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Curriculum Guide – Grade 5 Unit 1: Online Safety Lesson: 1

Standard: Learners use skills, resources, and tools to share knowledge and participate ethically and productively as members of our democratic society. (Source: Standards for the 21st Century Learner)

Indicator: In response to a teacher request to do so, students will be able to practice safe and ethical behaviors online.

Objective: Upon request, students will be able to list at least three ways that they can be safe online.

Title: Unit 1 - Online Safety Personal Information: Lesson 1Type: Acceleration Instruction MasteryLearning Preferences:

Field Dependent

Field Independent Visual Auditory Tactile

Kinesthetic Active Reflective Global SequentialAIM: Students will define and give examples of “private information” and list at least

three ways that privacy rules protect them online.

Description: Library Media Specialist Preparation/Technology Options: Implementation of all lessons in the Online Safety unit is mandatory. Activity may be implemented in the Library with LCD projector and

screen/whiteboard or in a Computer Lab. The lessons in Unit 1 should be used in conjunction with the referenced

flipcharts. The following activity is Part 1 of a 2 part lesson and is reproduced with

the permission of CyberSMART!

CONNECT - Introduce (offline)

Have students imagine walking around a big city wearing a tag that has their full name, address, and phone number printed for all to see. Ask: “Why is this idea unsafe?” Guide students to recognize that such information should be kept private so that strangers cannot use it to find them or bother them.

INFORM - Teach 1 (online)

Tell students the United States has a law requiring Web site owners to help protect the private information of kids 13 and younger and to explain how they do so in a Privacy Notice. In addition, two organizations—Better Business Bureau and TRUSTe—periodically review children's sites to make sure they are protecting children's privacy. State that they will have

Library Information ServicesJuly 2011

Baltimore County Public Schools1

the opportunity to visit those sites during the next lesson: Online Safety Evaluating Web sites

Provide or ask students to volunteer examples of “private” information. May use the flipcharts pages three and four.

Login to BrainPop (direct link is provided in the flipchart) to view the Online Safety video.

PRACTICE

Have students recall the five safety rules from the BrainPop video. Also discuss specific examples of personal information.

APPLY

Have students share with a partner / group members more specifically how they can stay safe when online as well as list three examples of private information (name, address, and phone number) on an exit ticket.

Students may also be asked to complete the accompanying BrainPop video quiz.

REFLECT

Ask students to reflect on previous situations in which they or someone they know may have compromised their personal information online and to discuss how they can avoid those situations in the future.

Resources: Flipchart titled: Online Safety Personal InformationPrivacy Rules Lesson Plan with links to Student Activity Sheets Safari Montage Video Staying Safe: Strangers, Cyberspace & More. Chapter 5.



http://10.4.1.240/?a=29953&d=01753AA

http://cybersmartcurriculum.org/safetysecurity/lessons/4-5/privacy_rules/




Objective: Given a Web site evaluation checklist, students will be able to determine whether a Web site protects their privacy.

Title: Unit 1 - Online Safety Evaluating Web sites: Lesson 2 – Privacy Rules! Type: Acceleration Instruction MasteryLearning Preferences:

Field Dependent


Kinesthetic Active Reflective Global SequentialAIM: Students will use an evaluation checklist to examine and evaluate selected Web

sites and determine whether they protect their privacy.Description: Library Media Specialist Preparation/Technology Options:

Implementation of all lessons in the Online Safety unit is mandatory. Activity may be implemented in the Library with LCD projector and

screen/whiteboard or in a Computer Lab. The lessons in Unit 1 should be used in conjunction with the referenced

flipcharts. The flipchart for lesson two is titled: Online Safety - Evaluating Web sites.

CONNECT

Ask students to identify which type of online communication tool they use most often.

Inquire whether students have ever felt uncomfortable when online.

INFORM

Tell students the United States has a law requiring Web site owners to help protect the private information of kids 13 and younger and to explain how they do so in a Privacy Notice. In addition, two organizations—Better Business Bureau and TRUSTe—periodically review children's sites to make sure they are protecting children's privacy.

Take students to www.becybersmart.org or www.cybersmartcurriculum.org, click on Student Links, and then click on the triangle. If utilizing the flipchart, simply click the links on the page. Find the title of this lesson, and open its links. Choose a site to explore



with the class. Utilizing a document camera or overhead, preview the questions on the

Privacy Rules! Activity Sheet.

PRACTICE (online)

Place a copy of Privacy Rules under the document camera or overhead. With students, complete the checklist for one of the chosen Web sites.

The link on the flipchart practice page accesses Nickelodeon. NOTE: What CyberSmart! calls “private identity information,” or “private information,” others may call “personal information.” CyberSmart! considers private information to be any information that can be used to discover one's identity.

Explain that if Questions 1-7 and either Question 8 or 9 are answered, "Yes," then the site does help to protect their privacy.

Distribute a copy of the activity sheet to students.

APPLY (online)

Assign individuals or groups to the remaining sites, have them complete the checklist, and share their results with the class.

Ask: “Why must kids' sites protect children's private information?” (There is a U.S. law that requires them to do so.)

Ask: “How do you use the CyberSmart! checklist to decide whether a site protects kids' privacy?” (If Questions 1-7 and either Question 8 or 9 are answered, “Yes,” then the site helps protect kids' privacy.)

Have students brainstorm a list of sites they use for homework or fun. Students will then use a copy of the checklist to evaluate each site for privacy protection, and summarize the results.

REFLECT

Ask students to share with the class any experiences they have had with Web sites that attempted in some way to collect private information from them. Why is it unsafe for children to share private information on a Web site?

EXTEND Have students create a product to remind their schoolmates to check the

Web sites they visit for privacy policies and privacy seals. This product could be:o A PSA (public service announcement) video or podcast.o A poster – designed in MS Publisher or another desktop publishing

tool.



o A binder sticker – students use the Envelopes and Labels tool in MS Word to design a sticker and print out on labels for distribution to schoolmates.

Resources: Flipchart title: Online Safety Evaluating Web sitesPrivacy Rules Lesson Plan with links to Student Activity Sheets Safari Montage Video Staying Safe: Strangers, Cyberspace & More. Chapter 5.



http://10.4.1.240/?a=29953&d=01753AA

http://cybersmartcurriculum.org/safetysecurity/lessons/4-5/privacy_rules/




Objective: Upon request, students will be able to define cyber-bullying and describe at least three bystander behaviors that could prevent cyber-bullying.

Title: Unit 1 - Online Safety: Lesson 3 – CyberbullyingType: Acceleration Instruction MasteryLearning Preferences:

Field Dependent


Kinesthetic Active Reflective Global SequentialAIM: Students will analyze a cyber-bullying incident to compare helpful and harmful

bystanders.


screen/whiteboard or in a Computer Lab. This lesson should be used with the referenced flipchart. The following activity is reproduced with the permission of CyberSMART!

CONNECT - Teach 1: What's the Problem?

Ask: “Have you ever seen somebody break a rule or law but were not involved yourself? What do you call the person who is not the rule breaker or the target of the rule breaker?” (Accept reasonable answers. Students may be able to offer words such as witness, observer, or bystander.)

Distribute the activity sheets. Have students read the scenario about the sleepover at Jesse's home.

Have students write and share their answers to the three questions under “What's the Problem?” Look for answers that show students understand that Jesse was probably very embarrassed when Anthony told a popular girl at school about his attraction to Mai Yin; that the girl probably told many other kids on her buddy list; that the boys watching Anthony may have been approving, disapproving, or intimidated; and that the other kids at school teased both Jesse and Mai Yin.

INFORM - Teach 2: Think About It



Have students read the “Think About It” section of their activity sheets. Discuss with students how it is often difficult for one person in a group to speak up because of the fear that the bully will turn on them. Also, typically bystanders believe that someone else in the group will speak up.

Have students tell their own stories. Ask: “Have you ever been a bystander to cyberbullying? Can you tell what happened, but do not use real names.”

PRACTICE - Teach 3: Find Solutions

Divide the class into small groups or pairs to discuss and record what the bystanders at the sleepover could have done.

APPLY

Make a class chart or use the flipchart (complete the table), a wiki, kidsblog, or Voicethread to synthesize the points made as each group reports to the class. Possible answers may include:

Actions Bystanders Take to Make Things Worse

Actions Bystanders Take to Make Things Better

. laughing . tell the cyberbully to stop

. pretending they don't know what's going on

. try to help the kids who are the target of the bully

. telling the cyberbully to do it again or to someone else . tell an adult

. do nothing to stop it . refuse to help the cyberbully

REFLECT

Use Web 2.0 tools, such as a secure threaded discussion tool, to enable students to continue online their discussion of bystander actions that do and do not work.

Resources: Online Safety Cyberbullying flipchartCyberbullying BrainPop video (linked in the flipchart above)Group Think Lesson Plan with links to Student Activity Sheets http://cybersmartcurriculum.org/cyberbullying/lessons/4-5/group_think/ Safari Montage Video Staying Safe: Strangers, Cyberspace & More. Chapter 5.



http://10.4.1.240/?a=29953&d=01753AA

http://cybersmartcurriculum.org/cyberbullying/lessons/4-5/group_think/

http://www.brainpop.com/user/loginDo.weml?user=bcps&password=brainpop&targetPage=/technology/computersandinternet/cyberbullying/




Objective: Upon request, students will be able to explain at least three bystander behaviors that could prevent cyberbullying.

Title: Unit 1 - Online Safety: Lesson 4 – A Bystander Pledge to Take Action!Type: Acceleration Instruction MasteryLearning Preferences:

Field Dependent


Kinesthetic Active Reflective Global SequentialAIM: Students will describe bystander behaviors that could prevent cyberbullying by

writing and publishing a “Bystander to Cyberbullying” pledge.


screen/whiteboard or in a Computer Lab. The following activity is Part 2 of a 2 part lesson and is reproduced with

the permission of CyberSMART!

CONNECT

Ask students to recall the definitions of cyberbullying and bystander from the previous lesson.

Distribute the Take Action Activity Sheets Have students read the directions on their activity sheets.

INFORM - Teach 4: Take Action

Model composing an “I will” statement for the pledge. Suggest that students begin each rule of the pledge with “I will …” and sign and date the bottom of the pledge.

PRACTICE

Have students follow the directions on their Take Action activity sheets to compose their Bystander to Cyberbullying pledge.



Use a video recording device or desktop publishing applications to convert students’ pledges into certificates and distribute in print use Web 2.0 tools to share the pledges on a school Web page, a blog, or a wiki.

APPLY - Close

Ask: “What is a bystander to cyberbullying?” (someone who sees, hears, or knows about cyberbullying but is not the bully or the target)

Ask: “What are some ways bystanders can make cyberbullying worse?” (by laughing, encouraging the bully, and making fun of the target)

Ask: “What are some ways bystanders can make cyberbullying stop?” (by discouraging the bully, supporting the target, or telling a trusted adult)

REFLECT

Introduce CyberSmart’s list of Cyberbullying Prevention Activities for School, Families, and Community. Ask students to discuss how these activities might be effective for encouraging bystanders to take positive action to prevent cyberbullying.

Resources: Group Think Lesson with links to Student Activity Sheets Cyberbullying Prevention Activities for School, Families, and Community



http://cybersmartcurriculum.org/cyberbullying/prevention/#2-5

http://cybersmartcurriculum.org/cyberbullying/lessons/4-5/group_think/

Curriculum Guide – Grade 5 Unit 2: Considering Copying Lesson: 1

Standard: Learners use skills, resources, and tools to share knowledge and participate ethically and productively as members to our democratic society. (Source: Standards for the 21st Century Learner)

Indicator: In response to a teacher request to do so, students will be able to follow ethical and legal guidelines in gathering and using information.

Objective: Upon request, students will be able to define copyright and identify at least two ways to follow copyright rules to present information accurately.

Title: Unit 5 – Considering Copying: Lesson 1 – Considering CopyingType: Acceleration Instruction MasteryLearning Preferences:

Field Dependent


Kinesthetic Active Reflective Global SequentialAIM: Students will role-play ethical situations involving copyright in order to learn how to

present information accurately and ethically.

Description: Library Media Specialist Preparation/Technology Options: Activity should be implemented in a computer lab for access to Web sites. If

a computer lab is not available, students may use hard copies of the resources. There is an accompanying flipchart that should be utilized with this lesson. If not using the flipchart, cut apart Activity Sheet 1 and place the slips of

paper into a paper bag/hat or utilize the referenced flipchart. Note: Students will work in groups for the Practice portion of the lesson.

CONNECT - Introduce

Have students imagine that they own a business in which they have spent a great amount of time writing and designing a Web-based game, only to find that someone else has copied much of the game for their own site. Ask: “Is this okay? Is it fair? Is it legal? Is the work protected?”

The connection is on page 2 of the flipchart.

INFORM - Teach

Play one of the two copyright videos (Note: notes about the videos are contained in the flipchart) linked on page 3 of the flipchart

Tell students that there is also a link to a BrainPop video about Plagiarism that they may view outside of the classroom.

Have a student read the text on page 4 of the flipchart. Tell students that many Web sites have copyright notices explaining who



owns the material and (sometimes) how it can be used. Explain that some artistic works are in the public domain. Public domain

works include government documents and works whose copyright has expired. Such works are available for use by anyone.

Review the “Can I Use It? Copyright Clearance Checklist” handout linked on page 4 of the flipchart and/or the Considering Copying Manners: Respecting the Law Activity Sheets

May also Distribute “Can I Use It?” and Activity Sheets 2 and 3.

PRACTICE

Have students in each group choose a situation from the scenarios listed at page 5 of the flipchart. If not using the flipchart, one student from each group may select a scenario for the group from a hat/box that contains each scenario.

Groups may role play or create a video utilizing a digital video recorder to reflect the situation and how they can properly utilize copyrighted information by utilizing the Activity Sheets. Students may also consider the following:

o Copying photos, animations, greeting cards: These are all copyrighted works and should not be displayed on a personal site without obtaining permission.

o Copying photos and paragraphs of text for a school report: School reports are considered fair use, but the creators should be credited.

o Copying and rearranging paragraphs of text for a school report: Rearranging copied paragraphs is plagiarism, unless credit is given to each source. If the intent was to make it the student's work, then the ideas would have to be put in the student's own words.

o Copying passwords to enter systems without permission or paying: This is illegal.

o Copying and selling music files: In all cases these works are copyrighted and the creators may have not given permission to copy them. This impedes the creator’s right to earn a living.

o Copying and giving away software: The software creator is being denied a right to earn a living because the friend would otherwise have to purchase the word processor. This is illegal. Software typically comes with information about the purposes for which copies can be made.

o Copying movies for personal use: Movies are copyrighted works. By not paying to see the movie, you are denying the creators a right to earn a living.

o Note that the scenarios in the flipchart have been revised and reduced in number. If utilizing the paper copy activity, teacher may want to



reduce the number of scenarios.

APPLY - Close

Ask: “What kinds of copyrighted works can be found on the Internet?” Possible Answers: Photographs, videos, articles, music, greeting cards, software.

Ask: “How does copyright law protect a person's right to earn a living?” Possible Answer: Copyright Laws provide the photographer, author, artist, musician, software programmer, etc...the opportunity to seek compensation from the person who stole their work.

Ask: “When should you give credit to others in a school report?” Possible Answer: Whenever you use words, etc...that are not your own.

Note: the questions listed above are contained beneath each question in the flipchart and may be revealed horizontally.

REFLECT

Ask students to be on the look-out for copyright notices as they visit Web sites for personal information, and share the URL’s for class discussion and interpretation.

Resources: http://cybersmartcurriculum.org/mannersbullyingethics/lessons/6-8/considering_copying/

“Can I Use It Checklist” for Copyright Clearance http://www.readwritethink.org/files/resources/lesson_images/lesson1085/CanIUseIt.pdf

The Copyright Web site http://benedict.com/Default.aspx Note: This Web site is very resourceful. However, do not provide this Web site to students as the current issues surrounding copyright that are posted may not be appropriate.

Code of Best Practices in Fair Use for Media Literacy Education Copyright and Primary Sources Professional Development Module for

Teachers “Copyright Who Runs the Law” BrainPop Copyright in the Classroom Video



http://www.copyrightfoundation.org/

http://www.brainpop.com/user/loginDo.weml?user=bcps&password=brainpop&targetPage=/english/writing/copyright

http://www.loc.gov/teachers/professionaldevelopment/selfdirected/copyright.html

http://www.loc.gov/teachers/professionaldevelopment/selfdirected/copyright.html

http://www.ncte.org/positions/statements/fairusemedialiteracy

Curriculum Guide – Grade Unit 2: Considering Copying Lesson: 2


Indicator: In response to a teacher request to do so, students will be able to follow ethical and legal guidelines in gathering and using information.

Objective: Upon request, students will be able to utilize a citation guide to create correct bibliographic citations for at least two sources.

Title: Unit 5 – Considering Copying; Lesson 2 – Citing Your SourcesType: Acceleration Instruction MasteryLearning Preferences:

Field Dependent


Kinesthetic Active Reflective Global SequentialAIM: Students will write bibliographic citations for online sources following the style

recommended by the Modern Language Association.

Description: Library Media Specialist Preparation/Technology Options: Activity should be implemented in a computer lab for access to Web sites. If a computer lab is not available, students may use hard copies.CONNECT - Introduce (offline) Tell students that, if they choose sources carefully, cyberspace can be a great

place to collect the information they need to write a report. Tell students that when creating an original product based on research, the

product will contain the student’s own ideas as well as information obtained from multiple sources (print and online).

Ask students to recall previous research activities they completed in which they created a product that included their own ideas as well as information they obtained from other sources. (Previous ORMs and any other research they may have completed during the 4th grade). How did they give credit to the sources that they used? (Response: cited the sources).

INFORM - Teach 1 (offline) Discuss and define "bibliography." (a list describing the sources used for a

report) Point out that a bibliography should include all sources from which students took information—online as well as offline.

Distribute the activity sheets (Bibliography Guide: How to Cite a Site). Explain that the angle brackets < and >, used before and after the URL, are on

the comma and period keys of their keyboards. Tell students that when citing online sources two dates should be provided for

each source: 1. date the source was last updated or "published" 2. date the student used the site for research



Ask: “What generalizations can be made about punctuating the elements of any online citation?” (use periods after most elements in the citation; cite two different dates; use angle brackets around the URL)

Ask: “What elements are contained in a bibliographic citation? Do you need to remember all of those elements and the order of those elements?” (No)

Tell students that templates can be followed just like the Bibliography Guide: How to Cite a Site instead.

Show students the MLA Elementary Citation Maker. PRACTICE - Teach 2 (online) Take students to http://www.becybersmart.org

http://www.cybersmartcurriculum.org, click on Student Links, and then click on the diamond. Remind students that they visited this site during the Online Safety lessons.

Assign each student or group of students one Web page (For example, Nickelodeon, Club Penguin, etc.)

Using the examples on the activity sheets as a guide or the MLA Elementary Citation Maker Web site, have them determine which type of site it is (professional site, online newspaper or magazine article, etc.) and then write a bibliographic citation.

