information literacy lesson plan-tambra singletary

7/29/2019 Information Literacy Lesson Plan-Tambra Singletary

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Information Literacy Lesson Plan

Tambra Singletary

Georgia Southern University

FRIT 7136

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


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Information Literacy Lesson Plan

Grade: 7Content Topic: Religions in Southwest Asia and Southern andEastern Asia

SLMS: Tambra SingletaryTeacher: Heather Jamison

Standards for the 21stCentury Learner:

Standard:1. Inquire, think critically, and gain knowledge.2. Draw conclusions, make informed decisions, apply knowledge tonew 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 incurricular subjects, and make the real-world connections for usingthis process in own life.1.1.4Find, evaluate, and select appropriate sources to answerquestions.

-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 ofauthor or publisher, comprehensiveness, readability, and alignment with

research needs.

-Select a variety of credible sources in different formats relevant toresearch needs.

1.1.5Evaluate information found in selected sources on the basisof accuracy, validity, appropriateness for needs, importance, andsocial 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 accessinginformation and pursuing inquiry.

-Use technology resources, such as online encyclopedias, onlinedatabases, and Web subject directories, to locate information.

-Implement keyword search strategies.-Select and use grade-level-appropriate electronic reference materialsand teacher-selected websites to answer questions.


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1.1.9Collaborate with others to broaden and deepenunderstanding.

-Work in self-managed teams to understand concepts and to solveproblems.

-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 engagementby posing questions andinvestigating the answers beyond the collection of superficial facts.1.2.4Maintain a critical stance by questioning the validity andaccuracy of all information.2.1.6Use the writing process, media and visual literacy, andtechnology skills to create products that express newunderstandings.

Responsibilities Indicators:1.3.1Respect copyright/intellectual property rights of creators andproducers.1.3.5Use information technology responsibly.

Self-Assessment Strategies Indicators:1.4.1Monitor own information-seeking processes for effectivenessand 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 Studiescourse. The standards which will be used for this lesson deal withreligion in Asia. Seventh grade students will be required to work ingroups to research information on the five prominent religions inAsia: Judaism, Islam, Christianity, Hinduism, and Buddhism.Students will also be required to present their research findings totheir peers using some form of technology from Powerpoint to aWeb 2.0 product.

CONNECTION TO LOCAL OR STATE STANDARDS:SS7G8The student will describe the diverse cultures of the peoplewho live in Southwest Asia (Middle East).


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a.Explain the differences between an ethnic group and areligious group.

b.Compare and contrast the prominent religions in SouthwestAsia (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, Shintoismand 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. Eachgroup will be assigned a different religion so that they may presenttheir findings in a jigsaw manner to the class using some form oftechnology. Then, as a final assessment, students will workindividually to create Thinking Maps to compare and contrast thereligions.

FINAL PRODUCTS:

Students will create a presentation using technology (powerpoint ora Web 2.0 product) to share with the class. Each group will have adifferent religion so that all religions are represented. Finally, eachstudent will use a Thinking Map to compare and contrast thereligions 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 mediacenter. They will also be introduced to Galileo as a databaseresource. I (acting as SLMS) will provide a brief presentation onThe Big 6 research method. Included as part of this presentationwill be a discussion of citations and plagiarism. Students will learnthe ethical steps for citing information for research. I will also


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discuss using databases and other web-based tools for researchalong with the pathfinder that I have created.

ASSESSMENT:Product:

-The students will receive a rubric which will include all requiredelements for the presentation to guide them in creating the presentation

along with their group.

-Students must provide notes pages to show the research they gatheredfor the project.-Each student will receive a rubric for the individual Thinking Map projectwhich 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 databaseo Web siteso Bookso Reference Materials

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


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INSTRUCTION/ACTIVITIES:

Direct Instruction:Day 1-Media CenterMs. 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 themedia center, I will present a Powerpoint on The Big 6 which will provide

students with the information they need to begin researching their topic. (SeeBig 6 Research Powerpoint). We will discuss different information seeking

strategies using a variety of resources. I will also refresh their memories as tothe location of these resources in our media center. They will receive a graphic

organizer to help them remember the steps for research. (See attachedAppendix 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 notrealize that when they plagiarize, they are stealing someone elses ideas and

intelligence. One thing that students always struggle with is paraphrasinginformation to prevent plagiarism. We will practice note-taking using a sample

article with a generic topic and a highlighter. Students must highlightimportant information. Then, on a separate sheet of paper, students must put

the highlighted information in their own words. I will model this with thebeginning 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 CenterStudents will come in ready to research. Before they begin, I will remind themof 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. Wewill 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 informationon 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 foronline tutorials for using these tools. (See Appendix C) Once students are

released for research, I will become a facilitator in the media center movingfrom 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 thecomputer lab while I am in the media center offering guidance on research.


