Healthy Eating Unit Grades 11-12 Information Seeking Strategies Lesson

Standards for the 21st Century Learner - 1.1.4 Find, evaluate, and select appropriate sources to answer questions. - 1.1.9 Collaborate with others to broaden and deepen understanding. Common Core Standards - English - Writing. (W.8 all grades) Research to build and present knowledge o Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. - English Reading (RI.7-all grades) Reading for Information o Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem. Goals for Learner Students will Learn how to how to effectively and efficiently search for resources online (internet and databases) as well as in hard copy. Demonstrate their understanding of researching by completing the Where Can We Find It? Worksheets. Criteria to access student achievement of goals I can Effectively contribute at least 2 resources to my groups searching. Complete the Where Can We Find It? Worksheet on time and with quality. Complete my self-assessment before the end of the period. In todays learning log, I can describe how search strategies learned will help me move to the next step, will discuss problems I encountered, and questions I have about the next steps. Assessment instrument: The teacher and the library media specialist will conference with the groups to ensure individual student understanding and over-all group progress. The assessment criteria on the worksheets will serve as a guide

when conferencing, with the overall purpose to ensure student understanding and active participation. All sections of the Where Can We Find It? worksheets are complete with quality responses. Each student contributes at least 2 different types of resources to their groups search for a variety of resources. Learning log with prompts created by teachers and library media specialist.

Resources used: A variety of library resources on basic/advanced nutrition, specific health concerns and healthy diets (the LMS has taught students in a previous assignment how to access different types of resources; so in this lesson, the LMS will briefly review and then expect students to apply their skills). o Galperin, Anne. Nutrition. New York: Chelsea House, 1991. o Hogan, Mary Ann. Nutrition & Diet Therapy. New Jersey: Pearson Education, 2007. o EBSCO initially, limit your searches to the Health SourceConsumer Edition and Consumer Health Complete databases o Center for Disease Control - www.cdc.gov Roles of the teachers and the library media specialist (LMS): This lesson will be taught in the library since the library resources will be needed. The LMS will take the lead with this lesson focusing on reviewing effective and ethical information seeking/retrieval skills. The teacher will be assisting the LMS and will ensure prior to the visit that the students have all submitted their Accepted Use Policy Form (internet clearance form). Additionally, the teacher and the library media specialist will circulate and help students during the work session to ensure understanding. Procedure: Introduce the purpose/motivate curiosity o Post on the board the assessment criteria By the end of the lesson, I will be able to identify at least 10 different types of resources that can be accessed when researching, as well as contribute to my groups success by being able to locate at least 2 different types of resources. o Hook interest: What Do You Think? Students will form a line perpendicular to the LMS. As the following questions are posed, students will move to opposite sides of the room based on their yes or no responses. Questions:

o Have you ever been asked to research something and got all of most or your answers from Google? o How many of you who use a search engine such as Google only search the first page of links? o How many of you have used a database? o How many of you have used a government website? o How many of you have conducted an interview as a source of information? o How many of you would like to learn how to search more efficiently and access higher quality resources? Thank the students for participating. The LMS then says to the class: the purpose of todays session is to (1) review how to search more thoroughly and (2) have you utilize this knowledge to begin researching for this assignment. Present/Model new concept/skill: o Pass out the Where Can We Find It? worksheets. o The LMS will lead a brainstorming session on Types of Resources, computer based, hard copy, human, multimedia, and other types of resources, that can be accessed for research with the teacher as the recorder on chart paper. Example: books, eBooks, databases, government websites, organization website, newspapers, magazines LMS to include any missing resources. Sample answers: Computer Hard Copy Multimedia Human Other Based Resources Resources Resources Resources Government Books Videos Government Museum Websites Database Reference Audiobooks Organizations Historical Materials Site Newspaper Magazines Music Educators Magazine Newspapers Personal Connection to Knowledge Seeking (WWII = WWII veteran) Organization Directories Websites Museum Journals

Websites PowerPoint Presentation Files EJournals/Ebooks Videos It is important for the LMS to explain to the students the importance of including a variety of resources when conducting research. o Verify accuracy of information o Different perspectives and focuses o Broader range of information o Different types of information Research, historical, opinion o Different ranges of complexity and completeness o The LMS will then review with the students some of the resources mentioned being sure to show how to access the following: School library books and databases EBSCO (especially the health and academic journals) www.cdc.gov Hawaii Public Library databases (especially the health databases) Sgt. Yano Schofield Barracks military library databases o The LMS will then show the students how to complete the Resources Chart (the last page of the Where Can We Find It? worksheets). o Check for understanding through quick verbal review. Allow for practice and feedback: o Group members (those designated for this project) will each look for at least 2 different types of resources. Groups will break up at this point and individually begin searching for at least 2 resources and complete the Where Can We Find It? worksheet for those resources. If time permits, students should access additional resources not being accessed by other group members. o Groups will then reconvene and discuss resources accessed being sure to complete the Where Can We Find It? Worksheet. o The teachers and LMS will walk around and give assistance and encouragement. Assess for learning: o Students individually complete Where Can We Find It? worksheets and self-assessment checklist. o Students, teacher and LMS share overall feedback from the day. Teacher to pose the following questions to the class:

So lets review, what are some of the resources that we can access when researching? What are some of the benefits of researching a variety of resources? How might you apply what you learned today to other classes? o Students complete their learning logs via GoogleDocs for homework; teachers will comment before the next class period. Note: students were taught to use GoogleDocs previously and shown how to give access to others. Samples of any assessment tools, handouts Where Can We Find It? worksheets are complete including the student selfassessment (see sample worksheet). LMS will review the worksheets for content, make notes where applicable and return to the teacher for grading and further commenting. Students are given the following prompts for their learning logs (which should be completed in Cornell Note style, which was previously taught): o Today I(what was learned and what was accomplished) o How can I apply the resources gathering skills I learned and practiced today? o My next steps are o Challenges or problems that incurred (academically challenging or socially in the group) o Any other comments, questions or concerns. Assessment: Proficient means the first 4 prompts are descriptively addressed in Cornell note form on GoogleDocs. They are also submitted on time (by the night before the next class period).