if the students are able to access the various databases by using the usernames and passwords listed on the bookmarks. Student self-questioning: - What sources should I use? - How do I locate the correct sources? - Did I take proper notes and do I have enough information? - How do I organize my notes using the appropriate thinking map? - Do I have all the required information to complete the pamphlet? - Did I cite all my sources?

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INSTRUCTIONAL PLAN Resources students will use: o Web sites o Books o Reference o Non-print o Periodicals/newspapers o Other (list): Research Pathfinder: http://middleeastpathfinder.pbworks.com

Instruction/activities: Day One: o Direct instruction: After teacher has explained the project to the class, the SLMS will engage students by using the Interactive Board and LCD projector to show students how to use Destiny to look up books and materials. The SLMS will review locations of the different sections of the library collection (from previous instruction during library orientation at beginning of the school year). The SLMS and teacher will discuss note-taking and the ethical use of information. o Modeling and guided practice: The SLMS will discuss and model finding a book. The SLMS will model using a books Table of Contents, Index, and Glossary to determine if a book has needed information. Challenge students by asking them to find books in the library that were found in the Catalog by using the Call Number, spine labels, and shelf signage. Students will also display Table of Contents and Index in located books. The students will also be shown the note-taking handouts, displayed on the Promethean Board, and SLMS and teacher will discuss how to use them as well as how to use the information ethically to avoid plagiarism. o Independent practice: Allow students to begin research using Destiny to locate sources and find resources within the library related to their assigned country. Students will also begin taking notes and recording source information on the Note-taking Handout (using a thinking map of choice) as resources are located. o Sharing and reflecting: If time permits, a few students will share the resources they found and what type of information was located.

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Day Two: o Direct instruction: The SLMS will use Interactive Board with projector to show students different databases and the research pathfinder for the project. SLMS will explain that the Pathfinder will serve as the primary resource for the project, and can be linked from any computer (school or home). SLMS will also review how to cite sources properly, and will explain the Citation Machine site (which is linked on the Pathfinder) and show students how to properly use the site. Teacher and SLMS will also explain how to judge reliability of a website and the web site evaluation form will be explain, then note taking skills will be reviewed, as well as Wayne Countys thinking maps, and students will be given the notetaking sheets (attached). o Modeling and guided practice: The SLMS will discuss the use of keywords and model sample searches in a few of the databases. Students will be asked to help locate source information within a database and how to record it, notes will be taken with the notetaking sheet handout. Reliable and non-reliable websites will be shown to explain the difference, websites will be evaluated by students using the website evaluation sheet. . o Independent practice: Allow groups of students to use the library computers and laptops to begin research and note-taking. Groups will be assigned based on Benchmark data. o Sharing and reflecting: If time permits, a few students will share the resources/databases they found/used and what type of information was located. Class discussions will be held to ensure student knowledge on notetaking and web site evaluation. Follow-up days: o Students will return in small groups to do research and begin working on brochures. Individual instruction/guidance will be given as needed to help locate sources and/or information, redirect or find source information. Some one-on-one instruction may be required in MS Publisher as students are working on their actual brochures. Research Pathfinder: http://middleeastpathfinder.pbworks.com

Reflection of BOTH lesson and collaboration: I was able to collaborate with the teacher next door to me, who teaches the same grade level as I do. This helped make collaborating easy because we have the same planning period, so we had common time to work together. This teacher also teaches Language Arts, so she was able to help me with resources and expectations of a media specialist as well. We also used her Language Arts background to help ensure that students were using correct grammar/spelling in their brochures. This lesson actually was planned as