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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 Galileodatabase and the pathfinder as a source for information. They will also be

shown examples of the products that they are expected to complete along witha rubric for completion of the product and a rubric for group evaluation. I willalso guide them in note-taking practices to prevent plagiarism

Independent Practice: Students will be working individually and ingroups to gather the research needed for their presentation. Thedecision for a particular presentation method has been left to themembers of each group. This will allow for creativity in the

presentation process.

Sharing and Reflecting: Once the projects are completed, studentswill present their findings in a class setting with classmates takingnotes in order to gain information for their final Thinking Mapassignment. Students will be presenting in a jigsaw manner witheach group presenting a different religion for that particular classperiod. There are five groups with 4 students in each group. The

final Comparison/Contrast Thinking maps will be posted in theclassroom for future reference.


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Big 6 Research Method Powerpoint


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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 article3. Original source of article, volume and number of source, date of

original source, page numbers of original source (if available)

4. Name of database5. Name and location of service : GALILEO, Atlanta, GA6. Date you found information7. URL address (write down the WHOLE thing!!)

Example 1.2.

3.

4.

5.

6.

7.

GALILEO Website: http://www.galileo.usg.edu

Database: SIRS WebSelect (SIRS Knowledge Source)

Current Home Password: stepladder

Appendix A


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Appendix B


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Appendix B


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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


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4-Exceeds

Expectation

3-Meets

Expectation

2-Developing 1-Beginning

resentation Well-rehearsed withsmooth delivery that holds

audience attention.

Rehearsed with fairly

smooth delivery that

holds audience

attention most of the

time.

Delivery not smooth,

but able to maintain

interest of the

audience most of the

time.

Delivery not smooth an

audience attention ofte

lost.

ources Source informationcollected for all graphics,

facts, and quotes. Alldocumented in desired

format.

Source information

collected for all

graphics, facts andquotes. Most

documented in desired

format.

Source information

collected for

graphics, facts, andquotes, but not

documented in

desired format.

Very little or no source

information was

collected.

Attractiveness Makes excellent use offont, color, graphics,

effects, etc. to enhance the

presentation.

Makes good use of

font, color, graphics,

effects, etc. to enhance

the presentation.

Makes use of font,

color, graphics,

effects, etc., but

occasionally these

detract from the

presentation content

Use of font, color,

graphics, effects, etc. b

these often distract from

the presentation conten

Content Covers topic in-depth withdetails and examples.

Subject knowledge is

excellent.

Includes essential

knowledge about the

topic. Subject

knowledge appears to

be good.

Includes essential

information about the

topic, but there is not

enough information

and 1-2 factual errors.

Content is minimal OR

there are several factua

errors.

Workload The workload is dividedand shared equally by all

team members.

The workload is

divided and shared

fairly by all team

members, thoughworkloads may vary

from person to person.

The workload was

divided, but one

person in the group is

viewed as not doinghis/her fair share of

the work.

The workload was not

divided OR several

people in the group are

viewed as not doing thefair share of the work.

Religions Around the World Technology Presentation


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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: Strongly Agree

8 points: very much agree

6 points: agree

4 points: somewhat agree

2 points: somewhat disagree0 points: disagree

(1) (2) (3) (4)

___ ___ ___ ___ 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


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Thinking Map Rubric

7th

grade Social Studies

4

I can demonstrate how

I think about my

thinking! I am anexpert at

metacognition!

My Thinking Map includes:

___A frame around my map

___My frame includes the big idea and/or point ofview (why the information is important and where

I got the information)

___I recognize my thought process___I chose the correct map to represent my

thinking.

___The information is complete and neatlywritten.

3I am proficient inprocessing information!

My thinking map includes:___A frame around my map.

___I recognize my thought process.

___I chose the correct map to represent mythinking.

___The information is complete and neatly

written.

2I am approaching

proficiency in mappingmy thinking, but I still

need to keep working!

My thinking map includes:

___I recognize my thought process.___I chose the correct map to represent my

thinking.

___The information is complete and neatlywritten.

1I need lots of practice

to learn how to express

what I am thinking!

My thinking map includes:

___I recognize my thought processOR

___I chose the correct map to represent my

thinking.

OR___The information is complete and neatly

written.

information literacy lesson plan-tambra singletary

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