APPLY - Close (offline)

Have students compare citations to make sure the citations are complete and accurate.

Ask: “What kinds of information should be included in a bibliography of online sources?” (author, name of site, name of sponsor, date updated or published, dates used by student, and the site's URL in brackets)

REFLECT

Ask: “Why is it better to record your citations as you do research, rather than waiting until the report is finished?” (If you wait, then you may forget what sites you visited, when you visited them, and what page in the site you used.)

Resources: CyberSmart Curriculum: How to Cite a Site Citing Sources

Safari Montage Video chapter 10 Bibliography Guide: Citing Sources Activity Sheets MLA Elementary Citation Maker MLA Citation Worksheets How to Cite Sources Self-Check quiz MLA Citation Game



Curriculum Guide – Grade 5 Unit3: Colonial Kids Lesson: 1

Standard: Learners use skills resources and tools to inquire, think critically, and gain knowledge. (Source: Standards for the 21st Century Learner)

Indicator: In response to a teacher request to do so, students will develop and refine a range of questions to scaffold their research.

Objective: Upon request, students will be able to identify at least three elements of historical fiction.

Title: Unit 2 – Colonial Kids: Lesson 1 – Historical FictionType:

Acceleration Instruction MasteryLearning Preferences:

Field Dependent


Kinesthetic Active Reflective Global SequentialAIM:

Upon request, students will be able to identify at least three elements of historical fiction.

Description:

Teacher Notes: Activity may be implemented in the library with overhead or LCD

projector and screen or whiteboard. Students should have studied the Colonial period in American history in

social studies class. Teacher may use books in the library collection or the online excerpts to

complete the Inform piece. Prepare student handouts of the Historical Fiction Handout and the

Elements of Historical Fiction chart (2).

CONNECT Ask if any students have read any American historical fiction books,

such as books in the American Girl, Our America, Dear America, or My America series, which tell a story from the point of view of a child living at a particular time in American history. If so, ask students to describe how the books are different from other books in the fiction section. (Written in a journal format, based upon a time period, set in the past, etc.)

Over the next few weeks, you will be doing some research to find out what life was really like for children in Colonial America. You will use your research findings to write a journal entry from the point of view of a Colonial American child. Your journal entry may also be created into a podcast or an Avatar such as a Voki.



http://teacher.scholastic.com/activities/teachdearamerica/explorethebooks.htm

INFORM Project the Historical Fiction handout using a document camera or

interactive whiteboard. Discuss the definition of historical fiction. Preview an example of historical fiction as a whole class. Possible choices

include:- American Girl series (Note: This series is not directly written in

journal format.)- Our America series- Dear America series- My America series

While reading, ask students to fill out the Historical Fiction Checklist. Ask: “Is this an example of historical fiction?” Use your checklist to

justify your answer. Preview the Dear America Web site. The Web site allows students to

preview excerpts of the books.

PRACTICE In groups, students will select a text from the Dear America Web site to

evaluate. Students may also choose to select a historical fiction book from the school library.

While reading, students will complete the Elements of Historical Fiction checklist.

As a group, students must identify why the writing is an example of historical fiction.

APPLY Have groups share the elements of historical fiction identified during

practice. After groups have presented, discuss the required elements for a historical

fiction piece. Ask: “What is required of the author to write historical fiction?”

(Knowledge of the time period.) Ask: “How does the author acquire information about a particular time

period?” (Must research the time period and location.)

REFLECT Ask: “How will the information on historical fiction assist you in writing

your own journal entry?” Ask: “What is the first step that needs to be taken before writing the

historical fiction journal entry?” (Research) Explain to students that next class they will begin brainstorming questions

to research about the colonial time period.Resources: Dear America Book Excerpts

Historical Fiction PosterLibrary Information Services

July 2011Baltimore County Public Schools

23

http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/PDF%20Files/Genre%20Posters/Historical%20Fiction.pdf




Historical Fiction HandoutElements of Historical Fiction



http://www.huntel.net/rsweetland/literature/genre/fiction/histrclFictnElmnts.html

http://www.readwritethink.org/files/resources/lesson_images/lesson404/HistoricalFictionDefn.pdf

Curriculum Guide – Grade 5 Unit 3: Colonial Kids Lesson: 2

Standard: Learners use skills resources and tools to inquire, think critically, and gain knowledge. (Source : Standards for the 21st Century Learner)


Objective: Upon request, students will be able to chunk research topic into subtopics.

Title: Unit 3 – Colonial Kids; Lesson 2 – Refining the Research ProblemType:


Field Dependent



Students will brainstorm a list of aspects of their own lives, and select aspects that might also apply to Colonial children’s lives, in order to generate a list of research subtopics and keywords.

Description:

Teacher Notes: Activity may be implemented in the Library with overhead or LCD

projector and screen or whiteboard. Students should have studied the Colonial period in American history in

social studies class. Prepare student handouts of the Refining the Research Question

worksheet. Consider creating a Colonial Kids wiki for student access to digital

resources throughout this unit. A wiki will also be used to organize the final products and will allow a space for collaboration and reflection.

CONNECT Review the key elements of historical fiction from the previous lesson. Review the Information Literacy Process Model Step One: Encountering

the Task. Gather prior knowledge about colonial times from students. (This could be

done using a mind-mapping tool such as Inspiration to create a web.)

INFORM Explain that in order to write a realistic journal entry, students will need to

conduct some additional research to find out: “What was life really like for children in Colonial America?” This is the Essential Question for their research.



http://www.bcps.org/offices/lis/researchguide_sec/encountering.htm

http://www.bcps.org/offices/lis/researchguide_sec/encountering.htm

Note that “life” is a very broad topic which includes many different aspects. If their general research topic is “Aspects of Colonial American Children’s Lives,” students now need to decide what specific aspects of children’s lives to investigate – they need refine the research problem by chunking this general research topic into subtopics.

Point out that students have a personal connection to the general topic, since they are children themselves. Explain that they will be brainstorming a list of aspects of their own lives as children, and that one way to brainstorm ideas is to quick-write everything that comes to mind. When you give the direction to start quick-writing, students will think about everything they did yesterday, and make a list of all their activities. Provide an example, such as “ate cereal for breakfast.”

PRACTICE Review the Information Literacy Process Model Step Two:

Exploring/Formulating/Questioning/Connecting. Students will quick-write for two minutes to brainstorm a list of their

activities yesterday on the Refining the Research Question handout, then share their responses in small groups and add aspects to their lists.

Students will work collaboratively in small groups in order to:- Underline aspects of life on the list which might also apply to

Colonial children, e.g. going to school, spending time with family, doing chores at home, or playing outside.

- Lead students to make generalizations from specific responses that might not apply to Colonial children. For example, colonial children would not have “played video games,” but they probably would have “played games” of some other kind.

- Circle keywords in the underlined aspects of life to chunk the topic “colonial children’s lives” into subtopics.

APPLY Have groups share the aspects of colonial children’s lives they identified to

suggest research subtopics. Groups will contribute ideas to a class list of subtopics, which the library media specialist will record and display.

The library media specialist should guide students to refine and combine the subtopics to create a class list of researchable subtopics, such as: School/Education, Home and Family, Games/Play, Food and Clothing.

REFLECT Preview the next step in the Information Literacy Process Model Step

Three: Searching/Locating which students will follow when they return to the library next week. Students will be skimming a reference source for background information that will help them to generate questions to guide their research. Ask students to think about how chunking the topic into subtopics will help them to perform this step. (e.g., the subtopics can be used as keywords to look for when skimming the reference source; they could generate more specific questions about the subtopics.)

Ask students to think about which aspect of colonial American children’s Library Information Services


28

http://www.bcps.org/offices/lis/researchguide_sec/exploring.htm

http://www.bcps.org/offices/lis/researchguide_sec/exploring.htm

lives (subtopic) they are most interested in investigating, as students will be working in groups to focus on one subtopic as they continue the research process.

Resources: Our America: Colonial PeriodOur America: Write a Journal EntryInteractive Student Guide to Using the Information Literacy Process ModelInformation Literacy Process Model



http://www.bcps.org/offices/lis/researchguide_sec/index.html


http://teacher.scholastic.com/activities/teachdearamerica/journal/index.asp

http://teacher.scholastic.com/activities/our_america/colonial/

Refining the Research Problem

Essential Question: What was life really like for Colonial American children?General Research Topic: Aspects of Colonial American Children’s Lives

1. Connect Prior Knowledge or Experience : Brainstorm aspects of your own life by quick-writing for 1-2 minutes to list everything you did yesterday. Add additional aspects as classmates share their ideas.

2. Connect Prior Knowledge or Experience to the Research Problem : Underline any aspects of your own life that might also apply to Colonial American children’s lives. Explain why you think so.

3. Chunk the topic into subtopics : Circle keywords in the underlined aspects of life to use as research subtopics.

4. Add alternative subtopic keywords as needed.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________





Indicator: In response to a teacher request to do so, students will be able to locate, evaluate, and select appropriate sources to answer questions.

Objective: Upon request, students will be able to skim and read from general and specialized reference sources to develop preliminary questions about the topic.

Title: Unit 3 - Colonial Kids: Lesson 3 –Generating QuestionsType: Acceleration Instruction MasteryLearning Preferences:

Field Dependent



Students will skim a reference source for background information in order to generate and refine specific research questions about a topic, using the 5W’s and How as question-starters.

Description:

Library media specialist Preparation/Technology Options: Activity should be implemented in the computer lab for student access

to digital reference articles from the World Book Student, SIRS Discoverer, or NetTrekker databases. If a computer lab is not available, prepare multiple copies of one or more of the database reference articles.

Prepare one copy per student of the Student Questions and Group Questions sheets; consider using two different colors of paper for these.

Prepare to the Skimming Fact Sheet.CONNECT

Ask students to recall from the previous lesson:- The general topic for their current research (colonial children’s

lives)- The essential question they will need to answer as a result of

their research (What was life really like for colonial American children?)

- The product they will create and present to share their new knowledge (They will compose a journal entry from the point of view of a colonial American child, and publish it on Scholastic’s Dear America Web site).

Ask students to recall/refer to the subtopics they generated in the previous lesson. Direct students to form table groups for each subtopic. Assign students to groups, or allow them to re-group based



on preference. Groups will focus on one subtopic as they continue their research.

Review the Information Literacy Process Model Step 3: Searching/Locating Remind students that the next step in the research process is to generate some questions to guide their research. Distribute copies of the Student Questions and Group Questions sheets. Have students use the 5 W’s and How to brainstorm some initial questions about their assigned aspect of colonial American children’s lives, and record these on their Student Questions sheets.

INFORM Inform students that good researchers refine their initial research

questions to focus their research. They do this by skimming and reading from reference sources about the research topic to develop some background knowledge and ask more specific questions.

Provide the file-path for students to access the database reference articles on the Colonial Kids Digital resources list, or provide copies of one or more reference article(s).

Review the information on the Skimming Fact Sheet. PRACTICE

Students will independently skim and read the relevant section(s) of the reference article(s) to refine questions on their Student Questions sheets, by rewriting them in more specific terms and/or generating additional questions about their subtopics. For example:

- “What did colonial children learn about in school?” - Students could add the question “What did colonial children do

for fun, play, and games?”APPLY

Students will share the research questions written individually with group members, and collaborate to revise questions by adding, changing, or deleting questions on their own Student Questions sheets.

Group members will collaborate to reach consensus about the best questions to use to guide their research; each group member will record these on the Group Questions sheet.

Group members will number the questions on their Group Questions Sheet. Library media specialist should collect the Group Questions sheets to assess research-ability, and to ensure students have them for the next lesson.

REFLECT Ask students to think about and discuss some reasons why they might

need to revise their questions further when they begin gather information. Why might they need to add, change, or delete questions based on the information they find?

Resources: Suggested Digital Research Links:DATABASE REFERENCE ARTICLES: World Book Student:



Colonial Life in America: Colonists at Home Colonial Life in America: Education SIRS Discoverer:Colonial America: New EnglandColonial America: Pennsylvania, Delaware and Eastern New Jersey Colonial America: Settling Appalachia: Virginia, Pennsylvania, North and South Carolina and Georgia

Skimming Fact Sheet5 W’s and How Question sheet (blank)Interactive Student Guide to Using the Information Literacy Process ModelInformation Literacy Process Model





http://freeology.com/graphicorgs/pdf/questionmark.pdf

http://www.bbc.co.uk/skillswise/words/reading/techniques/skimming/factsheet1.shtml

http://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn%3Asirs%3AUS%3BARTICLE%3BART%3B0000291907




http://www.worldbookonline.com/student/article?id=ar124100&st=colonial+life&sc=9#h35

http://www.worldbookonline.com/student/article?id=ar124100&st=colonial+life&sc=8

Name: __________________________

Colonial Kids: STUDENT QUESTIONS General Keywords: ___________________________________________________ Subtopic Keywords: __________________________________________________

Library Information Services


34



Indicator: In response to a teacher request to do so, students will be able locate, evaluate and select appropriate sources to answer questions.

Objective: Upon request, students will be able to identify available resources, including reference resources.

Title: Unit 3- Colonial Kids: Lesson 4 - Locating Resources Type: Acceleration Instruction MasteryLearning Preferences:

Field Dependent



Students will use the online library catalog to locate, evaluate, and select materials relevant to their research topics and create a Resource List.

Description: Library media specialist Preparation/Technology Options: Activity should be implemented in a computer lab for individual

student access to the Destiny online library catalog (OPAC). If a computer lab is not available, group members could work together or take turns at OPAC stations in the library to perform the search and create a group resource list.

Students will need their Group Questions from the previous lesson. Collect students’ Colonial Kids Print Resources lists and gather the

print materials from these lists on a cart for the next lesson.

CONNECT Inform students that they will be searching the Destiny online library

catalog to locate materials relevant to their research topics and create a Resource List.

Distribute students’ completed Group Questions sheets. Inform students that they should refer to their research questions as they perform their searches, so that they can evaluate the relevance of their search results.

INFORM Review the Information Literacy Process Model Step 4:

Collecting/Organizing/Managing/Monitoring Ask whether students think they should use general or specific

keywords to begin their search. Explain that general search terms like “Colonial America” will

return sources that might contain information about many subtopics



http://www.bcps.org/offices/lis/researchguide_sec/collecting.htm

http://www.bcps.org/offices/lis/researchguide_sec/collecting.htm

like children, education, etc. Students should begin by searching on the general search terms “Colonial America,” and then try more specific keywords from their subtopics and questions.

On whiteboard/screen, model and review the steps that students will need to follow independently:1. Do a keyword search on “Colonial America” in Destiny.2. Read the first title to decide if it might contain relevant

information.3. If it might be a relevant source, open the Title Details to read the

description.4. Click on “Add to This List” if you think the book is likely

contain information relevant to your topic.5. Model the procedure for examining the related Subject links

under the Explore section to decide if these might lead to additional relevant sources, and adding any potentially relevant titles to My List.

6. Continue examining titles on the results list and adding relevant titles to My List.

7. Model opening My List, naming the list Colonial Kids Print Resources, and printing out a Bibliography List with notes, sorted by Dewey number.

PRACTICE Students log in to Destiny with their own usernames and passwords.

NOTE: Students must log in to Destiny in order for their names to print out on their Resource Lists.

Students follow the modeled procedure independently to add potential sources of information about their topics to My List.

APPLY Students open My List, name it Colonial Kids Print Resources and

print out a Bibliography List with Notes, sorted by Call Number. REFLECT

Ask students to discuss why browsing the U.S. History section of the Library would have been a less effective way to locate books about their research topics.

Resources: Destiny Library CatalogInteractive Student Guide to Using the Information Literacy Process ModelInformation Literacy Process Model





http://destiny.bcps.org/



Indicator: In response to a teacher request to do so, students will be able to locate, evaluate and select appropriate sources to answer questions.

Objective: Upon request, students will be able to scan and skim resources to decide which are best to use and explain why.

Title: Unit 3 – Colonial Kids; Lesson 5– Evaluating ResourcesType: Acceleration Instruction MasteryLearning Preferences:

Field Dependent



Students will scan and skim targeted digital or print resources in order to identify sources which contain information relevant to their research topics and questions.

Description Library media specialist Preparation/Technology Options: Activity should be implemented in the computer lab for student access

to digital resources. Prepare student access to Colonial Kids Digital Resources links via a Colonial Kids wiki or a hyperlinked document on the students’ shared drive.

If a computer lab is not available, follow the lesson procedures in the Library using print resources from the students’ Colonial Kids Print Resources lists, and provide paper copies of some of the digital resources. Students can follow the same lesson procedure by scanning indexes, tables of contents, and other text features in the print resources, skimming text, and labeling their Colonial Kids Print Resources lists.

Students will need their Group Questions sheets.

CONNECT Have students gather in groups and refer to the Group Questions

sheets. Inform students that they will be scanning and skimming digital

resources to determine if they have information that will help them to answer their questions.

Have students highlight or underline keywords in their questions to prepare for the scanning and skimming activity.

INFORM Display and review information on the Scanning and Skimming




http://www.bbc.co.uk/skillswise/words/reading/techniques/scanning/factsheet.shtml

Factsheets. Inform students that they will scan the digital resources for their

subtopic keywords or keywords from their questions; if keywords are located, they will skim to determine if the resource has information to answer one or more of their questions.

Model the pathway for accessing the resource links via a Colonial Kids wiki or the students’ L drive.

Navigate to a resource on the list to introduce and model using the Find feature in Internet Explorer (Ctrl-F) to locate instances of a keyword.

- Note that this is a useful tool for reducing the amount of scanning students would need to do in order to determine if the Web site contains information relevant to their subtopics and questions.

- Remind students to try alternative keywords when they use the Find feature.

Distribute a copy of the Digital Resources list to each student, and note the symbols for labeling the resources on the list.

Direct students to divide the resources among group members by writing their names beside the resources they will examine and evaluate for the group.

PRACTICE Students will scan and skim resources to identify those which are

relevant to their subtopics and questions. Students will label Web sites on their lists with a star if they contain

relevant information, and with an “X” if they do not.APPLY

Students will meet in their groups to compare the results of their resource evaluations, explain their selections, and reach consensus about the resources that will be best to use for gathering information to answer their questions.

REFLECT Ask students to discuss why scanning and skimming resources to

evaluate their relevance before beginning the gathering step in the research process is a good idea.