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part of a unit after the CRCT which allows students to pick a country of their choice, and create various activities (one option was creating a brochure) She was also more experienced with Microsoft Publisher, so she helped me out with that. The actual planning sessions were a series of short meetings to discuss a few topics at a time. The initial meetings were simply to discuss what the student assignment entailed and what the teacher would need from a media specialist to help the students complete their projects. Once that was established, we generally discussed specific questions or compared notes on what was being planned on both ends. We also discussed expectations of student brochures, and created the rubric using our expectations. The last meeting was for the actual scheduling of the lessons. Each grade level teacher sees a total of 90-100 students divided into four different seventy-five minute classes. Each class was able to come to the media center on the same day. This had to be repeated for both Day One activities and Day Two activities. Overall, though, the lessons were a success. Students were able to use the lessons on finding books in the library by successfully locating books on the shelves for several books found using the Destiny program. The most challenging part of the lessons in my opinion, was reminding students how to cite their sources. Some students seemed to have never seen this before. I know that students in 7th grade are not experts at doing research, but I felt like they would have more prior knowledge on this topic than they did. Due to this, it took more time than anticipated for students to learn how to do this. The Inclusion students struggled more than others, which was to be expected. For future reference, I will be sure that the Language Arts teacher has reviewed this with her students throughout the year. During the Day 2 lessons, things moved more smoothly, mostly because I think the students were more comfortable being in the library, and being around myself. However, the Web Site Evaluation Form seemed to be a little lengthy and difficult to work with for some, once again, Inclusion students especially seemed to struggle with this. Additionally, because there were only 6 desktop computers in the media center, all the students were not able to access the databases and Internet at the same time. In the future, it may be better to reserve one of the schools computer labs for this exercise. I originally thought that things would work smoothly since students would be working in groups. However, I would like for ALL students to have a chance to access the databases so that I can be sure that each one understands and is paying attention. I felt like the student which was accessing the computer for the group was the only one 100% engaged in the lesson because other group members were just relying on them to do the work.

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Brochure Rubric
CATEGORY Attractiveness & Organization (Organization) (4) Excellent The brochure has exceptionally attractive formatting and well-organized information. Brochure is creative and colorful. The brochure has all of the required information (see checklist) plus some additional interesting facts. All of the writing is done in complete sentences. Capitalization and punctuation are correct (3) Good The brochure has attractive formatting and well-organized information. (2) Needs Improvement The brochure has wellorganized information. (1) Unsatisfactory The brochures formatting and organization of material are confusing to the reader.

ContentAccuracy (Ideas)

The brochure has all of the required information (see checklist).

The brochure has most of the required information (see checklist)

The brochure has little to none of the required information (see checklist)

WritingMechanics (Conventions)

Most of the writing is done in complete sentences. Most of the capitalization and punctuation are

Some of the writing is done in complete sentences. Some of the capitalization and punctuation are

Most of the writing is not done in complete sentences. Most of the capitalization, punctuation,

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correct throughout the brochure. Few spelling errors are indicated. Graphics/Pictures The graphics The graphics go well with the go well with the text and there text, but there is a good mix of are so many text and that they graphics. More distract from emphasis is put the text. on the information in the text. Sources There are many There are some citations from a citations from a variety of variety of sources sources accurately accurately listed on the listed on the brochure. brochure. Sources are cited correctly.

throughout the brochure. Very little spelling errors.

correct throughout the brochure.

and spelling are not correct throughout the brochure. The graphics do not go with the accompanying text or appear to be chosen at random.

The graphics go well with the text, but there are too few.

There are a few citations accurately listed on the brochure.

Incomplete citations are listed on the brochure.

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Web Site Evaluation

Your names and Group Number: Web site URL: http:// Title of web site: _____

Content 1. Author: Who wrote the Web page? Is the person an authority on the topic? What credentials does the author/site have?

2. Purpose: What is the goal of the site? Is the information accurate? Does it fit the goal of your project? Why did the author publish this site?

3. Audience: Does the site clearly identify the audience? Are you part of the intended audience? Does the audience for the site match you as a researcher?

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4. Publication: When was the site published or last updated? Is the information current? Are the links up-to-date?

5. Overall: Based on your answers to the previous questions, would you recommend this site to others in your class? Why or why not?

Modified from readwritethink.org

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Attachment #3 - Note-taking Handout using your notes, create a thinking map on the back of this paper. (Tree Map, Bubble Map, Circle Map, etc)

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