Author Megan Meyer Title of Lesson Introduction to Research Subject/Course Information Literacy Grade Level 3rd Grade Duration ~35 minutes Big Idea Effective research requires the use of varied resources to gain or expand knowledge Essential Question What does a reader look for and how can they find it? How does one organize and synthesize information from various sources? How does one best present findings? Model Curriculum Competencies As part of a grade-level-appropriate research process: o Choose aspects of a topic to research o With guidance, develop questions to be answered about the topic Draw evidence from text to answer an information need using grade-level-appropriate note-taking skills. Conduct short research projects Gather information from sources, including both print and digital. Use information to answer questions. With guidance and support, use technology and keyboarding skills to produce and publish writing and to interact and collaborate with others. AASL Standards I.A.1. Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic. I.B.1. Learners engage with new knowledge by following a process that includes using evidence to investigate questions. I.B.3. Learners engage with new knowledge by following a process that includes generating products that illustrate learning. Megan Meyer Elementary Lesson Plan I.D.1. Learners participate in an ongoing inquiry-based process by continually seeking knowledge. I.D.2. Learners participate in an ongoing inquiry-based process by engaging in sustained inquiry. IV.A.2. Learners act on an information need by identifying possible sources of information. IV.A.3. Learners act on an information need by making critical choices about information sources to use. IV.B.1. Learners gather information appropriate to the task by seeking a variety of sources. Instructional Objectives SWBAT: Explore three new website resources (World Book Online, Kid Info Bits, and Pebble Go Next) to become familiar with the information provided by these sources. Answer six questions about information they can discover on these websites before choosing a research topic. Formulate eight questions about their chosen topic that they will then answer and organize on a graphic organizer before moving on to filling in an informational brochure template with their information on SeeSaw. Content Specific Vocabulary Alignment – adjusting the parts of something in relation to each other Application – a program that gives a computer instructions Backup – a copy of a file or directory on a separate storage device Browser – a program used to view HTML documents Clip Art – ready-made pieces of computerized graphic art that can be used to decorate a document Configure – set up for a particular purpose Copyright – the exclusive right to sell a work Megan Meyer Elementary Lesson Plan Desktop – the area of the screen in the user interface where icons and window appear Download – transfer a file or program to a smaller computer Font – a specific size and style of type within a type family Format – the organization of data according to preset specifications Homepage – the opening page of a website Plagiarism – taking someone’s words or ideas as if they were your own Template – a model or standard for making comparisons Upload – transfer data to a server, remote computer, or website URL – the address of a webpage on the world-wide web Website – a computer connected to the internet that maintains a series of webpages to the World-Wide Web Materials/Resources/Equipment Chromebooks Promethean Board World Book Online Kid Info Bits PebbleGo PebbleGo Next Practice w/Websites Worksheet SeeSaw Pencil Boxes Brochure Template Graphic Organizer Instructional Procedures Greet students at the library doors. Have them return any books they may have, have them sanitize their hands, and then sit in a seat above a sit spot. Introduce today’s lesson and activity. Megan Meyer Elementary Lesson Plan Research Unit where they’ll research a topic of their choice and create a little factual brochure. Go over some websites they missed out on at the end of last year. o Have them open up their Chromebooks and log in. Pass out Practice with Websites Worksheet. o Go through World Book Online. Let them explore while some rows choose books. About 5-10 minutes. o Go through Kid Info Bits. Let them explore while some rows choose books. About 5-10 minutes. o Go through Pebble Go Next. Let them explore while the last of the rows choose books. About 5-10 minutes. Walk around and check that everyone has completed the worksheet. o Let them pick a color of gel pen to have me write “good job” on the worksheet. o Those that are finished can free explore to continue getting familiar with the three websites, or they can begin thinking about a topic they would like to research. End class. Have them pack up and line up to leave. Formative Assessment The students will answer six questions about information they can find on World Book Online, Kid Info Bits, and Pebble Go Next to show they are familiar with the websites and can cite their sources. Assignment The kids will explore on World Book Online, Kid Info Bits, and Pebble Go Next to familiarize themselves with Megan Meyer Elementary Lesson Plan the websites before beginning their research projects. Accommodations A couple of slower students who need a couple extra check-ins and assistance. Might need to break tasks down even smaller to make it easier for them. (Chase and Jameson DAY A, Kaylee, Makayla, and William DAY B, Emilee, Michael, Julian, and Vivian DAY E) A few students who charge on ahead and may need to be reeled back in. (Rylan and Thatcher) Megan