Title III Technology Literacy Challenge Grant

Learning Unit

LU Title: Sea Lions, Tigers, and Bears, Oh My, Research Can Be Fun	Author(s): Rosemary Poland
Grade Level: Upper Elementary	School : New York State School for the Deaf
Topic/Subject Area: Research/Library Skills, English Language Arts	Address: 401 Turin Street, Rome, NY 13303
Email: rpoland@nyssd.moric.org	Phone/Fax: (315)337-8400 / (315)336-8859

OVERVIEW

This unit involves a research project of 25-30 lessons lasting approximately 6 weeks. It relates Science and English Language Arts. Students will need time in the library during which they can do research. They will also need time on the computer to do part of their research as well as to print photos and type their final research product.

CONTENT KNOWLEDGE

Declarative	Procedural
Use key words to find information.	Take pictures using a digital camera.
Understand how to use magazines as a source of information.	Print digital camera pictures using the computer program, Photo Studio.
Understand how to use encyclopedias as a source of information.	Locate resources of information in the library.
Understand how to use books as a source of information.	Find information on the internet.
Understand how to use the internet as a source of information.	Write following the writing process.
Read information in various resources.
Know how to take notes of information to remember.
Understand the format for listing resource information in a bibliography.

ESSENTIAL QUESTIONS

How should we gather information about animals of interest?

How should we decide what information to include and what information to omit from our book?

How can we present what we learn in an interesting way to teach others?

CONNECTIONS TO NYS LEARNING STANDARDS

List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

Mathematics, Science, and Technology – Standard 4: Science

Students will understand and apply scientific concepts, principles, and theories pertaining

to the physical setting and living environment and recognize the historical development

of ideas in science.

Research animals.
Group related animals.
Report interesting and significant information about animals.

English Language Arts – 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.

Locate various resources of information.
Use the internet as a resource of information.
Take notes from resources on index cards.
Follow the writing process to brainstorm, write, edit, rewrite, and publish information.
Communicate with others to gather information.

INITIATING ACTIVITY

Students went on a fieldtrip to the zoo to see tigers as a culminating activity for a Science unit about tigers. While there, students took turns using the digital camera to photograph animals we saw. Upon returning to school, we looked at the photos we took. Students and teacher brainstormed ways to learn more about these animals.

LEARNING EXPERIENCES

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

Declarative Knowledge

The student will know or understand:

Experiences and Activities:

Strategies:

What will be done:

How to use key words to find information.

How to use magazines as a source of information.

How to use encyclopedias as a source of information.

How to use books as a source of information.

How to use the internet as a source of information.

Read information in various resources.

How to take notes of information to remember.

The bibliography format for listing resource information.

Handout, worksheet.

Lecture, locate information in magazines.

Lecture, locate information in encyclopedias.

Lecture, locate books related to a given topic, locate information in books.

Lecture, locate websites related to a given topic, locate information in articles.

Library research, classwork, homework.

Classwork, homework, notes on index cards.

Lecture, handout, worksheet.

Examples/non-examples, summarize what you’ve learned.

Link to prior knowledge,

summarize what you’ve learned.

Link to prior knowledge, summarize what you’ve learned.

Stop to reflect and verbalize, summarize what you’ve learned.

Independent research, reciprocal teaching, identify something knew and new, create a mental image.

Independent research, note-taking strategies, identify patterns.

Examples/non-examples, identify patterns, summarize what you’ve learned.

Introduce the concept, model an example, give a handout with examples, guided practice in class, independent practice.

Introduce the concept, model how to use the Magazine Index to identify magazine articles related to a given topic, locate magazines, review procedure, have students summarize the procedure.

Introduce concept, model how to use an encyclopedia to find information related to a given topic, review procedure, have students summarize the procedure.

Introduce concept, model how to locate books about a given topic in the card catalog, model how to find books, review procedure, have students summarize the procedure.

Introduce concept, model how to search for information on the internet, review, have students summarize.

Students find resources related to assigned topic, students read information, teacher checks for understanding.

Teacher explains note-taking procedure, students take notes on index cards from various resources, teacher assists as needed, students identify patterns in the kinds of information to report.

Introduce concept, show examples, discuss, identify similarities & differences in various resource entries, review, summarize.

Procedural Knowledge

The student will be able to:

Strategies:

What will be done:

Take pictures using a digital camera.

Print pictures on the computer using Photo Studio.

Locate resources of information in the library.

Find information on the internet.

Write following the writing process.

Mentally rehearse steps, guided practice, practice with a partner, independent practice, point out common errors.

Written representation of process, think aloud, guided practice, independent practice, check for understanding.

Similar to/different from other processes, practice time, guided practice, independent practice, check for understanding of key principles.

Written representation of the process, point out common errors, mentally rehearse steps, roleplay before doing it, guided practice, independent practice.

Graphic representation of process, check for understanding of key concepts and principles, point out common errors, practice time.

