Information Literacy Lesson Plan

Tambra Singletary Georgia Southern University FRIT 7136

Research Pathfinder:
http://www.livebinders.com/play/play_or_edit?id=333898

Information Literacy Lesson Plan

Grade: 7 Content Topic: Religions in Southwest Asia and Southern and Eastern Asia SLMS: Tambra Singletary Teacher: Heather Jamison Standards for the 21st Century Learner: 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) with Benchmarks: 1.1.1Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connections for using this process in own life. 1.1.4Find, evaluate, and select appropriate sources to answer questions.
-Recognize the organization and use of special sections of the library (reference, reserve books, etc.) -Evaluate sourceds based on criteria such as copyright date, authority of author or publisher, comprehensiveness, readability, and alignment with research needs. -Select a variety of credible sources in different formats relevant to research needs.

1.1.5Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
-Recognize that information has a social or cultural context based on currency, accuracy, authority, and point of view.

1.1.8Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
-Use technology resources, such as online encyclopedias, online databases, and Web subject directories, to locate information. -Implement keyword search strategies. -Select and use grade-level-appropriate electronic reference materials and teacher-selected websites to answer questions.

1.1.9Collaborate with others to broaden and deepen understanding.

-Work in self-managed teams to understand concepts and to solve problems. -Offer information and opinion at appropriate times in group discussions. -Encourage team members to share ideas and opinions.

Dispositions Indicators: 1.2.1Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.4Maintain a critical stance by questioning the validity and accuracy of all information. 2.1.6Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Responsibilities Indicators: 1.3.1Respect copyright/intellectual property rights of creators and producers. 1.3.5Use information technology responsibly. Self-Assessment Strategies Indicators: 1.4.1Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.4Seek appropriate help when it is needed. SCENARIO: Seventh grade is the second year of a two-year World Area Studies course. The standards which will be used for this lesson deal with religion in Asia. Seventh grade students will be required to work in groups to research information on the five prominent religions in Asia: Judaism, Islam, Christianity, Hinduism, and Buddhism. Students will also be required to present their research findings to their peers using some form of technology from Powerpoint to a Web 2.0 product. CONNECTION TO LOCAL OR STATE STANDARDS: SS7G8The 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. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity. SS7G12The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia. a. Explain the differences between an ethnic group and a religious group. b. Compare and contrast the prominent religions in Southern and Eastern Asia: Buddhism, Hinduism, Islam, Shintoism and the philosophy of Confucianism. OVERVIEW: Students will work in groups practicing research skills in order to locate sources of information about the religions of Asia. Each group will be assigned a different religion so that they may present their findings in a jigsaw manner to the class using some form of technology. Then, as a final assessment, students will work individually to create Thinking Maps to compare and contrast the religions.

FINAL PRODUCTS: Students will create a presentation using technology (powerpoint or a Web 2.0 product) to share with the class. Each group will have a different religion so that all religions are represented. Finally, each student will use a Thinking Map to compare and contrast the religions as a final product to show mastery.

LIBRARY LESSONS: Over the course of two days, students will be given a brief overview of the location of non-fiction and reference materials in the media center. They will also be introduced to Galileo as a database resource. I (acting as SLMS) will provide a brief presentation on The Big 6 research method. Included as part of this presentation will be a discussion of citations and plagiarism. Students will learn the ethical steps for citing information for research. I will also

discuss using databases and other web-based tools for research along with the pathfinder that I have created. ASSESSMENT: Product:
-The students will receive a rubric which will include all required elements for the presentation to guide them in creating the presentation along with their group. -Students must provide notes pages to show the research they gathered for the project. -Each student will receive a rubric for the individual Thinking Map project which will be the final assessment.

Process:
-The students will complete a rubric for each member of the group showing the contributions of that member (including themselves). -The teacher and SLMS will assess the students based on the note-taking pages completed by each member of the group. -The teacher and SLMS will assess each student based on the Thinking Map project which should show mastery of the material.