Meyer Elementary Lesson Plan Day 2 Author Megan Meyer Title of Lesson Research Unit Subject/Course Information Literacy Grade Level 3rd Grade Duration ~40 minutes Big Idea Effective research requires the use of varied resources to gain or expand knowledge Essential Question What does a reader look for and how can they find it? How does one organize and synthesize information from various sources? How does one best present findings? Model Curriculum Competencies As part of a grade-level-appropriate research process: o Choose aspects of a topic to research o With guidance, develop questions to be answered about the topic Draw evidence from text to answer an information need using grade-level-appropriate note-taking skills. Conduct short research projects Gather information from sources, including both print and digital. Use information to answer questions. With guidance and support, use technology and keyboarding skills to produce and publish writing and to interact and collaborate with others. AASL Standards I.A.1. Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic. I.B.1. Learners engage with new knowledge by following a process that includes using evidence to investigate questions. I.B.3. Learners engage with new knowledge by following a process that includes generating products that illustrate learning. Megan Meyer Elementary Lesson Plan I.D.1. Learners participate in an ongoing inquiry-based process by continually seeking knowledge. I.D.2. Learners participate in an ongoing inquiry-based process by engaging in sustained inquiry. IV.A.2. Learners act on an information need by identifying possible sources of information. IV.A.3. Learners act on an information need by making critical choices about information sources to use. IV.B.1. Learners gather information appropriate to the task by seeking a variety of sources. Instructional Objectives SWBAT: Explore three new website resources (World Book Online, Kid Info Bits, and Pebble Go Next) to become familiar with the information provided by these sources. Answer six questions about information they can discover on these websites before choosing a research topic. Formulate eight questions about their chosen topic that they will then answer and organize on a graphic organizer before moving on to filling in an informational brochure template with their information on SeeSaw. Content Specific Vocabulary Alignment – adjusting the parts of something in relation to each other Application – a program that gives a computer instructions Backup – a copy of a file or directory on a separate storage device Browser – a program used to view HTML documents Clip Art – ready-made pieces of computerized graphic art that can be used to decorate a document Configure – set up for a particular purpose Copyright – the exclusive right to sell a work Megan Meyer Elementary Lesson Plan Desktop – the area of the screen in the user interface where icons and window appear Download – transfer a file or program to a smaller computer Font – a specific size and style of type within a type family Format – the organization of data according to preset specifications Homepage – the opening page of a website Plagiarism – taking someone’s words or ideas as if they were your own Template – a model or standard for making comparisons Upload – transfer data to a server, remote computer, or website URL – the address of a webpage on the world-wide web Website – a computer connected to the internet that maintains a series of webpages to the World-Wide Web Materials/Resources/Equipment Chromebooks Promethean Board World Book Online Kid Info Bits PebbleGo PebbleGo Next Practice w/Websites Worksheet SeeSaw Pencil Boxes Brochure Template Graphic Organizer Instructional Procedures Greet students at the library doors. Have them return any books they may have, have them sanitize their hands, and then sit in a seat above a sit spot. Introduce today’s lesson and activity. Megan Meyer Elementary Lesson Plan Pick a research topic that they can research on World Book Online, Kid Info Bits, and/or Pebble Go. o They’ll come up with 8 questions about their topic, which they will write out on their graphic organizer. o They must come up to me and get their questions approved in a gel pen color of their choice. Begin researching and finding answers to their questions, which they will cite (just writing down the website URLs). o While researching, rows will go to pick out books. Once they’ve found all their answers, they will come up to me again and get approved to plug all their information into the brochure template found on SeeSaw. o When finished they will upload their brochure as a response to the activity on SeeSaw. They can free explore, do other work, or read their books, but it must be relatively silent work while the rest finish up. End Class. Have them shutdown their Chromebooks, pack up, and get in line to leave. Formative Assessment Students will fill in a graphic organizer with eight questions about their chosen topic, and once they have answered those questions, they’ll be able to begin filling in their informational brochures on SeeSaw. Assignment Students will choose a topic and begin researching it in order to create an informational brochure. They will have Megan Meyer Elementary Lesson Plan the ability to write out information on their topic on a graphic organizer for when they are ready to go create the informational brochure. Accommodations A couple of slower students who need a couple extra check-ins and assistance. Might need to break tasks down even smaller to make it easier for them. (Chase and Jameson DAY A, Kaylee, Makayla, and William DAY