Demonstrate how to use the digital camera, outline steps, discuss common errors to avoid, guide students to begin taking pictures, students take turns using the camera, students help each other.

Demonstrate how to print photos from the digital camera disk, talk through the steps to follow as it is demonstrated, give students an outline of the steps to follow which they post at the computer when they use it, students tell the steps to follow as a check for understanding, students take turns printing the pictures they took, teacher assists as needed.

After the lessons explaining how to find information in magazines, encyclopedias, and books, students practice this skill. Help students get started, have them explain how using the different resources are similar/different, students tell the steps they will follow, guide students through the first one of each resource, have students continue independently and help as needed.

After the lesson explaining how to use the internet as a resource of information, the students practice the skill.

Students explain and roleplay the process including common mistakes to avoid, students use their handouts outlining the process, guide the students through the process at first and then only as needed.

Students use their notes on index cards to write the first drafts of their reports on various animals, student editor or other students edit first drafts, students conference with student editor or each other, students rewrite their reports, students conference with teacher, posters outlining the writing process and various rules of English are displayed in the classroom.

Extending and Refining

Knowledge to be extended and refined:

Strategies:

What will be done:

Deciding what information to include and what information to omit when reporting research information.

Organizing information in book.

Abstracting, inductive reasoning, deductive reasoning, analyzing errors.

Comparing, classifying.

When writing about one animal, students compare it to other animals and identify general patterns. Students use inductive reasoning to make general conclusions from the information they gather. Students use deductive reasoning using general knowledge they have about mammals, reptiles, birds, etc. to come to conclusions about specific information about the animals they researched. During peer review and teacher conference time, students analyze errors.

Students use their knowledge of animals to decide what information to include in their reports about them, and to group animals and organize sections of their book.

CULMINATING PERFORMANCE

Include rubric(s)

The final product of this research project is a book that the students made as a team. Three rubrics follow. The "Research Project Rubric" was used to evaluate the final product for English class. The other two rubrics were used to evaluate the project for Library class.

BIBLIOGRAPHY RUBRIC

	1	2	3	4
Variety of resources used	No bibliography included.	Used only 1 kind of encyclopedia and magazines.	Used only 1 kind of encyclopedia, magazine, and 1 book.	Used a variety of resources (different kinds of printed encyclopedias, magazines, different books, internet, CD-ROM resources).
Information included	Many pieces of information missing. Order inconsistent and list not in ABC order.	Full information for most resources but information not in consistent order and list not in ABC order. Where full information is not included, the error is small.	Full information for each resource, in the correct order. List not in ABC order.	Full information for each resource, in the correct order. The list is in ABC order.
Neatness and language	Not neat. Many spelling errors or forgot to underline titles and use "".	Neatly written or typed. No more than 2 spelling mistakes. Forgot to underline some titles or use "" for magazine article titles.	Neatly written or typed. No more than 2 spelling mistakes. All titles underlined where needed. Magazine article titles in "".	Neatly written or typed. No spelling mistakes. All titles underlined where needed. Magazine article titles in "". Few other punctuation errors.

(Copied with permission from P. Miller, NYSSD)

Library Grade for Zoo Book

	1	2	3	4
BIBLIOGRAPHY	Inadequate or missing.	Okay. No 1’s , no more than two 2’s on rubric.	Very good. All 3’s or higher on the rubric.	Excellent. All 4’s or two 4’s & two 3’s on the rubric.
FACT CARDS Grading original language! Use ___ and SP to indicate questions about language.	Plagiarism. Poor language. Rarely used ___ or SP. Almost never put numbers on cards.	No plagiarism. Excessive use of ___ and SP or no use of ___ and SP. Many language mistakes. Frequently forgot to number cards.	No plagiarism. Consistent use of numbers to refer to source of information. Frequent language mistakes.	No plagiarism. Language good. Good use of ___ and SP, but not used to excess. Consistent use of numbers to refer to sources.
PERIODICAL INDEX	Did not use periodical index to find at least 5 articles.	Used periodical index to find at least 5 articles. Not at all independent.	Used periodical index to find at least 5 articles. Tried to be independent, but needs frequent or in-depth help.	Used periodical index to find at least 5 articles. Able to use index independently of with little help.
KEYWORDS	Unable to come up with keywords.	Able to pick simple keywords. Rarely able to think of alternatives.	Able to pick simple keywords. Frequently able to think of alternatives.	Good thinking in picking keywords for research. Able to think of many alternatives of ways to locate alternatives.
EDITING (Student editor)	Minor problems with 4 or more responsibilities or a major problem with more than 1 responsibility.	Minor problems with no more than 3 responsibilities or a major problem with 1 responsibility.	Minor problems with no more than 2 responsibilities.	Fulfilled all responsibilities: on time, makes sense, language perfect, pictures match & clear, consistent format, attractive finished product, worked well with other students.
EDITING (Other students)	Refused to cooperate with editor or lack of respect shown to editor.	Cooperated and took suggestions only after teacher intervention.	Cooperated and took all suggestions.	Complete & cheerful cooperation. Took all suggestions well. Asked editor for help.
INTERNET SEARCHING	Would not learn and would not practice new skills even with prompting.	Learned use of help menus, but had difficulty using them.	Learned use of help menus. Used well, but only when prompted.	Learned use of help menus and used new skills consistently.

