Technology Integration Unit

Unit Lesson: Online References

Tammy Renae Story

Applications of Technology
Dr. Kenneth Clark

7/9/2009
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Unit Lesson: Online References

Grade Level: 8th

Stage 1: Desired Results

Content Standard(s):
Information Literacy Standards
Standard 1: “The student who is information literate accesses information efficiently
and effectively.” – (The AASL& AECT, 1998)
Indicators :
 Indicator 1: Recognizes the need for information.
 Indicator 4: Identifies a variety of potential sources of information.
 Indicator 5: Develops and uses successful strategies for locating information.
(The AASL& AECT, 1998)

Understanding(s)/goals:
 Students will learn how to access digital and electronic information.
 Students will learn how to analyze acquired information and findings.
 Students will learn how to present research information in digital format such as
in the format of a wiki or blog.
 Students will learn how to assess their projects through various ways, such as
in the form of reflection papers.
Essential Questions(s):
 Are students familiar with online research websites or catalogues such as
Google Scholar or PINES?
 Do students know how to independently access and locate resources online?
 Do students know how to analyze research information and present information
in an online digital format?
Student objectives (outcomes):
 Students will be able to access online digital and electronic information.
 Students will be able to analyze important information and findings.
 Students will be able to present research information in an online digital format
such as a wiki or blog.
 Students will be able self – assess their projects in the form of reflection papers.

Stage 2: Assessment Evidence

Performance Task(s):

Students will develop an informational wiki or blog that presents information about the
solar system.

 Students will recognize their need for information.

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- Students will recognize their need for information in order to conduct

research and learn about the solar system.

 Students will identify a variety of potential online sources of information.

- Students will identify potential resources such as Google Scholar and
PINES as source to locate information about the solar system.

 Students will develop and use successful techniques for location online
information.
- Students will develop and utilize successful strategies for locating online
information about the solar system through Google Scholar and PINES.

- Students will be able to evaluate and analyze resources about the solar
system, and utilize the findings to create a peer resource wiki or blog.

Students will conduct a self assessment of their research experience with Google
Scholar and PINES in the form of a reflection paper. Students will use a rubric as a
guide for the development of their reflection papers. View rubric for reflection paper

Students will also answer the following questions as a part of their reflection paper
based upon the Six Facets of Understanding.
View the Six Facets of Understanding
Other Evidence:
Pre-assessment in the format of a questionnaire.
View questionnaire

Stage 3: Learning Plan

Learning Activities:
Educator’s Role: Media Specialist

 DAY 1:

 Students will choose a computer station once they have entered the library.
 The activity will be guided by the media specialist.
 Students will first complete the pre-assessment questionnaire before logging
onto the computers.
 Once students have completed the questionnaire – instruct students to place
their paper onto of the CPU, so the media specialist and the media center aid
will be able to pick them up.
 Students will next enter their passwords and log onto the computers.
 Students will then locate the folder on the desktop label Ms. Story’s
presentations.
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

 Students will then choose the video podcast file titled: Online References
 File format will either be .mp4 or an .m4v depending on the computer’s
operating system.
 Students will utilize headphones to view podcast presentation.
 Once students have completed viewing the presentation, students will go online
and locate their science teacher’s wiki page. The media specialist will
demonstrate this on the media center’s smart board if students need
assistance.
 Once students have accessed their teacher’s wiki, students will view the chosen
research topic which is the Solar System.
 Students will conduct online research both at school and outside of the school
(preferably at their public library). Research days: Days 1, 2 and for half of the
class period on day 3.
 Students must select two or more resources from Google Scholar and two or
more resources from Georgia PINES in order to complete research.
 The media specialist will provide the students with the links to these sites:
 Google Scholar: http://scholar.google.com/

 Georgia PINES: http://gapines.org

 DAY 2 ,3 and 4:

 Students will next review the selected resources, analyze it, choose the key
elements of information and images and present it in the format of a wiki or
blog. Students will be given the option to work alone on this project or in a
group that consists of no more than 3 students.
(Students must know that each group member must individually still select two
or more resources from each reference site.)

 DAY 5

 Students will link their wiki or blog to their individual teacher’s home wiki page.
The media specialist will demonstrate this process on the media center’s smart
board.

 Students will write a reflection paper using the provided *rubrics as a guide to
complete their reflection paper. (*rubrics A and B) Students must type reflection
paper and submit it to the media specialist by saving it to their class folder on
the school’s network.
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 The media specialist will demonstrate this process as well on the media
center’s smart board.
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Resources:
Georgia Public Library Service. (2006 - 2008). Georgia Library PINES.
Retrieved 7 3, 2009, from http://gapines.org

Google. (2009). Google Scholar . Retrieved 7 3, 2009, from

http://scholar.google.com/

McTighe, J., & Wiggins, G. (2002). Understanding By Design - Backwards

Design Process. Retrieved 07 06, 2009, from
http://www.newbedford.k12.ma.us/normandin/instructionsforlessonplantemplate
.doc

McTighe, J., & Wiggins, G. (2004). Understanding by Design: Professional

Development Workbook. Association for Supervision and Curriculum
Development.

The AASL& AECT. (1998). Information Literacy Standards For Student

Learning: Standards and Indicators. The American Library Association.
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Rubric A

Rubric for Reflection Paper

How easy was it to If easy, please list two If hard, please list two
use Google Scholar or more reasons why or more reasons why
and PINES as an Google Scholar or Google Scholar or
online resource to PINES was easy to PINES was hard to
locate information? use to locate use to locate
information. information.
How would you If good, please give If not good, please
describe your overall two examples that give two or more
experience with describe your examples that
Google Scholar and experience. describe your
PINES? experience.
Are you comfortable If yes, please explain If not, please explain
with using Google why you are why you are not
Scholar and PINES comfortable with using comfortable with using
as an online tool to Google Scholar and Google Scholar and
locate resources? PINES to locate PINES to locate
resources. resources.
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Rubric B

The Six Facets of Understanding:

Facet 1: Explanation
1. What is the key idea in conducting online research for resources?
2. What are examples of online research sites or references?
3. What are common misconceptions about online public library
catalogues such as Georgia’s PINES?

Facet 2: Interpretation
How does utilizing on line references relate to me?

Facet 3: Application
1. How might utilizing online references such as Google Scholar or PINES
help us to locate valuable information or literacy materials?
2. How can we use Google Scholar or PINES to locate valuable
information or reference materials?

Facet 4: Perspective
1. What is your point of view about Google Scholar and PINES?
2. What are the strengths and weaknesses of Google Scholar and
PINES?
3. What are the limits of utilizing online references or resources such as
Google Scholar or PINES?

Facet 5: Empathy
How do I feel about using Google Scholar or PINES as an online reference
to locate resources or materials?

Facet 6: Self - Knowledge

1. What are the limits of my knowledge about Google Scholar or PINES?
2. How are my views about electronic and digital references shaped by
my online research experience?
3. What are my strengths and weakness in locating information or
resources online?
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Questionnaire

HOW MUCH DO YOU KNOW ABOUT GOOGLE SCHOLAR OR PINES?

Have you ever used Google YES or NO?

Scholar to locate information for
any class project?
Have you ever used PINES to YES or NO?
locate books either at home or at
your public library?
Do you know how to access YES or NO?
Google Scholar through Google’s
website?
Do you know how to use Georgia’s YES or NO?
PINES Online Library Catalogue?
Research starting point:
1. What would you like to learn Answer:
about the solar system?

2. What information would like Answer:

to share with classmates
about the solar system?