Resources: Scanning Fact SheetSkimming Fact SheetColonial Kids: Digital Resources (provide student access via a Colonial Kids wiki or hyperlinked document on the students’ shared drive on the school server)Interactive Student Guide to Using the Information Literacy Process ModelInformation Literacy Process ModelThe following are specific articles from the digital content licensed by BCPS:World Book Student:

- Colonial Life in America: Colonists at Home - Colonial Life in America: Education








http://www.bbc.co.uk/skillswise/words/reading/techniques/scanning/factsheet.shtml

SIRS Discoverer:- Colonial America: New England - Colonial America: Pennsylvania, Delaware and Eastern New Jersey - Colonial America: Settling Appalachia: Virginia, Pennsylvania,

North and South Carolina and Georgia - Colonial America: Virginia and Maryland

Web sites:Multiple Subtopics:

- Our America: Colonial Period 1607-1776 - Colonial Kids

Life in the 13 American Colonies - Life in 1770s Connecticut

Specific Subtopics:- Colonial Games - Parks in the 13 Colonies - Education in the 13 Colonies - Colonial Education



http://www.stratfordhall.org/learn/teacher/education.php

http://www.socialstudiesforkids.com/articles/ushistory/13coloniesschool.htm

http://www.socialstudiesforkids.com/articles/ushistory/13coloniespark.htm

http://www.stratfordhall.org/learn/teacher/games.php

http://noahwebsterhouse.org/discover/kids-corner/life-in-1700s.htm

http://www.socialstudiesforkids.com/articles/ushistory/13colonieslife.htm

http://library.thinkquest.org/J002611F/introduction.htm

http://teacher.scholastic.com/activities/our_america/colonial/learn.htm






Name: __________________________

Colonial Kids: Digital Resources

Our America Journal-Writing ResourcesOur America: Write a Journal Entry Our America Student Journal Entries – Colonial PeriodJournal Entry Scoring Rubric

Evaluating Resources Labeling Key: Contains relevant information No relevant information

DIGITAL CONTENT REFERENCE ARTICLES

World Book Student:Colonial Life in America: Colonists at Home Colonial Life in America: Education SIRS Discoverer:Colonial America: New EnglandColonial America: Pennsylvania, Delaware and Eastern New Jersey Colonial America: Settling Appalachia: Virginia, Pennsylvania, North and South Carolina and Georgia Colonial America: Virginia and Maryland

WEB SITES

Multiple Subtopics:Our America: Colonial Period 1607-1776 Colonial Kids Life in the 13 American Colonies Life in 1770s Connecticut

Specific Subtopics:Colonial Games Parks in the 13 ColoniesEducation in the 13 Colonies Colonial Education



http://www.stratfordhall.org/learn/teacher/education.php

http://www.socialstudiesforkids.com/articles/ushistory/13coloniesschool.htm

http://www.socialstudiesforkids.com/articles/ushistory/13coloniespark.htm

http://www.stratfordhall.org/learn/teacher/games.php

http://noahwebsterhouse.org/discover/kids-corner/life-in-1700s.htm

http://www.socialstudiesforkids.com/articles/ushistory/13colonieslife.htm

http://library.thinkquest.org/J002611F/introduction.htm

http://teacher.scholastic.com/activities/our_america/colonial/learn.htm








http://www.saskschools.ca/~aboriginal_res/evaluation/jrnlrub.htm

http://teacher.scholastic.com/activities/teachdearamerica/journal/submissions.asp?TimePeriod=Colonial%20Period



Standard: Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. (Source : Standards for the 21st Century Learner)

Indicator: In response to a teacher request to do so, students will be able analyze and organize information using technology and other information tools.

Objective: Students will gather information pertaining to their research questions from selected resources by selecting the most appropriate note-taking strategy: quoting, paraphrasing, and summarizing strategies to take notes.

Title: Unit 3 – Colonial Kids; Lesson 6 – Organizing Information


Field Dependent



Students will gather information pertaining to their research questions from selected resources by selecting the most appropriate note-taking strategy: quoting, paraphrasing, and summarizing strategies to take notes.

Description: Library media specialist Preparation/Technology Options: Activity should be implemented in the library/computer Lab for

student access to online resources, and for use of notetakingorganizer in digital format, if desired.

If a computer lab is unavailable, students may be restricted to print resources from their print resources lists, paper copies of selected digital resources, and paper notetakingorganizers.

If students will be hand writing notes using paper copies of the notetakingorganizer: Prepare two copies per student of the 3-Way Note Card. You may make one student handout with the organizer printed on the front and back to save paper.

Prepare one copy per student of How to Take Good Notes and the Grade 5 Sample. You may make one student handout using the front and back to save paper.

Students will need their Group Questions, Digital Resources lists, and Print Resources lists.

Students will need their Bibliography Guide: How to Cite a Site from Unit 2: Lesson 2.

CONNECT

Have students refer to their Group Questions, Digital Resources lists, Library Information Services


41

http://cybersmartcurriculum.org/assets/files/activitysheets/6-8/How_To_Cite_A_Site.pdf


http://elementary.oslis.org/research/takenotes/Gr5ssnotespdf?plone_skin=OSLIS+Primary+Theme

http://elementary.oslis.org/research/takenotes/howtotakegoodnotes

and/or Print Resources lists. Tell students that they will be using the resources they starred in the previous lesson to gather information and take notes to answer their research questions.

Have groups collaborate to divide the information gathering task by assigning specific starred resources from their lists to each group member.

To brainstorm with students, ask the question, “What are some ways to take notes?” Compile a class list using an interactive whiteboard or projection device.

Inform students that they will learn multiple ways to collect and organize information.

INFORM

Review the Information Literacy Process Model Step 5: Analyzing, Evaluating, Interpreting, Inferring.

Display and introduce the note-taking strategies (paraphrasing, summarizing, and quoting) defined on the How to Take Good Notes handout.

Click on the link to the Grade 5 Sample to display and review a brief passage from an encyclopedia article with examples of notes taken using each of the strategies.

Students should sit in their Colonial Kids groups. Assign a different note-taking skill to each group. (3-Way Note Card, Microsoft Word, Note cards in Inspiration, or post-it notes at classtools.net Web site )

Display the 3-Way Note Card sheet using a projector/whiteboard. Address the bottom box concerning source information. Inform students that the source information must be completed for each resource and set of information used. The source information must be used no matter which note-taking tool is chosen. The source information will be used to create citations and a bibliography in a following lesson.

PRACTICE

Students independently read from sources, take notes using the assigned note-taking tool, label their notes with the question number(s) to which the notes pertain and gather resource information.

APPLY

Monitor student note-taking while in progress to provide guidance as needed.

Students re-group to share and compare notes, adding to their notes Library Information Services


42



http://www.bcps.org/offices/lis/researchguide_sec/analyzing.htm

http://www.bcps.org/offices/lis/researchguide_sec/analyzing.htm

as needed. Student groups present each method of note-taking to the class;

display the source that was used and the notes on whiteboard/screen as volunteers explain aloud their process.

REFLECT

Have students to think about the forms of notetakingintroduced today by asking, “Which notetakingskill fits best?” Students must select one form of notetakingto use next class period.

Resources: How to Take Good Notes Grade 5 SampleClasstools.net Post-ItOregon School Library Information System Elementary Take Notes Oregon School Library Information System How to Take Notes: Plagiarism Interactive Student Guide to Using the Information Literacy Process ModelInformation Literacy Process ModelCyberSmart Bibliography Guide: How to Cite a SiteMicrosoft WordMind-mapping tool such as Kidspiration or Inspiration






http://elementary.oslis.org/orig-steps/research/takenotes/plagiariasmnotes

http://elementary.oslis.org/orig-steps/research/takenotes

http://classtools.net/widgets/postIt_8/Fjppm.htm



Colonial Kids: 3-Way Note Card Name: ______________________

Strategy NOTES

Quote

Paraphrase

Summarize

Source: ___Nonfiction Book ___Reference Book ___Database Article ___Web site

Book Title: ________________________________ Call Number: _____________

Author: ________________________ Volume: ______ Page Numbers: ________

Article Title: __________________________ Database: ____________________

Web site Title: _____________________________________________________





Indicator: In response to a teacher request to do so, students will be able to evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

Objective: Students will gather information pertaining to their research questions from selected resources by using quoting, paraphrasing, or summarizing strategies to take notes.

Title: Unit 3 – Colonial Kids; Lesson 7 – Gathering Information


Field Dependent



Students will gather information pertaining to their research questions from selected resources by using quoting, paraphrasing, or summarizing strategies to take notes.

Description:

Library media specialist Preparation/Technology Options: Activity should be implemented in the library/computer Lab for

student access to online resources, and for use of notetakingorganizer in digital format if desired.

If a computer lab is unavailable, students may be restricted to print resources from their Print Resources lists, paper copies of selected Digital Resources, and paper notetakingorganizers.

If students will be hand writing notes using paper copies of the notetakingorganizer: Prepare two copies per student of the 3-Way Note Card. You may make one student handout with the organizer printed on the front and back to save paper.

Students will need their Group Questions, Digital Resources lists, and Print Resources lists.

Students will need the Bibliography Guide: How to Cite a Site from Unit 2: Lesson 2.

CONNECT

Have students refer to their Group Questions, Digital Resources lists, and/or Print Resources lists. Tell students that they will be using the resources they starred in the previous lesson to gather information and take notes to answer their research questions.





Remind students to use the note-taking strategy selected in the previous lesson.

Ask, “Why is it important to gather organized notes?”

INFORM

Review the four note-taking strategies presented last class: 3-Way Note Card, Microsoft Word, Note cards in Mind-mapping software such as Inspiration, or post-it notes at classtools.net. Students should model and demonstrate the proper way to take notes.

As students locate information related to a research question, they will take notes using each of the three strategies: quoting, paraphrasing, and summarizing.

Discuss the importance of quoting, paraphrasing, and summarizing. Review how to create a citation using an online Citation Maker. (This

skill was addressed in Unit 2)

PRACTICE

Students independently read from sources, take notes using the chosen notetakingstrategy, and label their notes with the question number(s) to which the notes pertain.

APPLY

Monitor student note taking while in progress to provide guidance as needed.

Students re-group to share and compare notes, adding to their notes as needed.

Consider collecting note cards, digital or paper copies, to assess students’ notes.

Have student volunteers share their notes with the class; display the source that was used and the notes on interactive whiteboard/screen as volunteers explain aloud the process. Students may also share the most interesting fact at this time.

REFLECT

Ask students to think about and discuss, “Why it is a good idea to paraphrase and summarize information from sources, and why they should avoid using too many quotes?”

Ask, “Do students have enough information to answer the questions?”Resources: How to Take Good Notes

Grade 5 SampleClasstools.net Post-It



http://classtools.net/widgets/postIt_8/Fjppm.htm



http://elementary.oslis.org/resources/cm/mlacitationse

Interactive Student Guide to Using the Information Literacy Process ModelInformation Literacy Process ModelOnline Citation MakerMicrosoft WordMind-mapping software such as Inspiration







Standard: Learners use skills, resources, and tools to share knowledge and participate ethically and productively as members of our democratic society. (Source : Standards for the 21st Century Learner )

Indicator: In response to a teacher request to do so, students will be able to present new knowledge and reflect on their learning as they conclude an inquiry based research process.

Objective: Upon request, students will be able to synthesize their research notes into an organized paragraph.

Title: Unit 3 – Colonial Kids: Lesson 8 - Organizing Information Type:


Field Dependent



Students will use information from their research to compose a journal entry from the point of view of a Colonial American child.

Description: Library media specialist Preparation/Technology Options: Activity should be implemented in the computer lab for student access

to Microsoft Word. Students will need completed notes.

CONNECT

Tell students that they are ready to use their research notes to begin organizing first draft.

Preview the writing prompt for the journal-writing activity: Imagine you are a boy or girl living in one of the American colonies. Write a journal entry which includes accurate historical details to describe an episode in your daily life.

INFORM

Preview the next step in the Information Literacy Process Model Step 6: Synthesizing/Solving.

Tell students that they are ready to use their research notes to begin organizing first draft.

Preview the writing prompt for the journal-writing activity: Imagine you are a boy or girl living in one of the American colonies. Write a journal entry which includes accurate historical details to describe an episode in your daily life.



http://www.bcps.org/offices/lis/researchguide_sec/synthesizing.htm

http://www.bcps.org/offices/lis/researchguide_sec/synthesizing.htm

Review examples of journal entries written from the point of view of a child using the text examples from Lesson 1. These are as follows:

- Our America series- Dear America series- My America series

Introduce the criteria on the Journal Rubric. Review examples of journal entries written from the point of view of

Colonial American already published on the Our America Student Journal Entries –Colonial Period webpage. Guide students to identify historical details included in the journal entries. Note that the student writers wrote using the first person point of view to express ideas and information from their reading/research.

Introduce the criteria on the Journal Rubric. As a class, evaluate a student entry on the Our America Student Journal

Entries-Colonial Period Web site according to the criteria. Discuss the requirements and key elements of the entry.

PRACTICE

Guide students to evaluate one or two of the student entries on the Our America Student Journal Entries –Colonial Period Web site according to the criteria; consider using one entry that would earn a low score and one that would merit a high score.

APPLY

Students use research notes to compose a first draft of a journal entry, using Microsoft Word, from the point of view of a Colonial American child. Have students use the rubric to guide their writing.

Have students peer-assess each others’ drafts according to the criteria on the scoring rubric, and revise or edit as needed.

REFLECT

Have students evaluate the research notes. Ask the following questions: “Were the notes effective in assisting in writing?” “What new information or assistance is needed to complete the journal entry?”

Resources: Our America Student Journal Entries - Colonial Period Journal Entry Scoring Rubric Interactive Student Guide to Using the Information Literacy Process

Model and the Information Literacy Process Model



http://www.bcps.org/offices/lis/elemresearchgde/index.html




http://teacher.scholastic.com/activities/our_america/journal/submissions.asp?TimePeriod=Colonial%20Period

http://teacher.scholastic.com/activities/our_america/journal/submissions.asp?TimePeriod=Colonial%20Period






Standard: Learners use skills, resources, and tools to share knowledge and participate ethically and productively as members of our democratic society. (Source : Standards for the 21st Century Learner)


Objective: Upon request, students will be able to communicate, present, and share new learning.

Title: Unit 2 – Colonial Kids; Lesson 8 Reflection and Self-Evaluation Type:


Field Dependent



Students will use information from their research to compose a journal entry from the point of view of a Colonial American child.

Description: Library media specialist Preparation/Technology Options: Activity should be implemented in the computer lab for student access

to Microsoft Word, audio recording programs such as Audacity, and Avatar creating Web sites such as Voki.

Teacher must decide which tools will be used to complete the process. Some tools may require more time and assistance than others depending upon student exposure to the specific tool.

Students will need their completed notes and first drafts. A teacher-created Colonial Kids wiki would be beneficial to organize

the final products and will allow a space for collaboration and reflection.

CONNECT

Review the Information Literacy Process Model Step 7: Applying New Understanding.Tell students that they are ready to create the final product.

INFORM

Review the required elements on the Journal Rubric. Review the Information Literacy Process Model Step 8:

Communicating/Presenting/Sharing. Introduce the Web 2.0 tool used to create the final product.



http://www.bcps.org/offices/lis/researchguide_sec/communicating.htm

http://www.bcps.org/offices/lis/researchguide_sec/communicating.htm

http://www.bcps.org/offices/lis/researchguide_sec/understanding.htm

http://www.bcps.org/offices/lis/researchguide_sec/understanding.htm

- Upload final Microsoft Word document to a teacher-created wiki.- Record final journal entry in Audacity. Upload the audio file to a

teacher-created wiki.- Create an Avatar using a Web 2.0 tool such as Voki. Upload an

audio file from Audacity or record using a microphone in Voki. Embed the Avatar to a teacher-created wiki.

Review the steps to create source citations and a bibliography. (The concepts are addressed in Unit 2.)

PRACTICE

Students will independently edit the first draft. Students will create a final draft. Students will create source citations and a bibliography.

APPLY

Students will create the final product using the Web 2.0 tool identified by the teacher.

Students will upload the final product to a teacher-created wiki. Students will analyze the final product using the Journal Rubric.

REFLECT

Have students read classmates’ published journal entries and comment on what they find most interesting, surprising, or similar to/different from their own lives.

Let students know the reflection is the final piece of the Information Literacy Process Model Step 9: Reflecting/Extending.

Resources: Voki AvatarInteractive Student Guide to Using the Information Literacy Process ModelInformation Literacy Process Modelhttp://www.bcps.org/offices/lis/researchguide_sec/index.htmlJournal Entry Scoring RubricOnline Citation MakerCyberSmart Bibliography Guide: How to Cite a Site









http://voki.com/

http://www.bcps.org/offices/lis/researchguide_sec/reflecting.htm

http://www.bcps.org/offices/lis/researchguide_sec/reflecting.htm

Curriculum Guide – Grade 5 Unit 4: Hands on Habitat Lesson: 1

Standard: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. (Source : Standards for the 21st Century Learner)


Objective: Upon request, students will be able to use strategies for defining or refining the information problem or essential research question.

Title: Unit 4 - Hands on Habitat; Lessons 1-2 – Using QARs to Guide My Inquiry/Part 1

Type: Acceleration Instruction MasteryLearning Preferences:

Field Dependent



Students will analyze the demands of their research questions in order to define keywords, generate additional keywords and subsidiary questions, and identify question-answer relationships.

Description: Library Media Specialist Preparation/Technology Options: This lesson assumes that students have not yet seen the ORM.

However, the library media specialist should collaborate with the Grade 5 Science teachers to have students complete the following steps when they introduce the Ecotrekers Unit:

Introduction to the Scenario, Task, & Product, and Question sections of the Hands on Habitat Online Research Model.

Formation of teams with each member assigned to research one of the four habitats indigenous to Maryland.

The library media specialist should pull copies of books on the various habitats students will be utilizing in their research. (Forests, wetlands, shoreline, and meadow as well as grasslands for teacher modeling).

This activity should be implemented in a computer lab or with a laptop cart for student access to the EcoKids Glossary and ORM. Have students sit in proximity to classmates assigned to the same habitat.

If a computer lab is unavailable, the library media specialist should create a glossary sheet of science terms and definitions from the research questions on the Habitat Note-taking sheets, and make copies for students to share. Have students sit at Library tables in proximity to classmates assigned to the same habitat.



http://www.bcps.org/offices/lis/models/botenv/index.html

An LCD projector, document camera, and interactive whiteboard or overhead projector with transparencies of the ORM will be needed for lesson presentation and modeling.

Prepare and distribute copies of the QAR Resource Sheet and the QAR Habitat Chart for students’ assigned to each habitat. Note: The QAR Habitat Charts are linked at the Gather and Sort within the ORM. Consider having partners within groups complete the QAR Habitat Chart together (however they should each have their own copy).

CONNECT

Display the steps of the Research Process by displaying Research & Investigations.

Display and ask students to read the Scenario, Task & Product, Essential Question, and Subsidiary Questions for the Hands on Habitat ORM.

Distribute copies of the QAR Resource Sheet and QAR Habitat Chart to each student.

Note that the headings on the chart correspond to the Subsidiary Questions.

Tell students that they will be using a strategy called QAR (Question-Answer Relationships) for analyzing the demands of their research questions. Using this strategy will enable them to use a more efficient and effective approach to reading, viewing, and/or listening to relevant information from print and online sources to take notes in order to answer subsidiary questions.

The following lesson may take an additional class period depending upon student background knowledge.

INFORM

Display the the QAR Resource Sheet. Note: Students will refer to both the QAR Resource Sheet as well as QAR Habitat Chart during this lesson.