B, Emilee, Michael, Julian, and Vivian DAY E) A few students who charge on ahead and may need to be reeled back in. (Rylan and Thatcher) Megan Meyer Elementary Lesson Plan Day 3+4 Author Megan Meyer Title of Lesson Research Unit Subject/Course Information Literacy Grade Level 3rd Grade Duration ~40 minutes Big Idea Effective research requires the use of varied resources to gain or expand knowledge Essential Question What does a reader look for and how can they find it? How does one organize and synthesize information from various sources? How does one best present findings? Model Curriculum Competencies As part of a grade-level-appropriate research process: o Choose aspects of a topic to research o With guidance, develop questions to be answered about the topic Draw evidence from text to answer an information need using grade-level-appropriate note-taking skills. Conduct short research projects Gather information from sources, including both print and digital. Use information to answer questions. With guidance and support, use technology and keyboarding skills to produce and publish writing and to interact and collaborate with others. AASL Standards I.A.1. Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic. I.B.1. Learners engage with new knowledge by following a process that includes using evidence to investigate questions. I.B.3. Learners engage with new knowledge by following a process that includes generating products that illustrate learning. Megan Meyer Elementary Lesson Plan I.D.1. Learners participate in an ongoing inquiry-based process by continually seeking knowledge. I.D.2. Learners participate in an ongoing inquiry-based process by engaging in sustained inquiry. IV.A.2. Learners act on an information need by identifying possible sources of information. IV.A.3. Learners act on an information need by making critical choices about information sources to use. IV.B.1. Learners gather information appropriate to the task by seeking a variety of sources. Instructional Objectives SWBAT: Explore three new website resources (World Book Online, Kid Info Bits, and Pebble Go Next) to become familiar with the information provided by these sources. Answer six questions about information they can discover on these websites before choosing a research topic. Formulate eight questions about their chosen topic that they will then answer and organize on a graphic organizer before moving on to filling in an informational brochure template with their information on SeeSaw. Content Specific Vocabulary Alignment – adjusting the parts of something in relation to each other Application – a program that gives a computer instructions Backup – a copy of a file or directory on a separate storage device Browser – a program used to view HTML documents Clip Art – ready-made pieces of computerized graphic art that can be used to decorate a document Configure – set up for a particular purpose Copyright – the exclusive right to sell a work Megan Meyer Elementary Lesson Plan Desktop – the area of the screen in the user interface where icons and window appear Download – transfer a file or program to a smaller computer Font – a specific size and style of type within a type family Format – the organization of data according to preset specifications Homepage – the opening page of a website Plagiarism – taking someone’s words or ideas as if they were your own Template – a model or standard for making comparisons Upload – transfer data to a server, remote computer, or website URL – the address of a webpage on the world-wide web Website – a computer connected to the internet that maintains a series of webpages to the World-Wide Web Materials/Resources/Equipment Chromebooks Promethean Board World Book Online Kid Info Bits PebbleGo PebbleGo Next Practice w/Websites Worksheet SeeSaw Pencil Boxes Brochure Template Graphic Organizer Instructional Procedures Greet students at the library doors. Have them return any books they may have, have them sanitize their hands, and then sit in a seat above a sit spot. Introduce today’s lesson and activity. Megan Meyer Elementary Lesson Plan Continue research today Anyone that hasn’t come up with 8 questions must finish (Day 3) and get them approved. Once they’ve found all the answers to their questions, they will come up to me again and get approved to plug all their information into the brochure template found on SeeSaw. (Must be completed Day 4) o When finished they will upload their brochure as a response to the activity on SeeSaw. Book Selection while researching They can free explore, do other work, or read their books, but it must be relatively silent work while the rest finish up. End Class. Have them shutdown their Chromebooks, pack up, and get in line to leave. Formative Assessment Students will fill in a graphic organizer with eight questions about their chosen topic, and once they have answered those questions, they’ll be able to begin filling in their informational brochures on SeeSaw and turn in their finished product as a response. Assignment Students will continue researching their topics and begin organizing their information on the brochure template that they’ll find on SeeSaw. Once they are finished they’ll upload their informational brochure as a response. Accommodations A couple of slower students who need a couple extra check-ins and assistance. Might need to break tasks down even smaller to make it easier for them. (Chase and Jameson DAY A, Kaylee, Makayla, and William DAY B, Emilee, Michael, Julian, and Vivian DAY E) A few students who charge on ahead and may need to be reeled back in. (Rylan and Thatcher) Megan Meyer Elementary Lesson Plan