Student Self-Questioning:
Students will be given a list of questions as a rubric for self-assessment: --Did I use the proper sources? --Did I paraphrase the information? --Did I provide correct citations for resources I used? --Did I create an engaging presentation using technology? --Did I participate as a member of my group? --Did I accept input from other members? --Do I do my part to contribute to the final group project? --Do I have all of the information needed for the Thinking Map?

INSTRUCTIONAL PLAN:
Resources Students Will Use: o Galileo database o Web sites o Books o Reference Materials Research Pathfinder: http://www.livebinders.com/play/play_or_edit?id=333898

INSTRUCTION/ACTIVITIES: Direct Instruction: Day 1-Media Center

Ms. Jamison will have already introduced the project to the students in the classroom, and she will have assigned them to groups. On their first day in the media center, I will present a Powerpoint on The Big 6 which will provide students with the information they need to begin researching their topic. (See Big 6 Research Powerpoint). We will discuss different information seeking strategies using a variety of resources. I will also refresh their memories as to the location of these resources in our media center. They will receive a graphic organizer to help them remember the steps for research. (See attached Appendix A) Next, we will discuss what information they will need when they are citing a source. We will discuss the importance of citing sources to prevent intellectual theft which is always an interesting idea for students to consider. They do not realize that when they plagiarize, they are stealing someone elses ideas and intelligence. One thing that students always struggle with is paraphrasing information to prevent plagiarism. We will practice note-taking using a sample article with a generic topic and a highlighter. Students must highlight important information. Then, on a separate sheet of paper, students must put the highlighted information in their own words. I will model this with the beginning of the same article to assist those who need further instruction. Once students have completed this task, I will allow them to share in groups. Hopefully, this lesson will help me tackle the task of paraphrasing versus plagiarism! (See note-taking Appendix B)

Day 2-Media Center

Students will come in ready to research. Before they begin, I will remind them of the lesson on note-taking that we did the day before. I will also share with them the pathfinder as a potential resource for them when they research. We will do a keyword search on the Galileo database so that they will be prepared to use that as a research tool also. I will also refer to the information on Bibliography tips and an example of bibliography information for the database, a book and an encyclopedia. Finally, I will show students some examples of final products using Powerpoint, Glogster, SlideRocket and Prezi. I will also provide them with the websites for online tutorials for using these tools. (See Appendix C) Once students are released for research, I will become a facilitator in the media center moving from group to group to check progress of the research. We are fortunate to have a computer lab next door to the media center, so Ms. Jamison is in the computer lab while I am in the media center offering guidance on research.

The students are able to do research and work on their presentations in the computer lab. Finished products are presented to the class.

Modeling and Guided Practice: Students will be shown how to use the Galileo database and the pathfinder as a source for information. They will also be shown examples of the products that they are expected to complete along with a rubric for completion of the product and a rubric for group evaluation. I will also guide them in note-taking practices to prevent plagiarism

Independent Practice: Students will be working individually and in groups to gather the research needed for their presentation. The decision for a particular presentation method has been left to the members of each group. This will allow for creativity in the presentation process.

Sharing and Reflecting: Once the projects are completed, students will present their findings in a class setting with classmates taking notes in order to gain information for their final Thinking Map assignment. Students will be presenting in a jigsaw manner with each group presenting a different religion for that particular class period. There are five groups with 4 students in each group. The final Comparison/Contrast Thinking maps will be posted in the classroom for future reference.

Big 6 Research Method Powerpoint

Appendix A

7th Grade Research Introduction Graphic Organizer

1. Task Definition

2. Information Seeking Strategies

(Brainstorm on back of sheet)

3. Location and Access

** see below

4. Use of information

5. Synthesis

6. Evaluation

** Bibliographic information needed for specific information sources: Online database (GALILEO)
1. Authors last and first name (if given) 2. Title of article 3. Original source of article, volume and number of source, date of original source, page numbers of original source (if available) 4. Name of database 5. Name and location of service : GALILEO, Atlanta, GA 6. Date you found information 7. URL address (write down the WHOLE thing!!) 1. 2. 3. 4. 5. 6. 7.