(Copied with permission from P. Miller, NYSSD)

Research Project Rubric

	5	4	3	2	1
TOPIC	Stays on topic very well. Uses interesting or imaginative writing.	Stay on topic very well.	Writes about the topic, but doesn’t stay on topic.	Hardly writes about the topic.	Does not write about the topic.
IDEAS	Will make the reader sad, surprised, happy, excited, etc.	Will give the reader some strong feelings.	Will give the reader some feelings.	Will give the reader few feelings.	Will give the reader no feelings.
DETAILS	Uses many interesting details which explain the topic well.	Uses enough details to explain the topic.	Uses a few details.	Gives one or two details.	Gives no details.
SENTENCES	Uses a variety of interesting sentences. No plagiarism.	Has some different kinds of sentences (kinds, length). No plagiarism.	Writes in sentences, but some start the same way. No plagiarism.	Most of the sentences start the same way. No plagiarism.	Does not write in complete sentences. Plagiarized.
VOCABULARY	Uses many descriptive words that paint a crystal-clear picture.	Has many interesting words.	Uses some interesting words.	Uses very few interesting words.	Uses dull words.
MECHANICS	No errors in spelling, grammar, or punctuation.	Very few errors in spelling, grammar, or punctuation.	Several errors in spelling, grammar, or punctuation.	Many errors in spelling, grammar, or punctuation.	Cannot be understood.
ILLUSTRATIONS OR PHOTOS	Has original, neat, interesting illustrations or photos for each page that match the text.	Has original, neat photos or illustrations for each page. They may not always match the text.	Has somewhat neat photos or illustrations, but not for each page or not always matching the text.	Has some original photos or illustrations. Some are not neat.	Has no photos or illustrations. Copied photos or illustrations from a resource without citing the source.
RESOURCES	Uses all of the required, plus some additional resources. Lists all of the essential information in a consistent format.	Uses all of the required resources. Lists most of the essential information or didn’t follow a consistent format.	Uses some of the required resources. Lists some of the essential information.	Uses only one resource. Lists only the title of the resource.	Does not list resources.

Rubric Score Grade Grade: _______

34 – 40 94 – 100 Comments:

27 – 33 87 – 93

19 – 26 79 – 86

10 – 18 70 – 78

8 – 9 68 – 69

PRE-REQUISITE SKILLS

Prior to this unit, students have basic Library Skills. They understand the purpose of and have used the card catalog, encyclopedias, and the periodical index. They have taken notes on index cards. They understand the steps and have used the writing process many times. Students have basic computer skills and have typed using a word processor. They also have some basic knowledge of animal classification and characteristics.

MODIFICATIONS

Students’ abilities, needs, and IEP goals & objectives should be considered in all learning situations. The level of assistance given and expectations of student work should meet the students’ needs and abilities. Students who have more ability would be expected to work more independently and produce higher quality work. They can be given additional challenges, such as the responsibility to assist others or the responsibility of being student editor. In large classes, students can work with partners or in teams.

UNIT SCHEDULE/TIME PLAN

Keyword – 2 lessons, one to introduce it and one follow-up lesson, students will use the knowledge in later lessons when they do their research

Bibliography – 2 or 3 lessons, one to introduce it and one or two follow-up lessons, students will use the knowledge in later lessons when they cite resources as they take notes and when they type the bibliography in the final product

Magazine resources – 4 or 5 lessons, one to introduce it, and follow-up lessons to do the research

Encyclopedia resources – 2 or 3 lessons, one to introduce it, and follow-up lesson(s) to do the research

Book resources - 1 or 2 lessons, one to introduce it, and follow-up lesson if students need assistance, students use homework time to do research from books they find

Internet resources – 3 or 4 lessons, one to introduce it, and follow-up lessons to do the research

Printing photos – 2 or 3 lessons, one to introduce it, follow-up lesson(s) to print and evaluate quality of photos, if necessary time to get replacement photos from other resources

Writing reports – 5 or 6 lessons, students go through the writing process, using their notes on index cards to write their first draft, editing, rewriting, publishing on the computer with their photos

Book making – 4 or 5 lessons, students write the introduction and summary for the book as a team, students submit cover designs and as a team choose one to use, final copies of everything are put together, the book is spiral-bound

TECHNOLOGY USE

Students used a digital camera to take photos on a fieldtrip. Students printed photos from the digital camera disks using Photo Studio. Students typed the final copy of their research reports using Microsoft Word. They also used the internet to gather research information. Some students used a CD-ROM encyclopedia.