Ask students to recall the previous research project, Colonial Kids, whereby they looked for specific information about the lives of Colonial children. The answers were usually “right there” in the text. Therefore, students were able to skim and scan resources to locate the answer. This is an example of a “Right There” question-answer relationships. Tell students that they should not assume that all research questions are “right there” questions. This is a common mistake made by students, which results in time wasted looking for “the answer” to a question “right there” in the text, when they really need to “Think and Search” or combine information from sources





with their own thinking (“Sources and Me”). Note that research-based questions are never “On My Own” questions.

Inform students that they will be learning and practicing a procedure for analyzing the demands of a question and identifying the QAR relationship. Open and display one of the QAR Habitat Chart for Grasslands, and use the first heading to model and explain the procedure:

1. Rephrase the direction in the heading as a question. Give three examples of predator/prey relationships found in the habitat: Grasslands – “What are three examples of predator/prey relationships found in the grasslands habitat?” Have students write the question in the row corresponding to “Rephrase the direction in the heading as a question” on the QAR Habitat Chart.

2. Decide what kind of QAR this question represents and label the question. Refer to the description of a “Right There” question, and ask if students think this question qualifies. Are they likely to find the wording “three examples of predator/prey relationships in this habitat are …” in one place in a single source? If not, this might be a Think & Search question. Have students label the question TS in the row corresponding to “QAR label.”

3. Identify and highlight keywords in the question (predator, prey).

4. The question assumes you know the meaning of those keywords. Define the keywords by using your prior Science knowledge or consulting a source like the EcoKids Glossary: What is a predator? (An animal that hunts for and eats other animals.) What is prey? (An animal that is caught and eaten by another animal.) Have students write the definitions.

5. Underline keywords in the definitions (animal, eats, eaten) and list synonyms or related keywords (diet, carnivore, omnivore)

6. Ask, “What is this question really asking: What animals eat or are eaten by other animals in the habitat? What animals’ diets include other animals? What animals are carnivores or omnivores?” If necessary rewrite a new sub-question using the keywords from the definitions.

PRACTICEHave students work with partners to analyze the demands of the first question on their QAR Habitat Chart and label the QARs for the main question, by following the modeled procedure. Students will follow the steps listed on the QAR Habitat Chart



Monitor student progress to provide guidance as needed. Have students share responses through whole-class discussion and correct/clarify responses as needed.

APPLY Have students work independently to follow the procedure for

analyzing the demands of the remaining questions on their Habitat note-taking.

If time permits, have students share responses and correct/clarify as needed. If not, collect students’ worksheets to assess, and tell students they will review their responses at the beginning of the next lesson.

REFLECT Ask students to discuss how analyzing the demands of the

question by defining keywords, generating additional keywords, and considering the QAR will make it easier for them to read, view and listen for information to answer their research questions.

Resources: Hands on Habitat Online Research Model Research & Investigation Guide QAR Resource Sheet QAR Habitat Chart(s) found of the ORM at

http://www.bcps.org/offices/lis/models/botenv/index.htmlGrasslandsMeadowsForestShoreline/Shallow Water PierWetlands






QARQuestion-Answer Relationships for Research

“In the Source” Questions

“In My Head” Questions



“Right There”(On one line)

“Right There” questions require you to locate information to answer the question, usually from one spot or section in the source. Skim and scan for keywords from the question to find the answer. Examples: What is ... Name … List … Define … What are the characteristics of … Give an example of …

“Think and Search”(On several lines)

“Think and Search” questions require you to think about how ideas or information in the source relate to each other. You will need to search different parts of a source or different sources for information that the question refers to, and then think about how the information fits together to answer the question. Examples: Explain … Describe … Compare/contrast … How

“On My Own”(Beyond the lines)

“On My Own” questions can be answered using your background knowledge on a topic, your personal experiences, or your opinions or feelings about the topic. This type of question does not require you to locate or refer to specific information from any sources. Examples: What do you think … Think about a time when … How do you feel about …

“Sources and Me”(Between the Lines)

“Sources and Me” questions require you to use information that is not stated directly in the sources and your own thinking to answer the question. These questions require you to use what you have read and learned from various sources to make inferences or draw conclusions about the topic. You will need to support your ideas with details from sources. Examples: What might happen if … Why would …


Standard: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. (Source : Standards for the 21st Century Learner)

Indicator: As students read, view, and listen for information presented in any format, they will be able to use strategies to identify main idea and supporting details.

Objective: Upon request, students will be able to read, view, and listen for relevant information to answer their research question.

Title: Unit 4 - Hands on Habitat; Lessons 2 – Using QARs to Guide My Inquiry/Part 2


Field Dependent



Students will use QAR strategies to read, view or listen for information that will help them to answer their research questions.

Description: Library Media Specialist Preparation/Technology Options: This activity should be implemented in a computer lab for student

access to digital information sources. If a computer lab is unavailable, the library media specialist will need to provide print resources or print-outs of selected digital resources with information relevant to students’ research questions. Seat students in proximity to classmates assigned to the same habitat.

An LCD projector, document camera, or overhead projector and whiteboard/screen will be needed for lesson presentation and modeling.

Books pulled for the previous lesson should be made available to the students and the library media specialist should utilize the Grassland books for teacher modeling.

Distribute student copies of the QAR Habitat Chart(s) for students’ assigned habitats from the previous lesson. Or have students login to access their note-taking sheets from the previous lesson.

Students will need their QAR Resource Sheets and completed QAR Habitat Chart from the previous lesson.

Unless students continue to research in their classroom, they will need to continue their research for at least a second library special.



CONNECT

Refer students to their QAR Resource Sheets and QAR Habitat Chart(s) from the previous lesson.

Ask students to recall/explain the procedure they followed to analyze the demands of their research questions. Review student responses for any questions that were not shared in the previous lesson, and correct/clarify responses as needed.

Inform students that they will be using various resources in print and online in order to locate information to answer the subsidiary questions on the QAR Habitat Chart. Distribute copies of the note-taking sheet for each student’s assigned habitat.

INFORM

Open and display one of the QAR Habitat Charts for modeling. Model how to number each question on the QAR Habitat Chart using the first main question and a resource about a habitat not assigned to students (such as the Enchanted Learning Grassland Animals page) to think aloud and model using the identified QAR strategies, keywords, and text features in the source to read, view or listen for information to answer the question. For example, say “Suppose the habitat I am researching is the grasslands of North America: ”:

Refer to the QAR Habitat Chart to note that you are looking for three examples of predator- prey relationships. This is a Think and Search question. Information to answer the sub-question what animals eat and are eaten by other animals might be “right there” but you may have to look for different keywords or consult multiple sources to find three examples.

Open the Enchanted Learning Grassland Animals page and scroll down to North America to display the list of animals found in the grasslands, and click on the link to the Badger page.

Scan the page for information about what a badger eats; find it under the heading/keyword Diet.

Record one example of a predator-prey relationship in the grasslands habitat: badgers eat rodents

Use the back button to return to the list of grassland animals in North America, and continue scanning animal pages until three examples of predator-prey relationships are found and recorded on the chart.

Display the file-path for students to access the Student Resources Library Information Services


59

http://www.bcps.org/offices/lis/models/botenv/stures.html

http://www.zoomschool.com/biomes/grassland/grassland.shtml



page. Students will use the QAR strategy, keywords, sub-questions, and

text features of the source(s) as they read, view or listen and record information to help them build an answer to the question.

Remind students to follow the labeled QAR strategy for the question. Note that “Sources and Me” questions are “in my head” questions; answers to these questions will not be found in the sources. These questions will require them to make inferences or draw conclusions from information they used to answer other questions or data from their field experience. Therefore, they should answer their “Right There” and “Think and Search” questions first.

Students will take notes on the QAR Habitat Chart(s) provided. Those sheets may be printed or used digitally by saving each as a template to the school’s student shared drive.

Consider allowing students to work with a partner assigned to the same habitat during practice.

Monitor student progress and provide guidance as needed.

PRACTICE

Students will use the QAR strategy, keywords, sub-questions, and text features of the source(s) as they read, view or listen and record information to help them build an answer to the question.

Students will take notes on the Habitat Note-taking Sheet provided. This sheet may be printed or used digitally by saving it as a template to the school’s student shared drive.

Consider allowing students to work with a partner assigned to the same habitat during practice.

Monitor student progress and provide guidance as needed.

Invite several students to share their notes with the class; display student notes on whiteboard/screen using a document camera or overhead projector. Have students explain how they used the QAR strategy, keywords, sub-questions, and text features of the source(s) to gather relevant information and begin building an answer to the question.

APPLY Students will independently use the QAR strategy, keywords,

sub-questions, and text features of the source(s) as they read, view or listen and record information to help them build answers to their “Right There” and “Think and Search” questions

Have students self-assess their notes using the Rubric for Research linked in the Assessments section of the ORM.



http://www.bcps.org/offices/lis/models/botenv/images/nottakrub.htm

http://www.bcps.org/offices/lis/models/botenv/images/nottakrub.htm

REFLECT Ask students to describe how using the QAR strategy helped

them to approach the resources to find relevant information and formulate an answer to the questions.

Ask students to circle any questions on the note-taking organizer which they were unable to answer completely. Students could revisit the resources on their own, and will have an opportunity to collaborate in a Habitat expert group to complete their answers to these questions.

Resources: Hands on Habitat Online Research Model Research & Investigation Guide QAR Resource Sheet Enchanted Learning: Grassland Animal Page (for library media

specialist modeling) QAR Habitat Chart(s) found at the ORM





http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/Qar.pdf




Standard: Learners use skills, resources, and tools to inquire, think critically, and gain knowledge (Source : Standards for the 21st Century Learner)

Indicator: As students read, view, and listen to information presented in any format (e.g. textual, visual, media, digital), they will be able to use strategies to identify main idea and supporting details.

Objective: Upon request, students will be able to reorganize information into different forms.

Title: Unit 4 – Hands on Habitat; Lesson 3 - Scientific Drawing Type: Acceleration Instruction MasteryLearning Preferences:

Field Dependent



Students will reorganize information by creating a scientific drawing to illustrate their research findings about a habitat.

Description: Library Media Specialist Preparation/Technology Options: It is recommended that this lesson be implemented in the computer

lab so that students may create a scientific illustration utilizing a digital drawing tool such as Pixie or a mind-mapping tool such as Kidspiration. However, this activity may also be implemented in the Library (for scientific drawings created on paper). Provide drawing paper and colored pencils if students will not be using computer drawing tools. However, a digital video recorder may be used to record the student narrative that accompanies the scientific drawing.

An LCD projector, document camera, or overhead projector and whiteboard/screen will be needed for presentation/modeling.

Students will need their QAR Resource Sheet and QAR Habitat Chart.

CONNECT

Inform students that they will be creating a scientific drawing to illustrate their research findings about their assigned habitat in order to share information with their classmates who researched other habitats. Their drawing should integrate and visually represent their research findings about a habitat to answer the focus question: How do individuals and groups of organisms interact with each other and



their environment? Inform students that the completed scientific drawings with

narratives will be presented to third grade students.

INFORM

Show students how to locate the Rubric for Scientific Drawing in the Assessments section of the Hands on Habitat ORM to review and discuss the criteria.

Refer students to the questions they have answered on their QAR Habitat Chart. Note that students must include details about: predator-prey relationships; the food chain; interactions between producers, consumers, and decomposers; and competition for space, food, and water. Discuss how these subtopics are inter-related; students do not need to draw a separate “scene” for each. For example, predators and prey are part of the food chain, as are producers and consumers.

Access the Grasslands Scientific Drawing template as a model for the completed project.

PRACTICE

Students create their scientific drawing using colored pencils and paper or a computer-based drawing tool such as Pixie or a mind-mapping tool such as Kidspiration.

Students use the Rubric for Scientific Drawing as a guide as they create their drawing.

APPLY

Have students use the Rubric for Scientific Drawing to self-assess their work or peer-assess each others’ drawings.

REFLECT

Ask students to discuss how they will use their scientific drawing to share what they have learned about the interaction of organisms with each other and their environment in the habitat they researched with students who researched other habitats as well as third grade students.

Resources: Hands on Habitat Online Research Model Research & Investigation Guide Rubric for Scientific Drawing QAR Habitat Chart(s)




http://www.bcps.org/offices/lis/models/botenv/scidrawrubric.doc



http://www.bcps.org/offices/lis/sciwebsite/scidrawrubric.doc

http://www.bcps.org/offices/lis/models/botenv/scidrawrubric.doc

http://www.bcps.org/offices/lis/sciwebsite/scidrawrubric.doc

Curriculum Guide – Grade 5 Unit 4: Hands on Habitat

Lesson: 4

Standard: Learners use skills, resources and tools to inquire, think critically, and gain knowledge (Source : Standards for the 21st Century Learner)

Indicator: As students read, view or listen to information presented in any format (e.g. textual, visual, media, digital) they will be able to use strategies to identify main idea and supporting details.

Objective: Upon request, students will be able to make inferences, identify trends, and interpret data.

Standard: Learners use skills, resources and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Indicator In response to a teacher request to do so, students will be able to draw conclusions from information and transfer knowledge to curricular areas, read world situations, and further investigations.

Objective: Upon request, students will be able to apply strategies for drawing conclusions by making inferences from the text.

Title: Unit 4 - Hands on Habitat; Lessons 4 – Making Inferences and Drawing Conclusions (Activities 5.E.1 and 7.A.1)


Field Dependent



Students will use information from their research and field data to make inferences about how various changes might impact a habitat and draw conclusions about the health of the habitat.

Description: Library Media Specialist Preparation/Technology Options: This activity may be implemented in the library. If a computer lab is

unavailable, the library media specialist will need to provide print resources or print-outs of selected digital resources with information relevant to students’ research questions. Seat students in proximity to classmates assigned to the same habitat.

An LCD projector, document camera, or overhead projector and whiteboard/screen will be needed for lesson presentation/modeling.

Students will need their QAR Resource Sheets, Hands on Habitat Note-taking sheets (with “Right There” and “Think and Search” questions answered).

CONNECT Refer students to their QAR Habitat Chart and Habitat Note-taking



Sheets to recall the questions that remain unanswered. Review the QAR strategy for answering “Source and Me” questions

on the QAR Resource sheet.

INFORM

Read each of the “Source and Me” questions, and ask students where they will find information elsewhere on their chart to help them think about and answer the question. Students might use information they gathered about predator-prey relationships and about the food chain to answer the question: “How would a decrease in the prey population impact the other organisms in the ecosystem?”

PRACTICE

Have students work in their Habitat expert groups to answer the question: How would a decrease in the prey population impact the other organisms in the ecosystem?

Have members of each group share their group’s response to the question, and explain how they integrated information from their prior learning to make an inference about how this change would affect the habitat.

Direct group members to complete the Student Planning Checklist to ensure that they have completed all the prerequisite assignments.

APPLY

Students will independently draw conclusions to answer the question: “What does the research indicate about how individuals and groups of organisms interact with each other and their environment?” Students should respond on their QAR Habitat Chart(s).

REFLECT

Ask students to discuss how using the QAR strategy to identify these questions as “Source and Me” questions helped them to save time and avoid frustration in the research process. If they had not used the strategy to identify the question-answer relationship, they might have spent a lot of time looking for the answer to the question in the text; this would have been frustrating, since the answer was “in their heads” and not “in the text.”)

Resources: Hands on Habitat Online Research Research & Investigation Guide





http://www.bcps.org/offices/lis/models/botenv/stcklist.htm

QAR Resource Sheet QAR Habitat Chart(s) accessible from the ORM




http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/Qar.pdf


Standard: Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. (Source : Standards for the 21st Century Learner)

Indicator: In response to a teacher request to do so, students will be able to collaborate with others to exchange ideas, make decisions, and solve problems.

Objective: Upon request, students will be able to collaborate with others by communicating specific facts, opinions, and points of view.

Title: Unit 4 – Hands on Habitat; Lesson 5 – Group Collaboration

Type: Acceleration Instruction Mastery

Learning Preferences:

Field Dependent



Students will work in groups to compare and discuss research findings in order to decide which Maryland ecosystem is the most fragile and why.

Description: Library Media Specialist Preparation/Technology Options: This lesson should be implemented in a computer lab or with access

to a laptop cart, if students are using digital note-taking sheets. If a computer lab is not available, students will need to have access

to all of the resource sheets, graphic organizers, scientific drawings (Note: library media specialist may need to print student illustrations if utilized digital drawing tools/mind-mapping tools such as Pixie and Kidspiration), etc.

This lesson utilizes student response systems. If those tools are not available, utilize pinch cards.

CONNECT

Inform students that having completed their research about a Maryland habitat, they are ready to present their findings about their habitat and gather information from members of each of the other habitats.

Inform students that they will use their notes to identify five key elements about the habitat that will be shared with students from each of the other habitats.



INFORM

Have students form jigsaw groups of students who researched different habitats.

Display the Conclusion section of the ORM. Inform students that they will present the results of their habitat

investigations and collaborate with group members to decide: Which Maryland ecosystem is most fragile, and why? Which habitat has the most important or interesting information

for third graders to learn about?

PRACTICE

Students work in their groups to share their findings about their assigned habitats, including their scientific drawings.

Students will complete the Habitat Graphic Organizer as they listen to each student present the five key elements about their habitat.

Then, group members will: Compare their findings to discuss which of the four Maryland

habitats is the most fragile, and why. Compare the information presented about each habitat to discuss

which habitat would be most important or interesting to third graders, and why.

APPLY

Group members use the Group Work scoring tool to self-assess their collaboration.

Following group members’ presentations and group discussion, students will:

o In a BCR, supported with facts from students’ own investigations and those presented by their group members, ask students to independently respond to the conclusion question: “Which ecosystem in Maryland is most fragile, and why?”

REFLECT

Utilizing a student response system or pinch cards, ask students to answer the question: “Which habitat is most fragile?”

Upon viewing the results, ask students to reflect upon which key elements they considered when deciding which habitat is the most fragile.



http://www.bcps.org/offices/lis/models/tips/rubrics_elem/group_work.html

Resources: Hands on Habitat Online Research Research & Investigation Guide Group Work Scoring Tool Video Production Tools for Hands on Habitat Habitat Graphic Organizer QAR Habitat Chart(s) accessible from the ORM




http://www.bcps.org/offices/lis/tvprog/elem/

http://www.bcps.org/offices/lis/models/tips/rubrics_elem/group_work.html



Curriculum Guide – Grade 5 Unit 5: Revolution Lesson 1


Indicator: In response to a teacher request to do so, students will be able to locate, evaluate, and select appropriate sources to answer questions.

Objective: Upon request, students will be able to explain when to use primary and secondary sources.

Title: Unit5; Lesson 1 - The Historian’s SourcesType:


Field Dependent



Students will differentiate between primary and secondary sources and explain how each type of source is important to the study of history.

Description: Library Media Specialist Preparation/Technology Options: This activity should be implemented in the computer lab or in the library with access to the Web for student access to digital resources. If a computer lab is unavailable, the activity could be implemented in the Library where the library media specialist has access to the Web, with, LCD projector, whiteboard/screen, and paper copies of the lesson materials for display.

