Mathematical Magnitude: Research Using Print Sources

Submitted by lhstlmal on Mon, 10/31/2011 - 21:53Printable version Bookmark and Share
Created By:
Melanie Lewis
Title/Role:
Coordinator of Learning Resources
Organization/School Name:
Golden Valley USD
Location:
California

Grade Level:
9
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Moderate
Content Area:
Language Arts, Mathematics
Content Topic:
How are mathematics used in real life?
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.2 Organize knowledge so that it is useful.
Dispostion Indicator(s):
2.2.4 Demonstrate personal productivity by completing products to express learning.
Responsibilities Indicator(s):
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
Self-Assessment Strategies Indicator(s):
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2.4.3 Recognize new knowledge and understanding.
Scenario:
This lesson is the first of several in the research process for a collaboratively planned interdisciplinary inquiry project unit. The unit is designed to meet California English standards for 9th grade while engaging students in rigorous and relevant learning and providing a foundation for integrating the 21st Century skills essential for success. Students will select a career of interest with which to explore the following essential questions over the course of the unit: Driving question: How are mathematics used in real life? •Why do I need to learn math? •How are math skills used in a particular career? •What skills and/or education does one need to pursue a particular career? •How does this career benefit the public? By the conclusion of the unit, students will organize their research into an outline with a list of Works Cited in MLA format and produce a multimedia presentation to communicate their learning. The unit plan is located in WebQuest format at: http://questgarden.com/q/lhs9 For this individual lesson, students will begin their research by learning to access print sources and use and correctly cite the information located.

Overview:
This lesson is designed to teach students to use a print source to locate and use information about his/her career choice in order to answer the essential question: How are mathematics used in real life?

Final Product:
Students will use a print source to complete an outline template with as much information as possible and complete an MLA citation form for the source.

Library Lesson:
Students will learn how to locate relevant print sources, use the information found within, and correctly cite it in MLA format.

Estimated Lesson Time:
75 minutes
Assessment
Product:
Teachers and students will use a collaboratively developed rubric to assess the completed outline with Works Cited in MLA format at the conclusion of the research process.

Process:
Teacher and school librarian will use the MLA citation forms and partially completed outlines to determine whether students have successfully located, used, and cited a print source before moving on to the next lesson (using Web sources) in the research process.

Self Questioning:
Have I used all of the information available in my print source? In what areas am I lacking information that I will need to research in another source? Do I need to ask for help?

Instructional Plan
Resources students will use:
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Service (i.e. photocopying service, bank service, interlibrary loans)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
http://www.live.com

Resources instructor will use:
Projector
Laptop
Other

Other instructor resources:
Library map/DDC information, Library catalog, Library materials, Outline template, MLA Citation forms, Project rubric

Instruction/Activities
Direct instruction:
As the class enters the library, direct them to stand in front of the Reference section. Ask students the following questions: 1. Why are these books separated from the rest of the library materials? 2. What makes a reference source different from other library materials? Wait for answers before offering the following: Reference books are designed to be consulted for specific items of information rather than read cover-to-cover like a chapter book. As a result, they are often not included with the general collection to be circulated outside of the library since many people may need to use the item at one time. Materials commonly found in the Reference section are encyclopedias, dictionaries, thesauruses, atlases, almanacs, and directories. These materials are organized by the Dewey Decimal Classification (DDC) system within the Reference section so you can easily find what you are looking for (indicate the DDC numbers located on the spine labels and reference the DDC subjects by 100s). You can either take notes from the reference source while you're in the library or make a photocopy of the article you need. The general collection is also arrange by the DDC system. To locate books to check out, you can either browse the shelves (move the students throughout the library and refer to the DDC posters for each area and/or library map) or use the online catalog. Move students to the teaching area.

Modeling and guided practice:
Provide students with a handout with a library map and DDC subjects. Using a laptop and projector, model how to locate a print source in the online catalog. Locate the call number for a print source and demonstrate how to use the library map/spine label to locate the item. Ask a student to retrieve the item. Repeat this several times. Using one of the retrieved items, model how to locate the information needed for the MLA citation by examining the cover, title page, and verso. Demonstrate how to complete the citation form and complete the outline template with information found in the text. Guide students through using their class textbook to create an MLA citation form for a print source.

Independent practice:
Direct students to locate one print source from the general or Reference collection, complete an MLA citation form, and complete as much of their outline template as possible. Both classroom teacher and school librarian should assist students with this activity.


Have you taught this lesson before:
Yes

Strategies for differentiation:
Additional time and individualized attention for students with special needs. Students may choose to take notes by hand on paper, type it on a Word document on the school computer, or type it online on a Word document in their Live@edu (www.live.com) accounts.
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.L.3.a » English Language Arts » Knowledge of Language » a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type. (9,10)

CC9-10RS/TS3 » Reading Standards for Literacy in Sci Tech » 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (9,10)

CC.9-10.SL.1.d » English Language Arts » Comprehension and Collaboration » d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (9,10)

CC.9-10.L.4.c » English Language Arts » Vocabulary Acquisition and Use » c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (9,10)

CC9-10RS/TS9 » Reading Standards for Literacy in Sci Tech » 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. (9,10)

CC9-10RS/TS1 » Reading Standards for Literacy in Sci Tech » 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (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.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)

CC9-10RS/TS2 » Reading Standards for Literacy in Sci Tech » 2. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (9,10)

CC.9-10.R.I.4 » English Language Arts » Craft and Structure » 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (9,10)

CC.9-10.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. (9,10)

CC.9-10.R.L.4 » English Language Arts » Craft and Structure » 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (9,10)

CC9-10WH/SS/S/TS1a » Writing Standards » a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. (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.5 » English Language Arts » Production and Distribution of Writing » 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (9,10)

AASL/Common Core State Standards Crosswalk

Common Core State Standards Mathematics:

A-REI.12 » Mathematics » High School - Algebra » Reasoning with Equations and Inequalities » Represent and solve equations and inequalities graphically » 12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. (9,10,11,12)

Mathematics » High School - Functions » Interpreting Functions » Understand the concept of a function and use function notation (9,10,11,12)

A-REI.10 » Mathematics » High School - Algebra » Reasoning with Equations and Inequalities » Represent and solve equations and inequalities graphically » 10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). (9,10,11,12)

S-IC.3 » Mathematics » High School - Statistics and Probability » Making Inferences and Justifying Conclusions » Make inferences and justify conclusions from sample surveys, experiments, and observational studies » 3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. (9,10,11,12)

Mathematics » High School - Functions » Linear, Quadratic, and Exponential Models » Interpret expressions for functions in terms of the situation they model (9,10,11,12)