Introduction to Research

Submitted by Michele L Kuhar on Mon, 03/14/2011 - 19:56Printable version Bookmark and Share
Created By:
Michele L. Kuhar
Title/Role:
Teacher-Librarian
Organization/School Name:
Brunswick High School
Location:
Ohio

Grade Level:
9
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Moderate
Content Area:
Language Arts
Content Topic:
How information is organized in the library setting
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
4.1.8 Use creative and artistic formats to express personal learning.
Dispostion Indicator(s):
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
2.2.4 Demonstrate personal productivity by completing products to express learning.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
Responsibilities Indicator(s):
1.3.4 Contribute to the exchange of ideas within the learning community.
4.3.2 Recognize that resources are created for a variety of purposes.
Self-Assessment Strategies Indicator(s):
2.4.4 Develop directions for future investigations.
4.4.2 Recognize the limits of own personal knowledge.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.
Scenario:
9th grade students come to high school lacking knowledge of research materials and skills. After meeting with the 9th grade language arts teachers, the school librarian developed a 5-unit lesson. Observations of student behavior in the school library also contributed to the content of the unit. Each teacher schedules the unit before they assign the required research paper. Students may have received some instruction prior to the unit which is broken down into 5 lessons, one per week so the teacher can build on the week's topic in their classroom. (Lessons include Dewey Decimal System; reference books; plagiarism/copyright; website evaluation; and databases.)Both teacher and school librarian will guide and observe student use of research materials during the unit. A scavenger hunt, quiz and worksheet are also assessments in different lessons. As students work on their research papers the school librarian and teacher will follow-up by reminding the students to look for specific sources. Teachers require a variety of sources for the papers. This lesson reflects the following standards: AASL 1.1.4 Find, evaluate, and select appropriate sources to answer questions. Common Core Standard W.9-10.8. Gather relevant information from multiple authoritative print and digital sources.

Overview:
Essential Question: What sources will help me complete my research paper? What are my strengths and weaknesses when doing research? Students will see many sources are available to them in different formats. They will explore these during the unit. How do you find books using the Dewey Decimal System? The main source for this lesson is non-fiction books.

Final Product:
Online Likert survey created by the school librarian with Google docs- students answer anonymously so they will be honest. https://spreadsheets.google.com/viewform?hl=en&formkey=dHRZWVpWdEJSX3dGVjk3LWhLOE41YUE6MQ#gid=0 Because this is a diagnostic assessment, the students will use it for self-evaluation. The classroom teacher will also use the results to adapt lessons. Word cloud using Wordle

Library Lesson:
Students will learn what skills will improve their research paper including how to find books using the Dewey Decimal System.

Estimated Lesson Time:
45 minutes
Assessment
Product:
The school librarian will print out the results of the Google doc survey and share them with the classroom teacher. Future lessons can then be adapted to strengthen the areas where students have weaknesses. Students will print their word clouds for display in the stacks.

Process:
The school librarian and classroom teacher will observe students and answer questions as they complete the survey. Students will also be observed as they work in the stacks and on their word art. Samples of student work will be projected on the interactive board for others to see.

Self Questioning:
When I completed the survey, I realized there are many different sources of information. Will I be able to find books using the Dewey Decimal System? It seems to be a logical way to find stuff. What other sources can I use to finish my research paper?

Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Moving Image (i.e. animations, movies, tv program, video)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
http://www.wordle.net

Resources instructor will use:
Projector
Laptop
Smart board
Other

Other instructor resources:
netbook cart

Instruction/Activities
Direct instruction:
1. The class will read the definition of information literacy "The ability to access, evaluate, and use information effectively" according to The Association of College and Research Libraries, 2000. School librarian explains how we are constantly accessing & using information but not thinking about where it comes from or what it means. 2. School librarian will explain how the DDS is organized using a slide show & pass out sheets with the hundred subdivisions. 3. School librarian will demonstrate the use of the school OPAC.

Modeling and guided practice:
1. The students will locate the Moodle icon on the district website and practice logging in to the research lesson. 2. School librarian will give the students a subject & they must decide where the book is located according to DDS subdivisions, i.e. recipe for a quiche 640s

Independent practice:
1. Each student will open the Likert survey on Moodle and answer the questions anonymously to ensure honesty. 2. Students will write brief facts from a slide show about Melvil Dewey in their notebooks. 3. Students will go to the stacks and randomly pick a shelf. They must decide what subjects they would assign to the books on that shelf if they were a cataloger. 4. Students will access Wordle on thte internet and create a word cloud for the subjects they assigned to their shelf.


Have you taught this lesson before:
Yes

Strategies for differentiation:
All lessons are posted on Moodle. Students can refer to it after class for clarification or review. They are told to access the site if they are absent so they don't miss a lesson.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.9-10.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (9,10)

CC.9-10.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (9,10)

CC.9-10.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (9,10)

CC.9-10.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (9,10)

CC.9-10.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (9,10)

CC.9-10.W.4 » English Language Arts » Production and Distribution of Writing » 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (9,10)

CC9-10RS/TS7 » Reading Standards for Literacy in Sci Tech » 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (9,10)

CC.9-10.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (9,10)

CC.9-10.R.L.1 » English Language Arts » Key Ideas and Details » 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (9,10)

CC.9-10.R.I.2 » English Language Arts » Key Ideas and Details » 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (9,10)

CC.9-10.R.L.2 » English Language Arts » Key Ideas and Details » 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (9,10)

CC9-10WH/SS/S/TS2a » Writing Standards » a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (9,10)

CC.9-10.W.2.b » English Language Arts » Text Types and Purposes » b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (9,10)

CC.9-10.W.6 » English Language Arts » Production and Distribution of Writing » 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (9,10)

CC9-10RH/SS7 » Reading Standards for History » 7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (9,10)

CC.9-10.W.2.a » English Language Arts » Text Types and Purposes » a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (9,10)

CC.9-10.SL.6 » English Language Arts » Presentation of Knowledge and Ideas » 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. (9,10)