CONNECT

Note that since students have been reading and learning about the American Revolution in Social Studies and Language Arts classes, they are historians (people who study the past).

Ask students how they learn about the past. For example: What sources of information about the American Revolution have they used in their Social Studies and Language Arts classes? (Students may identify history books, videos, nonfiction books, historical fiction, Web sites, etc. they have used).

Explain that historians use a variety of sources to answer questions about the past, and that these sources may be divided into two broad categories: primary sources and secondary sources.

Have students use the T-chart, labeling one column Primary Sources and the other column Secondary Sources.

Ask students what they recall from their prior Library learning and/or Social Studies learning about primary sources and secondary sources, and if so direct them to record what they recall on their T-charts.



Share student responses with the class. Tell students that they can verify the accuracy of their definitions later in the lesson.

INFORM

Tell students that an important skill for historians is being able to determine if a source of information about a specific person, place, or event from the past is a primary source or secondary source. They will be reading for information to help them tell the difference between primary and secondary sources.

Tell students that they will be using the Sources Graphic Organizer to do the following: Define, provide characteristics, examples, pros, and cons of primary and secondary sources.

Access Defining Primary and Secondary Sources at http://www.collectionscanada.gc.ca/education/008-3010-e.html

Model for students how to get to the cite and navigate to locate responses for the graphic organizer.

Show students a variety of concrete examples of each type of resource utilizing the attached word document with examples of each source.

PRACTICE Students will access the following resource to complete the Sources Graphic

Organizer about Primary and Secondary Resources: Defining Primary and Secondary Sources

http://www.collectionscanada.gc.ca/education/008-3010-e.html Students may compare and share notes in small groups, then with the class to add

or revise information in their own notes.

APPLY

After viewing a variety of concrete examples of each type of resource, students will independently classify each source and explain why they identified the source as either a primary or secondary source.

REFLECT Ask students to brainstorm a list of primary sources they might leave behind.

What might these tell historians in the future about you and your life? Inform students that they will be referring to their Sources Graphic Organizer in

future activities as they use primary and secondary sources to investigate some historical events related to their study of the American Revolution.

EXTENSIONStudents may explore the interactive Web site You Be the Historian to answer the Questions .

Resources: Research & Investigation Guide 6-12 The Historian’s Sources (Library of Congress- The Learning Page)



http://memory.loc.gov/learn/lessons/psources/pshome.html


http://americanhistory.si.edu/kids/springer/00qprint.htm

http://americanhistory.si.edu/kids/springer/

http://www.collectionscanada.gc.ca/education/008-3010-e.html


Questions for Analyzing Primary Sources Defining Primary and Secondary Sources Sources Graphic Organizer Historical Sources T-chart Source Examples document Historians are Detectives: Using Primary Sources to Understand the Past You Be the Historian Interactive Questions for You Be the Historian



http://americanhistory.si.edu/kids/springer/00qprint.htm

http://americanhistory.si.edu/kids/springer/

http://americanhistory.si.edu/starspangledbanner/pdf/SSB_Historians_3_5.pdf


http://memory.loc.gov/learn/lessons/psources/studqsts.html

Historical Sources T-chart

Primary Secondary

Sources Graphic Organizer

Primary Sources Secondary SourcesDefinition



Characteristics

Examples

Pros

Cons



Source Examples

Elementary school children standing and watching teacher write at blackboard, Washington, D.C

Retrieved from Library of Congresshttp://www.loc.gov/pictures/resource/cph.3b36952/

Circle One:

Primary Source Secondary Source

Explanation:

The Wilbur or Orville Wright Papers

Retrieved from Library of Congresshttp://memory.loc.gov/cgi-bin/ampage?collId=mwright&fileName=04/04143/mwright04143.db&recNum=0

Circle One:


Explanation:



http://memory.loc.gov/cgi-bin/ampage?collId=mwright&fileName=04/04143/mwright04143.db&recNum=0



http://www.loc.gov/pictures/resource/cph.3b36952/

http://www.loc.gov/pictures/resource/cph.3b36952/

http://memory.loc.gov/master/mss/mwright/04/04143/0001d.jpg

Letter from Helen Keller to Mabel Hubbard Bell, August 20, 1893

Retrieved from the Library of Congresshttp://memory.loc.gov/cgi-bin/ampage?collId=magbell&fileName=124/12400303/bellpage.db&recNum=0

Circle One:


Explanation:

Horizons Activity Book, Pupil Edition, Unit 1

Retrieved from Destiny Textbook Manager

Circle One:


Explanation:



http://memory.loc.gov/cgi-bin/ampage?collId=magbell&fileName=124/12400303/bellpage.db&recNum=0



http://memory.loc.gov/mss/magbell/124/12400303/0001i.jpg




Objective: Upon request, students will be able to explain social and cultural context of information.

Title: Unit 5 - Revolution; Lesson 2 - Prelude to the Boston Massacre

Type: Acceleration Instruction Mastery


Field Dependent Field Independent Visual Auditory TactileKinesthetic Active Reflective Global Sequential

AIM:Students will investigate and describe events and social conditions leading to the Boston Massacre.

Description:

Library Media Specialist Preparation/Technology Options: This activity should be implemented in the computer lab for student

access to targeted Web sites. Provide student access to the Web site links via a Paul Revere wiki or the students’ shared drive. If a computer lab is unavailable, the activity could be implemented in the Library with Web access, LCD projector, whiteboard/screen, paper copies of the targeted Web sites, or other relevant print resources.

Students should have studied the American Revolution in Social Studies class and may have read “And Then What Happened, Paul Revere?” in Language Arts class.

Prepare student handouts of the Timeline of the American Revolution 1765-1776 sheet from pg. 8 of the Boston Historical Society’s Boston Massacre Primary Documents Education Kit.

CONNECT Ask students to recall and share what they already know about Paul

Revere from prior learning in Social Studies or Language Arts class. Note that Paul Revere was a colonist with many talents who played an important role in many of the events leading up to the American Revolution.

Ask students to recall the definition of the term “Patriot” from Social Studies class (A colonist who was against British rule and supported the rebel cause in the American Colonies.) Ask why Paul Revere would be



http://www.bostonhistory.org/pdf/Boston%20Massacre%20-%20Using%20Images%20&%20Documents.pdf


considered a Patriot. (Students will probably volunteer the example of his Midnight Ride from their prior learning).

Explain that to fully understand Paul Revere’s role as a Patriot, it is important to consider his activities in relation to the “bigger picture”—the events that were happening in Boston at the time and the groups of people who were involved.

Ask students to recall from prior learning what groups of people were in Boston in the time leading up to the American Revolution (colonists: Patriots and Loyalists; British soldiers and government officials).

Explain that students will be investigating the actions of the British in the colonies and Paul Revere’s activities as a Patriot.

INFORM

Distribute the Timeline of the American Revolution 1765-1776 sheet. Guide students to consult resources to annotate the timeline with additional notes about the actions of the British government and military in the years leading up to the American Revolution.

Direct students to The Historic Paul Revere (Activity A in Exhibit Hall 2 of the Midnight Rider Virtual Museum). Inform students that they will be reading a brief biography to locate examples of Paul Revere’s activities during this time period.

PRACTICE

Students read the brief biography to locate examples of Paul Revere’s activities as a Patriot in the years leading up to the American Revolution, and to record these activities on the appropriate place on their timeline.

APPLY

As a class or in small groups, students analyze the details they added to the timeline to explain how each of Paul Revere’s Patriotic activities was a direct reaction to a British policy or action in the colonies.

Display and read aloud the following passage from the Paul Revere biography:

1770 - On March 5 tensions are high between the British troops and the townspeople of Boston. Snowballs, ice, sticks, and rocks are thrown at the guards, knocking one British soldier to the ground. The crowd daringly yells, "Fire on us!" and the British soldiers in their panic finally do. Five colonists die. This would become known as “The Boston Massacre.”

Highlight the first sentence in the passage. Ask students to define the word “tensions” in context (unfriendliness, bad feelings—they weren’t getting along).



http://www.kidsandhistory.com/paulvm/h2_hist.html

http://www.kidsandhistory.com/paulvm/foyer.html



Have students refer to their Timeline and revisit the resources as needed to explain why British troops were in Boston in 1770, and why tensions were so high between British troops and the Boston colonists at that time.

REFLECT

Ask students to imagine how they might have felt toward the British soldiers in Boston if they had been a colonist, and how they might have felt toward the colonists if they had been a British soldier in Boston at the time.

Have student groups use the read-aloud play “The Boston Massacre” to dramatize the tensions between British soldiers and Boston colonists immediately preceding the Boston Massacre. Consider having students record and Podcast their performance on a Paul Revere wiki.

Resources: Research & Investigation Guide 6–12 http://www.bcps.org/offices/lis/researchguide_sec/index.html

Timeline of the American Revolution 1765-1776 (page 8 of the Boston Massacre Primary Documents Education Kit )

Social & Cultural Context Resources – British Actions in the Colonies How Townshend Acts Lead to the Increased British Military Presence in

Boston British Land in Boston Historic Timeline Detailed Description (first page only) Hardly a Massacre – British View (first paragraph only)

Biographical Resource – Paul Revere’s Reactions The Historic Paul Revere - Brief Biography

http://www.kidsandhistory.com/paulvm/h2_hist.html The Boston Massacre (Read-aloud Play)



http://printables.scholastic.com/content/collateral_resources/pdf/00/SPB00_181.pdf



http://www.bostonmassacre.net/british.htm

http://www.bostonmassacre.net/plot/detailed1.htm

http://www.bostonmassacre.net/timeline.htm

http://americanrevwar.homestead.com/files/boston2.htm

http://www.bostonmassacre.net/townshend-acts.htm

http://www.bostonmassacre.net/townshend-acts.htm




http://printables.scholastic.com/content/collateral_resources/pdf/00/SPB00_181.pdf

Curriculum Guide – Grade 5 Unit 5: RevolutionLesson 3 & 4



Objective: Upon request, students will be able to determine importance of information.Upon request, students will be able to identify bias.

Title: Unit 5 - Revolution; Lesson 3 & 4 – Was the Boston Massacre Really a Massacre?

Type:Acceleration Instruction Mastery


Field Dependent


Kinesthetic Active Reflective Global SequentialAIM: Students will compare and evaluate primary and secondary sources of

information about the Boston Massacre to detect bias and draw conclusions about the event.

Description: Library Media Specialist Preparation/Technology Options: This activity should be implemented in the computer lab for

student access to the interactive, investigative game The Boston Massacre Files, in which students use images of the event and testimony from the trials to learn about this incident, its historical significance and how it was used to further the Patriot cause. If a computer lab is unavailable, implement as a whole-class activity by displaying the game on whiteboard/screen with Web access and LCD projector.

Consider creating a Voice Thread using a digital image of Paul Revere’s engraving of The Boston Massacre where students can record and share their reflection responses.

CONNECT

Ask students to review the difference between “primary sources” and “secondary sources” from Lesson One

Using Visual Thesaurus, define the term “bias.” . Display and read aloud the following passage from the Paul

Revere biography students read in the previous lesson:





http://www.earlyamerica.com/review/winter96/enlargement.html


http://voicethread.com/#home

http://www.bostonhistory.org/sub/bostonmassacre/


This engraving by Paul Revere is an early example of American propaganda. The poster is full of inaccuracies, but it makes the colonists even angrier with the British troops in Boston. They blame England for the death of the 5 colonists.

INFORM

Highlight and define these terms in the passage: “propaganda” (information or opinions that are made

public to promote or attack a movement, cause, group, or person)

“inaccuracies” (details that are not correct, true, or exact). Ask students to speculate about why Paul Revere would publish

an inaccurate picture of this event. Introduce the interactive game The Boston Massacre Files, in

which students act as “Special Agents” to investigate the controversial case of the Boston Massacre by analyzing and comparing primary sources of information about the event, including Paul Revere’s engraving. Explain that as special agents, their job is to examine the evidence objectively by considering both points of view of both the colonists and the British soldiers.

Guide students through the introduction of the game (Mission section), where they enter their Code Name, meet their Anonymous Source and are given their Mission to discover. Ask the following questions:

“Do the images and eyewitnesses for the Boston Massacre tell the same story?”

“Can you figure out for certain what happened that night?”

“Was the Boston Massacre really even a massacre?” When Agents have successfully completed their Mission, they

will receive a “Vault” of Boston Massacre information for their Special Agent Files.

Preview the Tools that Agents will use to complete their Mission: Image Scrutinizer (primary source images of the Boston

Massacre) Trial Archive (eyewitness testimonies from the Boston

Massacre trials) Timeline (related events that occurred before, during,

after the Massacre) Controversies (aspects of the event which were disputed

in 1770 and may remain unresolved today) Read the Briefing which summarizes some background



http://www.bostonhistory.org/sub/bostonmassacre/game.html

information about the Boston Massacre; read aloud and have students read along.

Direct students to make a chart for note-taking during the game, labeled SOURCES on the vertical and DETAILS on the horizontal. Tell them they can take notes during the game if they wish.

PRACTICE

Students engage in the interactive game The Boston Massacre Files to examine and evaluate primary and secondary sources of information about the event from a variety of perspectives.

Have students think about which information they think is most important for deciding who was to blame for what happened in Boston on March 5, 1770:

The time of day How many colonists/how many soldiers were there Who was armed Whether the colonists/soldiers were organized or

unorganized

APPLY

Have students use their learning from the investigation (and a copy of the Vault) to respond to the questions posed at the beginning of the game:

Do the images and eyewitnesses for the Boston Massacre tell the same story?

Can you figure out for certain what happened that night? Was the Boston Massacre really even a massacre? Who do you think was to blame for what happened in

Boston on March 5, 1770? Ask students to explain which information was most important

for deciding what really happened and who was to blame. Post a digital image of Paul Revere’s engraving of the Boston

Massacre to Voice Thread, and have students share their responses. Ask them to respond to the following questions:

“Is Paul Revere’s engraving of the Boston Massacre a reliable primary source of information about this historical event?”

“Why or why not? Is there evidence of bias? How do you know?”



REFLECT

Ask students to discuss why they thought some sources were more believable than others. Weren’t all the sources biased in some way?

Resources: Resources: Research & Investigation Guide 6-12 Boston Massacre Primary Documents: Using Images and

Documents Boston Massacre Game Eyewitness Accounts of the Boston Massacre The Boston Massacre Files Note-taking Sheet

Supplemental Resources: Enlargement of Paul Revere’s Engraving of the Boston Massacre The Boston Massacre – Illustration by John Pufford Boston Massacre: A Behind-the-Scenes Look at Paul Revere’s

Most Famous Engraving Boston Massacre Image Analysis Sheet



http://www.readwritethink.org/lesson_images/lesson1059/image_analysis.pdf

http://www.earlyamerica.com/review/winter96/massacre.html

http://www.earlyamerica.com/review/winter96/massacre.html

http://cghs.dade.k12.fl.us/african-american/precivil/pufford.htm


http://videoindex.pbs.org/resources/liberty/primary/doc5.html


http://www.bostonhistory.org/?s=education&p=teachres

http://www.bostonhistory.org/?s=education&p=teachres


The Boston Massacre Files Note-taking Sheet

Sources Details




Standard: Learners use skills, resources, and tools to pursue personal and aesthetic growth. (Source: Standards for the 21st Century Learner )

Indicator: In response to a teacher request to do so, students will be able to interpret literary elements as they read, view and listen for pleasure and personal growth.

Objective: Upon request, students will be able to read, view and listen in order to summarize story elements or interesting facts learned.

Title: Unit 5 - Revolution; Lesson 5 – Reading “Paul Revere’s Ride”Type:


Field Dependent



Students will read and listen to the narrative poem “Paul Revere’s Ride” in order to summarize story elements on a graphic organizer.

Description: Library Media Specialist Preparation/Technology Options: Activity should be implemented in the computer lab for student access to

digital resources. Provide access to links to digital resources via a Paul Revere wiki. If a computer lab is unavailable, activity could be implemented in the Library with an Internet-connected computer, LCD projector, screen/whiteboard, paper copies of resources.

Students may have read And Then What Happened, Paul Revere? in Language Arts class and/or learned about Paul Revere in Social Studies class.

CONNECT

Have students recall their prior knowledge about Paul Revere’s “midnight ride” and share responses with the class. Students may briefly review the event by viewing and listening to the video Paul Revere, Messenger of the Revolution.

Explain that many people have learned about this event in American history by reading the well-known narrative poem Paul Revere’s Ride, written by poet Henry Wadsworth Longfellow in 1860. A narrative poem is a poem that tells a story by including both poetic elements (rhyme, rhythm, figurative language) and narrative elements (characters, setting, plot events).



http://www.earlyamerica.com/paul_revere.htm


INFORM

Have students read the text of the poem from their computer screen or on paper as you read it aloud or play a digital audio recording.

Ask whether students think the plot of the narrative poem is historically accurate, based on their prior knowledge.

Explain that in the next lesson, students will be comparing Longfellow’s poem to historical accounts of these events to evaluate the poem’s historical accuracy. First they will need to analyze the narrative poem to summarize the plot events.

Direct students to the Entrance Foyer of the Midnight Rider Virtual Museum. Have students enter Exhibit Hall 1 and select Activity A - Reading “Paul Revere’s Ride.” Note that this online version of the poem includes graphics to help student visualize the events, and linked annotations (vocabulary definitions and explanations) which will aid their comprehension of the poem.

Provide students with a copy of the Paul Revere’s Ride Sequence Chart Model reading the beginning of the annotated poem and completing the

sentence starter on line 1 of the Sequence Chart by summarizing “putting into own words.”

PRACTICE

Have students read the online annotated poem to summarize the plot events by completing the Sequence Chart.

APPLY

Have students share their Sequence Chart responses in small groups, and then with the whole class.

REFLECT

Have the class complete a Story Map to summarize other story elements from the narrative poem: characters, setting, problem, resolution.

Resources: Student Resources Paul Revere, Messenger of the Revolution ( video) Paul Revere’s Ride - Poem text Paul Revere’s Ride - MP3 audio recording of poem Midnight Rider Virtual Museum Paul Revere’s Ride Sequence Chart Story Map



http://www2.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_storymap.pdf

http://www.kidsandhistory.com/paulvm/h1_seq.html


http://ia311236.us.archive.org/3/items/shortpoetry_008_librivox/paul_reveres_ride_longfellow_ms_64kb.mp3

http://www.kidsandhistory.com/paulvm/h1_poem.html


http://www2.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_storymap.pdf

http://www.kidsandhistory.com/paulvm/h1_seq.html

http://www.kidsandhistory.com/paulvm/h1_ent.html



http://patriot.net/~bmcgin/paulreveresride.html

http://www.kidsandhistory.com/paulvm/h1_poem.html

Teacher Resources/Scoring Tools Research & Investigation Guide 6-12 Midnight Rider Virtual Museum – Teacher’s Guide



http://www.kidsandhistory.com/paulvm/paulvm.html





Objective: Upon request, students will be able to use criteria to evaluate resources.

