Title III Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

With Internet resources and commercial databases available in our libraries, students have access to much more information than they did even two years ago. This unit is designed to allow students to investigate a topic of interest to them and, at the same time, evaluate information sources and select the best information to support their research topic.

Students will follow a step-by-step process to complete a research paper. By the end of this unit, students will be able to choose a topic, research online and in the library, evaluate information, employ process writing skills while using a word processing program, write a bibliography (MLA style) and cite parenthetical notation.
 
 

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

• What is a lifelong learner?

• How do/will I use information sources in my life?

• Does learning stop after school?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

• MST STANDARD # 2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies.

BENCHMARK: Understanding and using features of word processing.

• MST STANDARD # 5: Technology Students will apply technological knowledge and skills to design, construct use and evaluate products and systems to satisfy human and environmental needs.

BENCHMARK: Understanding and using the Internet

• ELA STANDARD #1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

BENCHMARK: Incorporate information from several noted experts to support a thesis in a research paper.
 
 

INITIATING ACTIVITY

GETTING READY TO RESEARCH: Research is only meaningful if the topic/problem chosen is one of great interest to the student. Before students even know they are going to conduct research, a series of scenario/games will be used to stimulate ideas and areas of interest:

#1 – What if… You were given $1,000,000 to travel anywhere in the world. Where would you go? What do you expect to do/see while you are there? [Sample topics: Vacation to Disney World; Paris; Australia]

#2 – What if… You have the power to solve one problem in the world today? What do you choose? What would you need to know/be able to do in order to begin? [Sample topics: Breast Cancer; Teen Smoking; Famine in Africa]

#3 – What if… You could meet any person – past or present. Who do you choose? What would you do together? What questions would you ask this person? [Sample topics: Dinner with Amelia Earhart; A Weekend with King Tut; At Home with Michael Jordan]

#4 – What if… You could time travel to any period in time. When/where would you go? What would you see and do? [A Kid’s Life in Ancient Egypt/Rome; Summer with the Buffalo Hunters; Becoming a Slave]

#5 – What if… You could be any animal.  What would you choose?  Where would you live and what would your life be like? [Tiger Life; A Day as a Dolphin; The Snake’s World]
 
 

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

1. Brainstorm topics of interest to the class; each student selects one topic for preliminary research. Using basic reference sources (encyclopedia and dictionary), students define their topic and complete a web (graphic organizer) of facts about the topic. (comparing, decision-making, classifying)
2. As a class activity, using the facts from one detailed web organizer, fill in an outline of facts about the topic. (declarative, deductive reasoning classifying)
3. Identify and investigate information sources; select the one(s) that are most applicable to a variety of research topics. (comparing, decision-making)
4. Search library resources, the Internet and Commercial Database by keyword and topic to find articles and books related to a topic; evaluate information and select articles relevant to research topic. (comparing, analyzing perspectives, abstracting)
5. Select one information source, read it and fill out a notecard listing main ideas and details. (abstracting, constructing support, deductive reasoning)
6. As a class activity, prepare a bibliography of sources used.

CULMINATING PERFORMANCE

Students will conduct research to find out about a topic that is of great interest to them. They will write a research report that summarizes their findings.  After research reports have been completed, students will share their research with the class.  An oral presentation will include a summary of new facts/information they were surprised (pleased/curious) to learn; what their best source of information was; one information source did not yield information for this topic.
 
 

RUBRIC:

I. TEACHER CONFERENCE (draft of outline) 2pts________

II. NOTECARDS (All headings filled in!) 12pts_______

III. DRAFT (Minimum 2 pages, with corrections) 15pts_______

IV. COVER PAGE (Typed, ) 2pts________

V. OUTLINE (typed) 5pts________

VI. FINAL COPY OF REPORT

A. Introduction

1. Topic Sentence 3pts________

2. Briefly state Main Ideas (avoid statements like, "in this report I will write") 3pts________

1. Middle or supporting Paragraphs-- 24pts_______

3. Conclusion (REWORD topic sentence, main ideas, and add summary) 3pts_____

4. Bibliography (MLA Style-- Minimum of four sources) 4pts________

VII. SPELLING AND GRAMMAR (Subject/Verb agreement) 5pts________

VIII. SENTENCES AND PARAGRAPHING (run-on and incomplete) 9pts________

IX. TYPING

A. Double Spaced 1pts________

B. Font Size (no larger than twelve font) 4pts________

C. Spacing appropriate (two spaces after punctuation) 1pts________
 

MODIFICATIONS

Length of research paper and number of information sources required can be modified based on ability of student and grade level. Further modifications could be made upon evaluation of individual needs.
 
 

UNIT SCHEDULE/TIME PLAN--THREE WEEKS

NOTE: Lessons are most effective when taught in computer lab or where students all have access to the Internet, Word processing, and LCD Projector.

WEEK ONE: Students select topics of interest and do very basic research to determine facts and group facts in outline form. Students investigate information sources, how to evaluate a source and how to read a source and summarize for facts to support research. Teacher models bibliography format and parenthetical notations.

WEEK TWO: Students conduct individual research, fill out notecards for each source, complete outline, begin typing draft. While students work independently in library and computer lab, teacher conferences with each student to assess information sources and outline.

WEEK THREE: Students complete draft and bibliography, conference with teacher and begin revisions. Teacher goes over Evaluation sheet and students evaluate their own paper and correct errors. Students complete final word processing. Students reflect on their research in an oral report.
 
 

TECHNOLOGY USE

 Word processing program and LCD projector, Internet, OPAC, Commercial databases (samples below)

UMI-Proquest Direct: http://www.uni.com/proquest

Dialog @ Carl: http://dialog.carl.org/3005

Facts on File News Service: http://www.2facts.com

Electric Library: http://www.elibrary.com