Example

GALILEO Website: http://www.galileo.usg.edu Database: SIRS WebSelect (SIRS Knowledge Source) stepladder

Current Home Password:

Appendix B

Appendix B

Appendix C Tutorials for Glogster, Prezi, SlideRocket

Glogster tutorial-http://www.schooltube.com/video/746a92b6c5d6442a9e97/Glogster-Tutorial Prezi tutorial http://prezi.com/learn/getting-started/ SlideRocket tutorial http://www.youtube.com/watch?v=0TFtbekpBdw

Religions Around the World Technology Presentation

4-Exceeds Expectation Presentation
Well-rehearsed with smooth delivery that holds audience attention.

3-Meets Expectation
Rehearsed with fairly smooth delivery that holds audience attention most of the time. Source information collected for all graphics, facts and quotes. Most documented in desired format. Makes good use of font, color, graphics, effects, etc. to enhance the presentation.

2-Developing
Delivery not smooth, but able to maintain interest of the audience most of the time. Source information collected for graphics, facts, and quotes, but not documented in desired format. Makes use of font, color, graphics, effects, etc., but occasionally these detract from the presentation content Includes essential information about the topic, but there is not enough information and 1-2 factual errors. The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.

1-Beginning
Delivery not smooth and audience attention often lost.

Sources

Source information collected for all graphics, facts, and quotes. All documented in desired format. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Very little or no source information was collected.

Attractiveness

Use of font, color, graphics, effects, etc. but these often distract from the presentation content.

Content

Covers topic in-depth with details and examples. Subject knowledge is excellent. The workload is divided and shared equally by all team members.

Workload

Includes essential knowledge about the topic. Subject knowledge appears to be good. The workload is divided and shared fairly by all team members, though workloads may vary from person to person.

Content is minimal OR there are several factual errors.

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Group Evaluation Rubric

Group Member 1: ______________________________________ Group Member 2: ______________________________________ Group Member 3: ______________________________________ Myself (4): ______________________________________________ Place the names of your group members in the spaces shown above. Each group member including yourself will be assigned the number as shown. Place the number of points in the blanks below to describe how you feel about that persons participation (including yourself). Total the final point and fill in the scores next to the names above.
10 points: 8 points: 6 points: 4 points: 2 points: 0 points: Strongly Agree very much agree agree somewhat agree somewhat disagree disagree

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(2) ___

(3) ___

(4) ___

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This person worked hard during class time and outside class time to help our group meet the objectives. This person completed their assigned role without any prodding from the group members. This person stayed with our group and did not waste time socializing in other groups. This person worked hard at accepting other members of the group and the ideas they presented. TOTAL POINTS

I understand that for a peer evaluation to be fair and helpful to all group members, I need to be honest in completing this evaluation and will not discuss scores with anyone in my class. _______________________________________________ Signature of Student

Thinking Map Rubric 7th grade Social Studies

My Thinking Map includes: ___A frame around my map ___My frame includes the big idea and/or point of I can demonstrate how view (why the information is important and where I think about my I got the information) thinking! I am an ___I recognize my thought process expert at ___I chose the correct map to represent my metacognition! thinking. ___The information is complete and neatly written. My thinking map includes: ___A frame around my map. ___I recognize my thought process. ___I chose the correct map to represent my I am proficient in processing information! thinking. ___The information is complete and neatly written. My thinking map includes: ___I recognize my thought process. ___I chose the correct map to represent my thinking. I am approaching proficiency in mapping ___The information is complete and neatly my thinking, but I still written. need to keep working!

3 2 1

I need lots of practice to learn how to express what I am thinking!

My thinking map includes: ___I recognize my thought process OR ___I chose the correct map to represent my thinking. OR ___The information is complete and neatly written.