Title: Unit 5 – Revolution; Lesson 6 - Two Views of the Midnight RideType:


Field Dependent



Students will compare accounts of Paul Revere's ride to evaluate primary and secondary sources of information about the event.

Description: Library Media Specialist Preparation/Technology Options: Activity should be implemented in the computer lab for student access

to digital resources. Provide access to links to digital resources via a Paul Revere wiki or the Students L:/drive. If a computer lab is unavailable, activity could be implemented in the Library with Web access, LCD projector, screen/whiteboard, and paper copies of resources.

Students will need their copies of the poem “Paul Revere’s Ride” from the previous lesson, and copies of the graphic organizer Compare-Contrast Worksheet: Two Views of the Midnight Ride.

CONNECT

Ask students to recall reading Henry Wadsworth Longfellow’s poem Paul Revere’s Ride in the previous lesson. Inform students that they will be doing some brief research to discover how historically accurate Longfellow’s poem really is.

INFORM Provide students with a copy of the graphic organizer Compare-

Contrast Worksheet: Two Views of the Midnight Ride. Have students read the Student Instructions at the top and the summary of events from Longfellow’s poem on the left side of the chart.

Display the Midnight Rider Virtual Museum, Exhibit Hall 2/ Activity B – Library Information Services


88

http://www.kidsandhistory.com/paulvm/h2_real.html

http://www.kidsandhistory.com/paulvm/h2_comp.html




The Real Midnight Ride. Refer to the Web site author’s note indicating that “The words in italics are from Revere's own account of the ride” and identify the Web site as a secondary source which includes primary source material.

Explain that students will be making comparing Longfellow’s poem to primary and secondary information sources about this event in order to evaluate the accuracy of the poem.

PRACTICE

Students read the timeline of events from The Real Midnight Ride to complete the second column of their Compare-Contrast Worksheet. Students could also use The Real Story of Revere’s Ride as an additional resource.

APPLY

Post pictures of Henry Wadsworth Longfellow and Paul Revere on a Voice Thread or wiki. Have students write and then record their comments to answer these questions, using details and examples from their Compare-Contrast worksheets to support their answers:

Generations of Americans have learned what they know about this event in American history by reading/listening to Longfellow’s poem. Ask students, “Is the poem ‘Paul Revere’s Ride’ an accurate source of information about this historical event? Do you think Longfellow’s purpose for writing the poem ‘Paul Revere’s Ride’ was to teach Americans a history lesson, or to celebrate the contributions of a patriotic American by telling a story through poetry?”

REFLECT

Have students compose several additional verses for Longfellow’s poem, including historical details from their reading to make the poem more historically accurate. Encourage students to imitate the rhythm and rhyme pattern in Longfellow’s poem to compose their verses. Students’ verses may be word-processed and published and/or read aloud and podcasted on a Paul Revere wiki.

Resources: Student Online Resources Midnight Rider Virtual Museum Compare-Contrast Worksheet: Two Views of the Midnight Ride

Teacher Resources: Research & Investigation Guide 6-12 Midnight Rider Virtual Museum – Teacher’s Guide MSA Reading BCR Rubric



http://mdk12.org/assessments/k_8/readingscoring_bcr.html





https://www.paulreverehouse.org/ride/real.shtml




Alternative Lesson Plan: Why Do We Remember Revere? Paul Revere’s Ride in History and Literature



http://edsitement.neh.gov/view_lesson_plan.asp?id=393

http://edsitement.neh.gov/view_lesson_plan.asp?id=393

Curriculum Guide – Grade 5 Unit 5: RevolutionLesson 7

Standard: Learners use skills, resources, and tools to pursue personal and aesthetic growth. (Source: Standards for the 21st Century Learner)

Indicator: In response to a teacher request to do so, students will be able to interpret literary elements as they read, view and listen for pleasure and personal growth.

Objective: Upon request, students will be able to read, view and listen in order to identify with main characters, historical figures or contemporary personalities.

Title: Unit 5; Lesson 7 - Virtual Midnight RideType:


Field Dependent



Students will summarize details about a historical event to write a journal entry assuming the role of a historical figure.

Description: Library Media Specialist Preparation/Technology Options: Activity should be implemented in the computer lab for student access

to Web sites. Provide links to the two Virtual Midnight Ride Web sites via a Paul Revere wiki or the students’ shared drive. If a computer lab is unavailable, activity could be implemented in the Library with Wed access, LCD projector, screen/whiteboard, and/or paper copies of Web pages.

Consider having students word-process and publish or record and podcast their journal entries on a Paul Revere wiki.

CONNECT

Inform students that they will be taking a “virtual midnight ride” to imagine Paul Revere’s experiences and feelings on the night of April 18, 1775, and to record these in a journal entry from Paul Revere’s point of view.

Preview the outline as a pre-writing tool which students can use to take notes about what Paul was seeing, experiencing, thinking, and feeling on his famous journey:

I. My Name is Paul Revere (Introduction) II. My Mission III. I Leave Boston and Cross the Charles River IV. I Ride from Charlestown to Medford V. I Reach Lexington VI. I Am Captured



VII. My Thoughts on the Future (Conclusion) Guide students to use their prior knowledge from the previous library

lessons and from Social Studies and/or Language Arts class to complete sections I. My Name is Paul Revere (Introduction) and II. My Mission on the outline.

INFORM

Display Midnight Rider Virtual Museum, Exhibit Hall 4 – Activity A: Ride with Paul Revere . Review the Key to the Interactive Map. Explain that as they read and look at the images along the “virtual ride,” students should try to visualize what Paul was seeing and experiencing and to imagine what he might have been thinking and feeling.

Click on the first green dot on the right of the map, and think aloud to model imagining that you are Paul Revere as you begin your “virtual ride” across Boston Harbor. Model taking notes on the Outline below III. I Leave Boston and Cross the Charles River on the outline to record what Paul was seeing, experiencing, thinking, and feeling.

PRACTICE

Students complete Activity A - Ride with Paul Revere using the interactive map and the Journal Outline to take notes about what Paul was seeing, experiencing, thinking, and feeling on his famous ride.

I. My Name is Paul Revere (Introduction) II. My Mission III. I Leave Boston and Cross the Charles River IV. I Ride from Charlestown to Medford V. I Reach Lexington VI. I Am Captured VII. My Thoughts on the Future (Conclusion)

Direct students to another Virtual Midnight Ride Web site (from the Paul Revere House) to add details to their outline. Note that this Web site includes accounts of the evening written by Paul Revere himself (primary source material).

APPLY

Students complete Activity B - From the Journal of Paul Revere … to write a journal entry using ideas and details from their outline.

Students may refer to the scoring rubric under How You Will Be Graded (at the bottom of the webpage) to self-assess their journal entry.

REFLECT Ask students to discuss similarities and differences between the two



http://www.kidsandhistory.com/paulvm/h4_journal.html

http://www.kidsandhistory.com/paulvm/h4_journal.html

http://www.paulreverehouse.org/ride/

http://www.kidsandhistory.com/paulvm/h4_entrance.html



Virtual Midnight Ride Web sites, and explain which Web site was more effective in enabling them visualize and imagine the Midnight Ride from Paul Revere’s point of view. Did reading the primary source material help them to identify with Paul Revere?

Resources Student Resources: Midnight Rider Virtual Museum Virtual Midnight Ride (Paul Revere House)

/ Teacher Resources:

Research & Investigation Guide 6–12 Midnight Rider Virtual Museum – Teacher’s Guide





http://www.paulreverehouse.org/ride/


Name: _________________________

From the Journal of Paul Revere . . . OUTLINE

I. My Name is Paul Revere (Introduction)a. ________________________________________________b. ________________________________________________c. ________________________________________________

II. My Missiona. ________________________________________________________b. ________________________________________________________c. ________________________________________________________

III. I Leave Boston and Cross the Charles River a. ________________________________________________________b. ________________________________________________________c. ________________________________________________________

IV. I Ride from Charlestown to Medford a. ________________________________________________________b. ________________________________________________________c. ________________________________________________________

V. I Reach Lexington a. ________________________________________________________b. ________________________________________________________c. ________________________________________________________

VI. I Am Captured a. ________________________________________________________b. ________________________________________________________c. ________________________________________________________

VII. My Thoughts on the Future (Conclusion)a. ________________________________________________________b. ________________________________________________________c. ________________________________________________________



Curriculum Guide – Grade 5 Unit6: The US Government and Us Lesson 1

Standard: Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. (Source: Standards for the 21st Century Learner)

Indicator: In response to a teacher request to do so, students will be able to draw conclusions from information and transfer knowledge to curricular areas, real world situations, and further investigations.

Objective: Upon request, students will be able to apply strategies for making personal/real world connections with information.

Title: Unit 6 - The US Government and Us; Lesson 1 - How Government Affects Me



Field Dependent



Students will explore an interactive Web page to describe how the government affects their personal lives and those of people in their families and communities.

Description: Library Media Specialist Preparation/Technology Options: Consider creating a Branches of Government wiki where students may

access all resources related to the unit such as; vocabulary terms and definitions, digital information sources, and graphic organizers as well as share their research.

This activity should be implemented in the computer lab for student access to an interactive Web page and digital copy of a note-taking organizer.

o If a computer lab is unavailable, the activity could be implemented in the Library with Web access, LCD projector, and whiteboard/screen. The library media specialist can display the interactive Web page for the class, and invite students to come to the computer or whiteboard to navigate and add information to the digital organizer. Students will need paper copies of the organizer to record individual notes.

Consider using an every pupil response or pinch cards for polling students in the Connect and Apply sections of the lesson.

CONNECT

Note that students have been studying the formation of our nation’s



government for the New Government unit in Social Studies class. Utilizing the every pupil response system or pinch cards, poll students to

get their initial responses. Ask the question, “How much do the decisions and actions of the government affect your life and the lives of people in your family and community?” A. Very much B. A little C. Not very much D. Not at all

Ask students to “Think, Pair, Share” to generate some ideas about how the government might affect their personal lives and those of people in their families and communities.

INFORM

Introduce the How Does Government Affect Me? Organizer and click on the hyperlink to access the interactive Web page at the PBS Kids Web site The Democracy Project.

Explain that students will explore the interactive Web page How Government Affects Us in order to gather additional information for the class web.

Demonstrate using the image map by clicking on the library building in the graphic to zoom in, and clicking again to display the linked explanatory text.

Model reading and recording notes on the organizer using the text, How does the government affect me at the Library?

PRACTICE

Students use the interactive Web page and their chart to record notes about the government’s role in their own lives and the lives of people in their families and communities.

APPLY

Have students share their responses in class discussion to complete the organizer with various ways the government affects individuals, families, and communities.

Utilizing an every pupil response system or pinch cards, re-poll the class to have them answer the question posed at the beginning of the lesson: To what extent does the federal government affect your personal life and those of people in your family and your community? A. Very much B. A little C. Not very much D. Not at all.

Ask students to explain why they did or did not change their answer, using details from their own experiences and from the reading to support their explanations.

REFLECTLibrary Information Services


96

http://pbskids.org/democracy/govandme/

Ask students to speculate about how their lives, and those of people in their families and communities, might be different if the government was not involved in our safety, health, school, transportation, etc.

Resources: Research & Investigation Guide 6-12 PBS Kids/The Democracy Project: How Does Government Affect Me?





Think, Pair, Share to generate some ideas about how the government affects you, your family, and others in your community.

Then, explore the interactive webpage @ http://pbskids.org/democracy/govandme/ to gather information about how the government affects you, your family, and your community.

In the Library




Curriculum Guide – Grade 5 Unit 6: The US Government and UsLesson 2


Indicator: In response to a teacher request to do so, students will demonstrate an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection to using this process in own life.

Objective: Upon request, students will be able to complete steps one and two of the Research & Investigation Guide 6-12.

Title: Unit 6- The US Government and Us; Lesson 2: Scenario/Task & Product for Branches of Government Research



Field Dependent



Students will complete steps one and two of the Research & Investigation Guide 6-12 by developing vocabulary and background knowledge about a research topic and previewing the research task and product.

Description: Library Media Specialist Preparation/Technology Options: Consider creating a Branches of Government wiki where students can:

Access vocabulary terms and definitions, digital information sources, and graphic organizers needed for this unit.

Share their research findings on the branches of government they researched to “jigsaw’ electronically.

This activity should be implemented in the computer lab for student access to online information sources and mind-mapping software such as Inspiration to access the of the Branches of Government Research Organizer and Branches of Government Resource Sheet.

If Inspiration software is unavailable, utilize the Microsoft Word version of the Branches of Government Research Organizer Research Organizer and Branches of Government Resource Sheet. Note: The digital Word documents are generic and will need to be modified before printed by the library media specialist if students do not have access to computers.

If a computer lab is unavailable, this activity could be implemented in the Library with Web access, LCD projector, whiteboard/screen.



C:\\Documents and Settings\\dcurtis\\Desktop\\Editing in Progress\\US Gov\\Branches_of_Government_Resource_Sheet.doc

C:\\Documents and Settings\\dcurtis\\Desktop\\Editing in Progress\\US Gov\\Branches_of_Government_Resource_Sheet.doc

http://www.bcps.org/offices/oit/CBTIA/Elementary%5CBranchesOfGovernment%5CBranchesOfGovtResourceSheet17.isf

http://www.bcps.org/offices/oit/CBTIA/Elementary%5CBranchesOfGovernment%5CBranchesOfGovtResearchOrganizer.isf

Provide student access to resources via wiki or hyperlinked documents on the Students’ L:/ Drive on the school server, for the purpose of previewing the research task and product.

Branches of Government Activity Page Branches of Government Research Organizer (requires

Inspiration software) Branches of Government Resource Sheet (requires Inspiration

software) Branches of Government Scoring Tool

CONNECT

Ask students to recall the previous lesson, in which they made personal connections to information about different functions of the government.

Ask if students can name the three branches of the United States federal government: (Executive, Legislative, Judicial)

Inform students that they will be researching one branch of the U.S. Federal Government and sharing their findings with students who researched other branches to create a Resource Sheet for use in a later lesson.

INFORM

Explain that students will need some general background knowledge of the three branches of government in order to select one branch for further research. In addition, as students begin reading to gather information about a branch of government they will probably encounter some government-related vocabulary terms that are unfamiliar. Students will need to know the meanings of these words to comprehend what they are reading. Therefore, students will complete the first step in the research process to develop vocabulary and background knowledge about the three branches of government. To accomplish this, students will view and listen to a video which provides the needed background knowledge and vocabulary.

BrainPop video Branches of Government(Social Studies US Government and Law)

Provide students with copies of the included Vocabulary list.

Preview the Vocabulary terms and instruct students to record definitions as they view and listen.

Safari Montage video The Three Branches of Government http://10.4.1.240/?a=3103&d=02129AA (access from the American Government for Children series)

Provide students with selected Focus Questions or Vocabulary terms from the included Teachers Guide.



http://10.4.1.240/?a=3103&d=02129AA

http://www.brainpop.com/socialstudies/usgovernmentandlaw/branchesofgovernment/


http://www.bcps.org/offices/oit/CBTIA/Elementary%5CBranchesOfGovernment%5CBranchesofGovtScoringTool.doc



Preview the questions or vocabulary terms and instruct students to record definitions as they view and listen.

PRACTICE

Students record vocabulary definitions or answers to questions as they view and listen to the video.

APPLY

Students share their vocabulary definitions or answers to focus questions in small groups, then through class follow-up discussion to ensure accuracy and completeness. Students will then use their vocabulary definitions as a reference throughout the research process in this unit; the vocabulary definitions may also be posted on the Branches of Government wiki.

INFORM

Remind students that as they begin the research process, it is also important for them to preview their assignment so that they know what steps they will need to follow to accomplish the task and create the product.

Direct students to access the Branches of Government Activity Page from the Branches of Government wiki or students shared drive.

PRACTICE

Students will preview the directions and questions on the Branches of Government Activity Page, the Inspiration Research Organizer and the Resource Sheet; if time permits, they could also preview several of the resource links on the Activity Page.

APPLY

Students complete a written or audio Exit Ticket to summarize the task and product for the Branches of Government research activity for a student who was absent for today’s lesson. For an audio Exit Ticket, have students record their summary using a digital recorder or Audacity software on the computer. Exemplary summaries may be uploaded to the Branches of Government wiki.

REFLECT

Ask students to discuss how today’s activity will help them to get started on step 3 of the research process (gather and sort) when they return to the library.



Resources: Research & Investigation Guide 6-12 Video Resources:

BrainPop video Branches of Government Safari Montage video The Three Branches of Government (access from

the American Government for Children series)Branches of Government Research Activity Resources:

Branches of Government Activity PageStudent Resources linked to or listed on the Activity Page:

Ben’s Guide to U.S. Government for Kids: Branches of Government (3-5)

Three Branches of Government Tutorial (use the arrows at the bottom to navigate)

“Balance of Power” , “Three Branches of Government” – Articles from SIRS Discoverer database

World Book Student Database Article: “United States Government” http://www.bcps.org/offices/lis/feebased/

Safari Montage Videos from the United States Government series (Schlessinger Media): The Executive Branch, The Judicial Branch, The Legislative Branch

We the People (Social Studies text) Branches of Government Research Organizer (Inspiration file) Branches of Government Resource Sheet (Inspiration file) Information Seeking Behavior Model



http://www.bcps.org/offices/lis/models/tips/index.html



http://www.bcps.org/offices/lis/feebased/



http://www.trumanlibrary.org/whistlestop/teacher_lessons/

http://bensguide.gpo.gov/3-5/government/branches.html


http://10.4.1.240/?a=3103&d=02129AA



Research on the Branches of Government Research on the Branches of Government Activity PageActivity Page

Use the identified information and Internet resources to answer the following questions about your branch of government:

What does this branch of government do? How is this branch organized? How are people selected to serve in this branch of government?

Click on the Research Organizer when you are ready to begin.

BRANCH RESOURCES Click to Open

ALL

Ben’s Guide to U.S. Government – Branches of Government http://bensguide.gpo.gov/3-5/government/branches.html

Three Branches of Government Tutorial http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/1.htm (use the arrows at the bottom to navigate)

“Balance of Power” , “Three Branches of Government” – Articles from SIRS Discoverer database

World Book Student Database Article: “United States Government” http://www.bcps.org/offices/lis/feebased/

Safari Montage Videos from the United States Government series (Schlessinger Media): The Executive Branch, The Judicial Branch, The Legislative Branch

Transparency of We the People Drawing 12 (Social Studies text)

Legislative We the People, pp. 99-101 (Grade 5 Social Studies text)

Executive We the People, pp. 109-111 (Grade 5 Social Studies text)

Judicial We the People, pp. 115-117 (Grade 5 Social Studies text)






http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/1.htm


Branches of Government Research Organizer

Type Branch of Government Here

Replace this image with an image related to your branch of Government.

What does this branch of government do?

How is this branch organized? How are people selected to serve in this branch of government?



Branches of Government Resource Sheet

What I Learned While Listening to Group Presentations

Legislative Judicial Executive



Curriculum Guide – Grade 5 Unit6: The US Government and UsLesson 3



Objective: Upon request, students will be able to complete steps three and four of the “Information Seeking Behavior” Model.

Title: Unit 6- The US Government and Us; Lesson 3: Gather & Sort for Branches of Government Research



Field Dependent



Students will complete steps three and four of the “Information Seeking Behavior” Model by gathering information about a branch of government to complete a graphic organizer.

Description: Library Media Specialist Preparation/Technology Options: This activity should be implemented in the computer lab for student

access to digital information sources and mind-mapping software such as, Inspiration.

If a computer lab is unavailable, the activity could be implemented in the Library with Web access, LCD projector, whiteboard/screen, print-outs from online information sources or relevant print library resources, and paper copies of graphic organizers.

If Inspiration software is unavailable, students could use paper copies of the Research Organizer.

Provide student access to the student resources via a Branches of Government wiki or hyperlinked document in a Branches of Government folder on the Students’ L:/ rive on the school server.

Branches of Government Activity Page (with links to digital information resources)

Branches of Government Research Organizer (requires Inspiration software)

Branches of Government Scoring Tool Create folders for each branch of government on the students shared



http://www.bcps.org/offices/oit/CBTIA/Elementary%5CBranchesOfGovernment%5CBranchesofGovtScoringTool.doc


drive, where students can save a Read-Only copy of their completed Research Organizers for others to access OR set up student logins and permissions for them to upload their completed Research Organizers to a branch-specific page on a Branches of Government wiki

CONNECT

Ask students to recall the previous lesson, in which they developed vocabulary and background knowledge about the three branches of government, and previewed the task and product for their Branches of Government research.

Through class discussion, assess students’ ability to define a few key government-related terms from the previous lesson (executive, legislative, or judicial)

Ask a student volunteer to read his/her exit ticket (or play a student volunteer’s audio exit ticket) from the last class in order to summarize the task and product for this research.

Assign students to small groups to research one of the three branches of government; students should be seated in the computer lab near classmates researching the same branch.

INFORM

Direct students to access the Branches of Government Activity Page from the Branches of Government wiki or Students L-drive, and review the research questions.

Direct students to open the Branches of Government Research Organizer in Inspiration, and recall the procedure for toggling between screens in order to copy/paste or read from a resource and type notes into the text boxes on the organizer.

Provide directions for students to name and save the file to their own folder on the students’ shared drive.

PRACTICE

Students will use the linked resources on the Branches of Government Activity Page to gather information about the functions, organization, and members of their assigned branch of government, and record notes on their Inspiration organizers or graphic organizer. Students may consult with a partner beside them for clarification or support.

Have three student volunteers share their partially-completed organizers for each of the three branches of government on whiteboard/screen, so that classmates can assess their own process and progress.

APPLYLibrary Information Services


107



Students will work independently to gather information about a branch of government and record notes to complete their Research Organizers.

Students will replace the book symbol on their Research Organizers with an appropriate symbol from one of the Government symbol libraries in Inspiration (View Symbol Palette Libraries Social Studies Government 1 or Government 2)

Students will save a Read-Only copy of their document to a designated branch folder on the Students L:/ Drive, or upload it to a branch-specific page of a Branches of Government wiki, according to the LIBRARY MEDIA SPECIALIST’s directions.

Students will share information with other “experts” researching the same branch of government to add or revise information on their research organizers.

Students could do this with a partner or in triads with students seated near them.

Alternatively, students could upload their organizers to separate branch pages on a Branches of Government wiki or save a Read Only copy to a designated branch folder on the Students L-drive; students could then access other “expert’s” notes to add or revise information on their own organizers. If using a wiki, students could peer review each other’s work and add comments to the wiki.

REFLECT

Ask students to reflect on and assess their ability to toggle between screens and documents in order to read for information and record information.

Resources: Research & Investigation Guide 6-12 Branches of Government Activity Page

Student Resources linked to or listed on the Activity Page: Ben’s Guide to U.S. Government for Kids: Branches of

Government (3-5) Three Branches of Government Tutorial

(use the arrows at the bottom to navigate) “Balance of Power” , “Three Branches of Government” –

Articles from SIRS Discoverer database World Book Student Database Article: “United States

Government” http://www.bcps.org/offices/lis/feebased/ Safari Montage Videos from the United States Government

series (Schlessinger Media): The Executive Branch, The Judicial Branch, The Legislative Branch

We the People (Social Studies text) Branches of Government Research Organizer (Inspiration file)











Curriculum Guide – Grade 5 Unit 6: The US Government and UsLesson 4



Objective: Working in collaborative groups, students will be able to complete steps five and six of the “Information Seeking Behavior” model.

Title: Unit 6- The US Government and Us; Lesson 4 –Analyze and Synthesize for Branches of Government Research



Field Dependent



Students will combine their background learning and research findings about the branches of government to analyze the system of checks and balances and explain how it works to maintain a separation of powers.


access to their saved Inspiration Research Organizers and the Branches of Government Resource Sheet .

If Inspiration software is unavailable, students could use a Microsoft Word version of the Branches of Government Resource Sheet.

If a computer lab is unavailable, the activity could be implemented in the library at OPAC stations or with Web access, LCD projector, whiteboard/screen, print-outs of students’ completed Research Organizers from the previous lesson, and copies of the Microsoft Word version of the Branches of Government Resource Sheet .

Students may jigsaw electronically or face-to-face to share their research findings:

By adding information about the branch of government they researched to a branch-specific page on a Branches of Government wiki, then accessing the wiki to obtain information about the other branches; OR

By meeting in expert groups to share findings, then re-grouping to share findings with students who researched other branches.

Set up a folder inside the Branches of Government folder on the









Branches of Government wiki or on the Students L:/ Drive where students can save their completed Resource Sheets.

CONNECT

Ask students to recall that in the previous lesson, they conducted research to gather information about the powers, organization, and members of one branch of the U.S. government.

Students will now need to “jigsaw” with “experts” who researched the other two branches of government in order to obtain information about those two branches.

Students will then analyze the information they gathered about all three branches to determine how the branches “check” each others’ power to maintain a separation of powers as intended by the founders of our country.

INFORM

Have students open their saved Research Organizers with notes about one branch of government.

Have students open the Branches of Government Resource Sheet. Note that when students open this document in Inspiration, their Research Organizer document “disappears.” Demonstrate for students the procedure for toggling between the two Inspiration documents using the File Open Recent drop-down menu.

Model copying information from one’s own Research Organizer to the appropriate column on the Resource Sheet. Tell students to use headings based on the questions on their Research Organizers to organize their notes on the Resource page (for example: Powers, Organization, Members)

Provide directions for students to name and save their Resource Sheet document to their folder on the wiki or the students’ shared drive.

PRACTICE

Students will copy the information about the branch of government they researched from their Research Organizers to the appropriate column on their Resource Sheet, including headings to organize the information. Students will close their Research Organizer files when they have finished, keeping the Resource Sheet file open.

Students will then access Research Organizers created by classmates who researched the other two branches of government to copy and paste notes to the other two columns on their Resource Sheet. Students should access multiple sources to ensure that they have complete information for all three branches of government.




APPLY

Have students collaborate with classmates seated near them to examine their completed Resource Sheets, analyze the powers listed for each branch, and identify powers that are “checks” on the powers of another branch.

Encourage students to use symbols, arrows, or different colored text to illustrate the “checks and balances” relationships between the three branches on their Resource Sheets.

Students will save their completed Resource Sheets to a designated folder on the students shared drive as directed by the library media specialist.

REFLECT

Ask students to explain whether collaborating with classmates to analyze the checks and balances on their Resource Sheets was helpful, why or why not.

Ask students to discuss whether utilizing Inspiration was a good tool for this activity, why or why not. What other software might they have used for this research task?

Resources: Branches of Government Research Activity Resources: Branches of Government Activity Page

Student Resources linked to or listed on the Activity Page: Ben’s Guide to U.S. Government for Kids: Branches of

Government (3-5) Three Branches of Government Tutorial

(use the arrows at the bottom to navigate) “Balance of Power” , “Three Branches of Government” –

Articles from SIRS Discoverer database World Book Student Database Article: “United States

Government” http://www.bcps.org/offices/lis/feebased/ Safari Montage Videos from the United States Government

series (Schlessinger Media): The Executive Branch, The Judicial Branch, The Legislative Branch

We the People (Social Studies text) Branches of Government Research Organizer (Inspiration file) Branches of Government Resource Sheet (Inspiration file) Research & Investigation Guide 6-12











Curriculum Guide – Grade 5 Unit 6: The US Government and Us Lesson 5

Standard: Learners use skills, resources, and tools to inquire, think critically and gain knowledge. (Source: Standards for the 21st Century Learner)

Indicator: In response to a teacher request to do so, students will be able to locate, evaluate, and select appropriate sources to address an information need.

Objective: Upon request, students will be able to use the online library catalog and digital resources to select materials for a specific purpose.

Title: Unit 6 – The US Government and Us; Lesson 5 – Selecting a News Article



Field Dependent



Students will use an online database or other news resources to locate a current events article featuring one of the three branches of government.


access to Web based news articles and the Branches of Government wiki.

If a computer lab is unavailable, the activity could be implemented in the Library with paper copies of news articles relating to federal government policies and actions, including print-outs of news articles from the SIRS Discoverer database, Time for Kids Web site, or Nick News Web site or from print resources like Time for Kids magazine, the Baltimore Sun, local community newspapers, etc.

CONNECT

Refer students to the Branches of Government Resource Sheet they created in the previous lesson.

Ask if students can think of any current events involving a branch of government engaging in one of its functions; they might have seen this on the TV news, a news media Web site, in a newspaper or news magazine, or heard adults at home talking about the event. If students cannot contribute an example, suggest one which they might have heard about and discuss which branch of government was involved.



INFORM

Introduce resources where students might find news articles relating to actions taken by a branch of the U.S. federal government, such as:

SIRS Discoverer database Time for Kids Nick News

Model using search strategies and text features to locate a news article relating to actions taken by a branch of government. For example,

If using the SIRS Discoverer database, model doing a Subject Tree search: Select History & Government from the Subject Tree, United States of America from the Topic/Subtopic list, and then a relevant Subtopic from the list, such as: cabinet, Congress, economics, foreign relations, government & government programs, laws & legislation, etc.

Model previewing articles on the results list for relevance and interest by reading the article title and summary, and using the Descriptor links to related subjects below the article summary as a pathway for locating additional relevant articles.

Model previewing articles on the results list for relevance and interest by reading the article title and summary.

PRACTICE

Students will follow the modeled procedure to locate a relevant news article featuring the U.S. Government that they find interesting. Students may bookmark the article in their browser, or print out the article if future computer lab access is an issue.

Resources: Research & Investigation Guide 6-12 Digital Resources for Locating a News/Current Event Article Time for Kids Nick News



http://www.nick.com/all_nick/tv_supersites/nick_news/archive.jhtml

http://www.timeforkids.com/TFK/kids



http://www.nick.com/all_nick/tv_supersites/nick_news/archive.jhtml

http://www.timeforkids.com/TFK/kids


Curriculum Guide – Grade 5 Unit 6: The US Government and Us Lesson 6

Standard: Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. (Source: Standards for the 21st Century Learner)

Indicator: In response to a teacher request to do so, students will be able to draw conclusions from information and transfer knowledge to curricular areas, real world situations, and further investigations.

Objective: Upon request, students will be able to use new knowledge in future investigations and applications.



Objective: Upon request, students will be able to transfer new knowledge to new problems, situations, and learning experiences.

Title: Unit 6 – The US Government and Us; Lesson 6 – Analyzing a News Article



Field Dependent


Kinesthetic Active Reflective Global SequentialAIM: Students will analyze a news article to apply their new knowledge of the three

branches of government to current events.Description: Library Media Specialist Preparation/Technology Options:

This activity should be implemented in the computer lab for student access to the news articles they bookmarked in the previous lesson, a digital copy of their Branches of Government Resource Sheet, and the Branches of Government wiki.

If a computer lab is not available, students will need print-outs of their Branches of Government Resource Sheet and of the news article they selected in the previous lesson.

CONNECT

Refer students to their Branches of Government Resource Sheets and the news articles they selected in the previous lesson.

Inform students that they will be reading and analyzing the article they



chose in order to apply their new knowledge about the branches of government to a current event.

INFORM

Inform students that it is best to ask questions based on the 5W’s and How to identify main ideas and important details when analyzing a news article. For this activity, students will need to answer some specific questions about their article:

WHO are the government officials or groups featured in this article?

WHAT branch of government do these people or groups represent?

WHAT did the government representative(s) decide or do? WHAT power(s) is this branch of government exercising by

taking this action? (refer to your Branches of Government Resource Sheet)

WHEN was this decision made or this action taken? Or, WHEN will a new policy take effect?

WHY did the government make this decision or take this action? HOW might this government action affect you, your family,

people in your community or state, or other people in our country?

HOW might this government action affect people in other parts of the world?

Note that news articles are usually written using the Inverted Pyramid format; introduce this structure to students.

Model reading an article once from beginning to end and making notes answering any questions you are able to answer during the first reading.

Then, model revisiting and “chunking” the text to read the article more closely a second time, referring to the information on the Branches of Government Resource Sheet as needed to answer as many of the remaining questions as possible.

PRACTICE

Students follow the modeled procedure to read and analyze the article they found, referring to their own Branches of Government Resource Sheet to answer the questions.

APPLY Students compose a paragraph to summarize their article analysis

responses, using the Inverted Pyramid format to structure their paragraphs.

Have students share their paragraphs on the Branches of Government Library Information Services


116

http://www.readwritethink.org/lesson_images/lesson249/pyramid.pdf



wiki on a page titled: Branches of Government in Action. Invite students to comment on the article analyses to express and justify their opinions about the government’s decisions and actions.

INFORM

Review with students the previously-learned procedures for completing an article citation using the appropriate MLA Citation Worksheet and MLA Elementary Citation Maker that they used in the Unit “Considering Copying” or another online citation generator. If students are using an article in SIR Discoverer, model clicking on Source and Summary to view the publication information needed for the article citation.

Provide guidance as needed for locating the publication information for news sources in the appropriate format(s), creating, and copying/pasting a citation.

APPLY

Students will follow the modeled procedure to locate publication information for the article they read, create a citation, and copy it to the bottom of their Branches of Government in the News document under the heading Reference.

Consider having students try a different online citation generator, like EasyBib or BibMe.

REFLECT

Ask students to discuss how connecting their new knowledge about the three branches of government to current events in the news will enable them to become better citizens.

Resources: Research & Investigation Guide 6-12 Citation Tools

MLA Citation Worksheets MLA Elementary Citation Maker

Alternative Online Citation Generators Son of Citation Maker EasyBib Bib Me

Inverted Pyramid format Branches of Government wiki




http://www.bibme.org/

http://www.easybib.com/products/bib4school

http://citationmachine.net/cm50/index.php?reqstyleid=1


http://old.oslis.org/MLACitations/elementary/index_MLAElemCitationWorksheets.php#worksheetsdownload



http://old.oslis.org/MLACitations/elementary/index_MLAElemCitationWorksheets.php

Curriculum Guide – Grade 5 Unit 7: Express Yourself Lesson 1Standard: Learners use skills, resources, and tools to pursue personal and aesthetic

growth. (Source: Standards for the 21st Century Learner)

Indicator: In response to a teacher request to do so, students will be able to seek information for personal learning in a variety of formats and genres.

Objective: Upon request, students will be able to use search strategies and online library catalog features to browse and choose library materials.

Title: Unit 7; Lesson 1 – Summer Reading Destiny Quest Type:


Field Dependent



Students will use search strategies and features of the online library catalog to create a resource list of books they want to read over the summer.


access to Destiny. If a computer lab is unavailable, students could share and take turns at the Library OPAC stations. The library media specialist will need Web Access with speakers, LCD projector and whiteboard/screen.

Prepare for distribution to students the Summer Agenda packet including blank calendars for June, July, and August.

Web 2.0 Integration Idea: Consider creating a Voice Thread using screenshots of the Destiny Quest interface and having students share their explanations about which Destiny Quest features were the most useful, and how these features helped them to browse and choose books about their personal interests.

CONNECT

Begin the lesson by sharing three anecdotes from Dr. Ben Carson, Oprah Winfrey, and Rita Dove about how reading transformed their lives; the library media specialist may either want to play the podcast of a section of each interview and/or retell the anecdote. (Note: Once click the “anecdotes” link, the library media specialist will need to search for the specific individual(s).

Note the benefits of reading over the summer and share with students



http://www.achievement.org/

http://www.follettsoftware.com/_files/fsc/file/cms/DestinyQuestscreenshots.pdf


http://www.educationworld.com/a_lesson/archives/calendar.shtml


the objective. Have students use the Personal Interests for Summer Reading chart in

their Summer Agenda packet to brainstorm a list of topics they might like to read about over the summer, as well as any authors, titles, or series they’d like to read.

Guide students to highlight keywords in their brainstorming list to use as search terms in their library catalog searches.

Tell students that they will be using Destiny Quest to create a list of books that they would like to read over the summer.

Distribute the Destiny Quest Features chart.

INFORM

Log in to the Destiny catalog and click on the Catalog tab. Suggest that students who had difficulty generating personal interests for summer reading begin by using the Visual Search interface in Destiny to spark additional ideas to add to their Personal Interests list.

Click on Destiny Quest. Conduct a quick keyword search on a personal interest topic to highlight briefly a few of the Destiny Quest features. Think aloud about how the features help you to choose books, and record brief notes on the Destiny Quest Features chart for example:

Status tag – tells whether the item is In or Out Format tag - tells what kind of material it is (book, DVD,

audiotape, etc.) Call number & prefix – tells whether books are fiction,

nonfiction, reference, etc. and where they are located in the library

Model adding a title to My List using the Drag & Drop feature in Destiny Quest.

PRACTICE

Have students log into Destiny with their usernames and passwords. NOTE: Students must log in with their own usernames and passwords in order for their names to appear on the Bibliography List they will be printing. Distribute the Destiny Quest Features chart and tell students to use it as a checklist to make sure they use the available features; students may want to make brief notes on the chart about how each feature helped them to browse for and choose books (optional).

Students will use keywords from their personal interests brainstorming list and features in Destiny Quest to browse and choose books, adding at least five titles (both fiction and nonfiction) to My List.

INFORM



Model the procedure for printing out a Bibliography List with Notes, sorted by Call Number/Author.

PRACTICEStudents follow the modeled procedure to open My List and print their own Bibliography List with Notes, sorted by Call Number/Author.

APPLY

Have students identify the Destiny Quest features which they found most useful for choosing books about their personal interests, and share their explanations about how these features helped them make their selections: Students could share their explanations in writing on an exit ticket; orally in small groups and then with the class; at the whiteboard; or on a Voice Thread.

REFLECT

Ask students: Why is it a good idea to sort your book list by Call Number/Author instead of by Author/Title or Title/Author? How will sorting the list this way help you to locate the books when you return to the library?

Inform students that they will use the same Destiny library catalog at their middle school library media center. Display the catalog links for area middle schools on http://destiny.bcps.org. Have students note on their Summer Learning Agendas the name of their middle school Library Media Specialist and the URL for their middle school Web site or school library media center webpage.

Have students staple their Summer Reading Bibliography Lists to their Summer Agenda packets. Tell students they will need their Summer Agenda packets for the next lesson, and offer to keep these in the library for them until they return.

Resources: Reading Anecdoteso Dr. Benjamin Carson Interview o Oprah Winfrey Interview o Rita Dove Interview o Interview with other achievers can be found by using the pull

down menu. Destiny Library Catalog Destiny Quest Screenshots Voice Thread




http://www.follettsoftware.com/_files/fsc/file/cms/DestinyQuestscreenshots.pdf


http://www.achievement.org/autodoc/page/dov0int-1

http://www.achievement.org/autodoc/page/dov0int-1

http://www.achievement.org/autodoc/page/win0int-1

http://www.achievement.org/autodoc/page/car1int-1



Express YourselfExit Ticket

Directions: Select two books from your Destiny Quest Summer Reading List to complete the following activity.

Book Title Author Call #1.

2.

Which text features influenced your decision to select the book?1.

2.

Make a prediction about the book based on the text features previewed.1.

2.



Name: __________________________________

Destiny Quest Catalog Features

Catalog feature How this feature helps me to browse and choose

Status tag

Format tag

Call number & prefix

Quick Details Hover-Over

Narrow Your Search

Shelf Browse (in Title Details)

Reviews (in Title Details)

You May Also Like

(in Title Details)

Target Audience



Curriculum Guide – Grade 5 Unit 7: Express Yourself Lesson 2


Indicator: In response to a teacher request to do so, students will be able to seek information for personal learning in a variety of formats and genres.

Objectives: Upon request, students will be able to find materials in the fiction section by author and in the nonfiction section by Dewey number.Upon request, students will be able to use illustrations and text features to select library materials based on personal interests.

Title: Unit 7; Lesson 2 – Find It @ Your School LibraryType:


Field Dependent



Students will locate fiction and nonfiction titles from their Summer Reading List, and then use illustrations and text features to confirm their selections.

Description: Library Media Specialist Preparation/Technology Options: This activity may be implemented in the Library with Web access, LCD

projector, document camera or overhead projector, and whiteboard/screen. If a computer lab is available, students can post comments about a book they selected for summer reading to the Predict and Infer page of the school library wiki.

If your school will be offering Summer Loan for grade five students, prepare copies of your school library’s Summer Loan Policies and Procedures.

Locate photos or virtual tours showing how materials are organized in area middle school libraries; this may be available at middle school library Web sites or wikis. If not, contact your area middle school library media specialists to request these visuals, or to arrange for a brief Safari Live tour of a middle school library.

Students will need their Summer Learning Agendas, including the Destiny Quest Summer Reading Lists they printed out in last week’s activity; consider copying some lists so that you have duplicates for students who were absent for the previous activity.

CONNECT



Tell students that today they will be locating and previewing books from the Destiny Quest Summer Reading Lists they created in the previous lesson, to choose books they would like to read over the summer.

Provide students with a copy of your school library’s Summer Loan Policies and Procedures, which should be returned within a week with a parent/guardian signature authorizing students to borrow the books over the summer.

Review the Summer Loan Policies and Procedures with students, and have them engage in a class discussion about why it is important for them to follow these when they borrow books from the school library for the summer.

INFORM

Using a document camera or transparency, project the Destiny Quest Summer Reading List that you created during the modeling for the previous lesson, or use a student volunteer’s list. Refer to the call numbers of the books on this list.

Ask student volunteers to identify the area of the Library where you would find the books, and explain how they knew where to find them (e.g., call numbers beginning with a number are located in the Nonfiction section; call numbers beginning with prefix F followed by three letters are located in the Fiction section).

Ask students to recall and explain: “What the three letters following the F prefix stand for in a

fiction call number?”

“How fiction books are ordered on the shelf?” “What the Dewey Decimal numbers and letters represent in a

nonfiction call number?” “How nonfiction books are ordered on the shelf?” “How call number signs at the top of the shelves are used to

locate books?”

Refer to a nonfiction call number on your list and model looking around the library to locate the shelf sign under which you expect to find the book. Model writing the call number/letters of the shelf sign in parentheses beside the book’s call number.

PRACTICE

For each book on their Destiny Quest Summer Reading list, students will look around the library to find the shelf sign under which they



expect to find the book. Students will write the call number/letters of the shelf sign in parentheses beside the book’s call number.

Have students write the call number for one of their nonfiction selections on the back of their Bibliography sheet in large letters with a dark marker/crayon. Direct them to go and stand directly under the shelf where they expect to find the book and hold up their paper to display the call number.

Ask students to look at the call number held by the classmate to their right or left. Students check this call number in relation to the call number at the top of the shelf where the classmate is standing to decide if he/she will be successful in finding his/her book on that shelf. If not, students should explain to the classmate which shelf they should go to and why.

INFORM

If students demonstrated weaknesses in locating materials in the non-fiction section, the library media specialistmay want to review applicable sections of a Dewey decimal tutorial on screen for individual students or with the whole class:

Animated Tour of the DDC “Do We” Really Know Dewey?

Model for students how proficient readers use text features and illustrations to help them make book choices. Be sure to mention how much time publishing houses spend designing the cover so as to attract readers.

APPLY

Students will: Select at least two of the books from their Destiny Quest

Summer Reading List and locate the books on the shelf by Dewey number or author; encourage students to select at least one fiction and one nonfiction book.

Examine text features, illustrations, and the cover to choose books for summer reading.

Students will share the title and location of one book they chose to read over the summer; explain which text features influenced their decision to select this book; and make a prediction about the book based on the text features they previewed. Students may post these comments to the Predict and Infer page on the elementary school library wiki, write them on an exit ticket, or share orally with a partner or in small groups.

REFLECT



http://library.thinkquest.org/5002/%20%20/

http://www.oclc.org/dewey/resources/tour/

Ask students to note similarities and differences in the way materials are organized in their elementary school library and in area middle school libraries:

Display photos or virtual tours of area middle school library media centers, or provide a brief Safari Live tour.

Suggest that students observe how books are organized in the middle school library when they take their orientation field trip to the school.

Resources: Your school library’s Summer Loan Policies and Procedures document Your Elementary School Library Wiki Area Middle School Library Media Center Photos/Websites or Safari

Live Tour Animated Tour of the DDC (optional) Do We” Really Know Dewey? (optional)/



http://library.thinkquest.org/5002/

http://www.oclc.org/dewey/resources/tour/

Curriculum Guide – Grade 5 Unit 7: Express Yourself Lesson 3


Indicator: In response to a teacher request to do so, students will be able to use skills, resources, and tools to pursue personal and aesthetic growth.

Objective: Upon request, students will be able to seek information for personal learning in a variety of formats and genres.

Title: Unit 7; Lesson 3 – Express Yourself @ Your Public Library



Field Dependent


Kinesthetic Active Reflective Global SequentialAIM: Students will use the public library catalog and summer reading program

resources to select materials for summer reading and learning.

Description Library Media Specialist Preparation/Technology Options: This activity should be implemented in a computer lab or for student

access to the Baltimore County Public Library Web site and catalog. If a computer lab is not available, students could share and take turns using OPAC stations in the Library, the library media specialist could display the Web pages on whiteboard or screen, and students could use print copies of some of the BCPL resources.

Prepare for distribution to students: Promotional materials received from BCPL for the Summer

Reading program. Middle School Summer Reading Lists for incoming 6th graders:

Those lists may be available on middle school Web sites or wikis. If not, contact area middle school library media specialists to request these booklists. If a summer reading list for any area middle school is unavailable (or for students leaving the area): Compile a list of age-appropriate titles from the Grade 4-6 and Grade 6-9 Maryland Black-eyed Susan Book Award nominees for the upcoming school year, or from the BCPL Summer Reading Program Teen Booklists and Children’s Booklists.

Wear your BCPL Summer Reading Club “Sneaks” T-shirt for this



http://www.bcpl.info/kidspage/summerreading.html#books


http://www.bcpl.info/kidspage/kids_src_teenzine.html#books

http://www.maslmd.org/awards_nominees.php


lesson to promote the program.Students will need their Summer Learning Agendas and Destiny Quest Summer Reading Booklists.CONNECT

Introduce “Sneaks” and ask students who have participated in the BCPL Summer Reading Club during previous summers to share anecdotes about those experiences.

Display and have students follow this file-path to access About the Summer Reading Program: BCPS homepage Students OnLINE Library Summer Reading Club About the Summer Reading Program. Highlight and read aloud selected sections as students read along, providing additional information about today’s lesson. Refer to the following questions:

How do I get involved with Summer Reading? Inform students that they will be registering online today.

How much does Summer Reading cost? Note that participation is free.

What will I be doing? Tell students that they will have an opportunity to search the public library catalog for books on their Destiny Quest Summer Reading Lists today.

Am I too old for Summer Reading? Inform students that as incoming 6th graders, they are eligible to participate in the Teens Summer Reading Program for middle and high school students. They will receive copies of their middle school summer reading booklists and will search the public library catalog to preview and select books from that list.

Will there be any special Summer Reading Events at my library? Tell students that you will be giving them copies of the Program Guide for them to take home, so that they can plan to participate in activities held at their local BCPL branch.

Ask if students are aware of where their local branch of the public library is located. Use Google Maps to show a panoramic Street View of the local BCPL branch and its surroundings. Display the file-path to the list of local BCPL braches from the sidebar (About Us Hours and Locations) to have students access their local branch page and record information about their local BCPL branch on their Summer Learning Agenda.

INFORM

From the About the Summer Reading Program Web site, have students click on the teen program link (under the heading Am I too old for Summer Reading?)

Preview briefly with students the Teen Program Page and linked Library Information Services


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http://www.bcpl.info/kidspage/kids_src_teenzine.html

http://www.bcpl.info/libpg/aboutyourlibrary.html#neighborhood


http://www.google.com/maps

http://www.bcpl.info/kidspage/kids_src_aboutsrc.html




resources including the online version of the Program Guide, Teen Booklists, and Related Websites.

Direct students to click on the Log in/Registration link, and then the 6th – 12th grade tab. Guide students to register by clicking on the Sign Me Up button and entering the required information in the fields.

Have students record their Summer Reading Program usernames and passwords on their Summer Learning Agendas.

Have students select from the sidebar: Kids Kids Catalog. Guide students to preview the interface and note that it’s features are similar to those of the Visual Search interface in the Destiny school library catalog.

Tell students that you will be providing them with copies of their middle school summer reading lists for incoming 6th graders (or an alternative booklist if necessary). Model doing a title search to locate a book from one of the booklists and display the title record.

Note the Branch & Location, Status & Call Number sections. Note the BCPL call number format: Prefix J for Juvenile

followed by Dewey number (nonfiction) or first three letters of author’s last name (fiction)

Demonstrate the process for: Reading the annotation under the heading It’s About to decide

whether the book interests you. Checking under Branch and Location to see if your local branch

has a copy. Writing the BCPL Call Number and Location next to the book

title on your booklist.

PRACTICE

Provide students with copies of their middle school summer reading lists for incoming 6th graders (or the alternative booklist if a middle school list is not available).

Students do a title search for books on their Middle School Summer Reading Lists to note the BCPL Call Number and shelf Location of any books they would like to read over the summer.

APPLY

Students do a title search the BCPL Kids Catalog for books on their Destiny Quest Summer Reading list which they were unable to check out of the school library for the summer, noting the BCPL Call Number and shelf Location of any books they find available.

REFLECTLibrary Information Services


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Ask students to share with a partner or the class which books, Web sites, and activities they are looking forward to reading and exploring over the summer as they participate in the BCPL Summer Reading Program.

Note that students will have opportunities to post comments about their reading on a wiki when they go to middle school, just as they have done in elementary school. Display area middle school library wikis to have students note any similarities and differences between these and their elementary school library wiki.

Have students record the URLs for their middle school library wikis on their Summer Learning Agendas under My Middle School Library Media Center.

Resources: BCPL Summer Reading Program “Sneaks” T-shirt. Obtain via BCPS Office of Library Information Services or your local BCPL branch.

BCPS Office Library Information Services – BCPL Summer Reading portal

Google Maps Area Middle School Summer Reading Booklists

Obtain from middle school Web sites, wikis, or library media specialists. Alternative Summer Reading Booklists. Compile a list of age-

appropriate titles from these resources: BCPL Summer Reading Program - Teen Booklists

BCPL Summer Reading Program - Children’s BooklistsArea Middle School Library wikisPrintable/Editable Calendars



http://www.educationworld.com/a_lesson/archives/calendar.shtml


http://www.bcpl.info/kidspage/kids_src_teenzine.html#books

http://www.google.com/maps

http://www.bcps.org/offices/lis/misc/summerread.html


Curriculum Guide – Grade 5 Unit 7: Express YourselfLesson 4

Standard: Learners use skills, resources, and tools to share pursue personal and aesthetic growth. (Source: Standards for the 21st Century Learner)

Indicator: In response to a teacher request to do so, students will be able to use skills, resources, and tools to pursue personal and aesthetic growth.

Objective: Upon request, students will be able to search databases by keyword, title, and author and advanced search features.

Title: Unit 8; Lesson 4 – Databases for Summer Learning and Fun!



Field Dependent



Students will explore databases available to them outside of school in order to identify at least three resources for personal learning over the summer.

Description: Library Media Specialist Preparation/Technology Options: This activity should be implemented in a computer lab for student access

to the BCPS databases. If a computer lab is not available, students could share and take turns using OPAC stations in the Library, or the library media specialist could display the database content with an LCD projector on whiteboard or screen.

Prepare a handout for distribution to students: Remote Access handout for the BCPS Databases (side 1) and Databases for Personal Learning and Fun graphic organizer (side 2).

Consider setting up a Summer Learning Resources wiki where students can share and comment on the personal learning resources they find during this lesson and at home.

CONNECT

Ask students to share with the class some of the activities they look forward to doing during the summer break. Note that many students like to do things outside during the summer—playing, swimming, biking, etc.—and that this is important for their physical fitness. However, it is also important for children to exercise their minds over the summer break.

Ask if students have ever heard of “Brain Drain,” and if not, what do students think that phrase means? (e.g., loss of knowledge and skills experienced by students while they are not in school) Tell students that



https://intranet.bcps.org/offices/curriculum_and_instruction/lis/handout.doc

they may not have any studying to do over the summer, but if they keep their brains sharp now, they can get a jump on their studies next school year. Note that there are lots of fun ways for students to keep their brains “in shape” over the summer.

Remind students that even over the summer, they have access to over a million dollars worth of online databases that they can use to find activities, articles, puzzles, experiments, podcasts, Web sites and so much more.

Distribute copies of the Remote Access handout for BCPS Virtual Resources & Digital Content.

INFORM

Refer to the Rem o te Access handout. Note that students must use the URL for the Virtual Resources portal to access the databases from home, and point out that there are different usernames and passwords to use for each database. Model accessing the Virtual Resources & Digital Content portal from the BCPS homepage.

Tell students that over the summer they can access not only the elementary databases, but also the databases listed under Grades 6-12. Note that although the SIRS Discoverer icons appear under Grades K-5 and not under Grades 6-12, this database is appropriate for middle school students, and they can still access SIRS Discoverer from both school and home.

Tell students that today they will be searching two databases for materials that can help them to keep their brains in shape over the summer, and have some fun at the same time.

Have students refer to their Personal Interests brainstorm chart on their Summer Learning Agenda sheet. Note that students can use search the databases by keyword, title, or author to locate materials related to their personal interests. Have student volunteers suggest keywords, titles, or authors and model performing each type of search and previewing the results to select materials.

Click on the middle school tab in Net Trekker to preview some fun summer learning resources, such as:

Note the subjects featured on the main page; ask students to identify subjects they might like to explore over the summer, such as sports, music, or technology.

Note the Current Events section as a resource for keeping up with the latest news.

Preview the Famous Person search feature on the Features sidebar.

Do a keyword search on “critical thinking puzzles” and preview one of the linked sites.

Click on SIRS Discoverer to preview some fun summer learning Library Information Services


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resources, such as: Discoverer’s Top Pick (feature article) Activities (on the Database Features sidebar) – includes art

projects, collecting & hobbies, food projects & recipes, home & personal projects, science & nature projects, etc.

Kids Corner and Personal Growth (both on the Browse Subject Tree bar)

Spotlight of the Month (on the Reference bar) Model adding notes to the Databases for Personal Learning and Fun

graphic organizer: note the keywords you used, the file-path you followed, the title or URL of the resource you found, etc.

PRACTICE

Students access the databases through the BCPS Virtual Resources & Digital Content portal and search the NetTrekker and/or SIRS Discoverer database to identify resources for personal learning over the summer.

On their Databases for Personal Learning and Fun handout, students record keywords used, file-paths followed, article titles, URLs, etc. for at least three personal learning resources they would like to explore over the summer.

APPLY Students will share information about one of the resources or activities

they chose for summer learning by: Identifying the database where they found the resource Describing the keywords they used and the path they followed to

find the resource Summarizing what the resource is about Explaining why they are interested in exploring this resource

over the summer Students may share the resource and demonstrate how and where they

found it by: Showing a classmate seated next to them in the computer lab Showing the class on whiteboard or screen

Students could add the summer learning resources they found in today’s activity to a Summer Learning Resources wiki. Students may add additional resources, comments, and recommendations over the summer.

REFLECT

Ask students to discuss why it might be easier to find resources for personal learning through a database than it would be to search for them using a general search engine like Google. What database features helped them to find these resources?





Resources: BCPS Virtual Resources and Digital Content – Remote Access Logins BCPS Virtual Resources & Digital Content portalSummer Reading and Learning wiki (optional)



https://plans.pbworks.com/academic



_____________________’s Summer Learning Agenda

My Personal Interests for Summer Reading and Learning

Brainstorm a list of topics you would like to read about and any authors, titles, or series you are interested in reading this summer. Then, share and discuss ideas with your classmates to add additional interests your list.

Topics

Authors

Titles

Series



BCPL Summer Reading ProgramStart - End

DatesMy UsernameMy Password

Summer Reading Club

Portal

http://www.bcps.org/offices/lis/misc/summerread.html Click on the Teens link to access the Program Guide, Book Lists, Websites, and more.

My Local BCPL BranchBranch Name

Address and Phone #

Directions

Hours

Website http://www.bcpl.info/libpg/aboutyourlibrary.html#neighborhood

Events See the Events Calendar on your local branch page to record teen activities that interest you on your summer calendar.

My Middle School Library Media CenterMiddle School

School Website

School Library Wiki School Library Media

SpecialistMiddle School Summer

Reading List Maryland Black-eyed

Susan Book List http://www.maslmd.org/awards_nominees.php




